SỞ GIÁO DỤC ĐÀO TẠO THÀNH PHỐ HUẾ

TRƯỜNG THPT AN LƯƠNG ĐÔNG

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KẾ HOẠCH BÀI DẠY

MÔN: TIẾNG ANH 11

GIÁO VIÊN: NGUYỄN THỊ NGỌC ANH

TỔ CHUYÊN MÔN: TIẾNG ANH

NĂM HỌC: 2024-2025

Nguyễn Thị Ngọc Anh

Period 1 INTRODUCTION

*Tiếng Anh 11 – Global Success được sử dụng trong dạy và học Tiếng Anh ở lớp 11 với
thời lượng 3 tiết/ tuần (105 tiết cho một năm học với 35 tuần).

*Tiếng Anh 11 – Global Success gồm 10 đơn vị bài học (Unit).

Unit 1: A long and healthy life

Unit 2: The generation gap
Unit 3: Cities of the future
Unit 4: ASEAN and Vietnam
Unit 5: Global warming
Unit 6: Preserving our heritage
Unit 7: Education options for school-leavers
Unit 8: Becoming independent
Unit 9: Social issues
Unit 10: The ecosystem
*Mỗi đơn vị bài học sẽ gồm 8 bài học (lesson): Getting started, Language, Reading,
Speaking, Listening, Writing, Communication and culture/ CLIL, Looking back and project.

*Sau mỗi 2 - 3 đơn vị bài học là một bài ôn tập (Review).

*Tổng số tiết trong năm học: 35 tuần x 3 tiết = 105 tiết , trong đó học kì 1 gồm 18 tuần
*3 tiết= 54 tiết, học kì 2 gồm 17 tuần *3 tiết= 51 tiết

*Tổng số bài kiểm tra đánh giá thường xuyên: 4 theo nhiều hình thức khác nhau

*Tổng số bài kiểm tra đánh giá định kì :2

* Bài kiểm tra giữa kì theo cấu trúc: Language and vocabulary, Reading , Listening ,
Writing , Speaking

*Bài kiểm tra cuối kì theo cấu trúc: Language and vocabulary 2đ, Reading 2đ, Listening 2đ,
Writing 2đ, Speaking 2đ

Period 2 UNIT 1: A LONG AND HEALTHY LIFE

Lesson 1: Getting started – A healthy lifestyle

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
Nguyễn Thị Ngọc Anh
 - Gain an overview about the topic A long and healthy life;
- Gain vocabulary to talk about a healthy lifestyle;
- Get to know the language aspects: Past simple vs. Present perfect.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Familiarize with the ways to keep fit and stay healthy;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

1. (to) work out /wɜːk aʊt/ to exercise in order to improve the Tập luyện
strength or appearance of your body

2. (be) full of /fʊl əv/ containing a lot of something Đầy

3. diet (n) /ˈdaɪ.ət/ the food and drink usually eaten or Chế độ ăn
drunk by a person or group uống

4. balanced /ˈbælənst/ a balanced diet is a combination of Cân bằng

(adj) the correct types and amounts of foo
d.

5. fit (adj) /fɪt/ healthy and strong, especially as Cân đối

a result of exercise

Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in

Students are reluctant to work in
groups so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language
deliver a speech.
before assigning tasks.
- Encourage students to work in groups so that
they can help each other.

Nguyễn Thị Ngọc Anh

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Categorizing game: Classify healthy and unhealthy activities
c. Expected outcomes:
- Students can distinguish healthy and unhealthy activities
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Categorizing game Lists of activities:
- Ss work in groups. Each group is given small pieces - Healthy lifestyle
of paper on which activities of healthy and unhealthy + Eat fruits and vegetables
lifestyle are written. + Drink enough water
- Each group has to classify them into correct + Have a balanced diet
categories. + Get regular exercise
- The first team to complete the task correctly is the + Avoid tobacco and drugs
winner. + Get enough good sleep
- Teacher asks the winner to go to the board and show - Unhealthy lifestyle
the correct answers. + Stay up late
+ Eat late in the evening
+ Eat too much sodium
+ Have excessive screen time
+ Overuse painkillers and
sedatives
+ Eat fast food

e. Assessment
- Teacher observes the groups 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’ CONTENTS

ACTIVITIES
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. (to) work out
- Teacher explains the meaning of the new vocabulary 2. (be) full of
by pictures. 3. diet (n)
- Teacher checks students’ understanding with the 4. balanced (adj)
“Rub out and remember” technique. 5. fit (adj)
- Teacher reveals that these five words will appear in
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 the reading text and asks students to open their
textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ 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 healthy lifestyles.
- To help Ss identify the Past Simple and Present Perfect.
b. Content:
- Task 1: Listen and read. (p.8)
- Task 2: Read the conversation again and decide whether the following statements are true (T)
or false (F). (p.9)
- Task 3: Fill in the blanks to make phrases from Task 1 with the following meanings. (p.9)
- Task 4: Complete the text based on the conversation in Task 1. Use the correct form of the
verbs in brackets. (p.9)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

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.
Questions:
- What can you see in each picture?
- Who are the speakers?
- What do you think they are discussing?

Suggested answers:
- Water, vegetables, tape measure
- Nam and his friend Mark are the
speakers.
- They are discussing a healthy lifestyle.
Task 2. Read the conversation again and decide whether the following statements are
true (T) or false (F). (5 mins)
- Teacher tells Ss to read the conversation again Answer key:
and work independently to find the answers. 1. F (Nam used to eat a lot of fast food and
Remind Ss to underline the information and have bad habits.)
correct the false statements. 2. T
- Ss work independently to find the answers. 3. T
- Teacher has Ss compare the answers in pairs
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 before checking with the whole class.
- Teacher checks the answers as a class and
gives feedback.
Task 3. Fill in the blanks to make phrases from Task 1 with the following meanings. (5
mins)
- Teacher has Ss look at the box 1-4. Explain Answer key:
that these words are part of phrases related to 1. energy
healthy lifestyles and they are all in the 2. habits
conversation in Task 1. 3. regular
- Teacher asks Ss to read the definitions and the 4. balanced
words in the boxes so that the phrases on the left
match the definitions on the right. Underline the
phrases in the conversation.
- Check answers as a class.
Task 4. Complete the text based on the conversation in Task 1. Use the correct forms of
the verbs in brackets. (5 mins)
- Teacher tells Ss to read the summary. Focus Answer key:
attention on the verbs in brackets. 1. ate
- Teacher asks Ss to complete the sentences, 2. has started
using the correct verb form. In weaker class, 3. (has) given
teacher may have Ss refer to the conversation in 4. visited
Task 1. 5. has just celebrated
- Check answers as a class.
- Elicit the verb tenses, i.e. Past Simple and
Present Perfect

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 memorize the basic knowledge on how to stay healthy;
- To get Ss to speak about how to be strong and healthy.
b. Content:
- Role play
c. Expected outcomes:
- Students can give a short talk about good habits to stay healthy.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Role-play
- Teacher asks Ss to work in groups. Students’ own creativity
- In each group, one student plays the role of grandpa
who is in his 90s and still very strong and healthy.
Others are grandchildren.
- Grandpa is giving advice on how to be healthy.
- 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.
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 - Teacher gives feedback and gives marks to the best
group.
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
- Write a short paragraph about how to keep fit and stay healthy.
- Prepare for the project in Lesson 8

Board Plan
Date of teaching
Unit 1: A long and healthy life
Lesson 1: Getting started
*Warm-up

* Vocabulary
1. (to) work out
2. (be) full of
3. diet (n)
4. balanced (adj)
5. fit (adj)

- Task 1: Listen and read.

- Task 2. Read the conversation again and write T (True) or F (False).
- Task 3. Fill in the blanks to make phrases from Task 1 with the following
meanings.
- Task 4. Complete the text based on the conversation in Task 1.
- Task 5: Role-play

*Homework

Nguyễn Thị Ngọc Anh

 Period 3 UNIT 1: A LONG AND HEALTHY LIFE
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 A long and healthy life;
- Recognise and practise strong and weak forms of auxiliary verbs;
- Review the use of Present perfect and Past simple tenses.
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
- Be ready to have a healthy lifestyle;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Past simple tense Present perfect tense
1. Describe something started and finished 1. Describe something that started in the
in the past past, and is still happening now (often
E.g. You did a great job yesterday. used with since, for, so far)
E.g: You have done a great job so far.
2. Describe something that was completed 2. Describe something that was completed
in the past (often used with a time phrase) in the very recent past (used with just and
E.g. We lived in Hai Phong when I was recently)
little. E.g. We have just moved to Hai Phong.

Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in

Students are reluctant to work in
groups so that they can help each other.
groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small
Students may lack vocabulary to
chunks (before every activity).
deliver a speech
- Provide vocabulary and useful language
before assigning tasks
Nguyễn Thị Ngọc Anh
 - 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 healthy lifestyle;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and answer the question: What do humans need to do to stay healthy?
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 CONTENTS

VIDEO WATCHING Suggested answers:
https://www.youtube.com/watch?v=UxnEuj1c0sw - Eat a good balance of all kinds
- Ss work in 4 groups. Each group is given a big-sized of food
piece of paper and markers. - Drink lots of water
- Ss watch the video once and list out good habits to - Do lots of exercises
stay healthy mentioned in the video. - Keep clean and wash off germs
- All teams stick the paper on the boards. - Have enough sleep
- Teacher checks the answers of each group.
- The group that has the most correct answers is the
winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise strong and weak forms of auxiliary verbs.
- To help Ss practise strong and weak forms of auxiliary verbs.
b. Content:
- Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs.
Then practice saying them. (p.9)
- Task 2: Read the sentences out loud. Pay attention to the strong and weak forms of the
auxiliary verbs. Then listen and check. (p.9)
c. Expected outcomes:
- Students can pronounce the strong and weak forms of auxiliary verbs in Yes-No questions
correctly.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary
Nguyễn Thị Ngọc Anh
 verbs. Then practise saying them. (5 mins)
- Teacher asks Ss to listen to the recording. Have them
Notes:
pay attention to the strong forms (in red) and the weak
- Auxiliary verbs at the beginning of
forms (in blue) of the auxiliary verbs. Yes/No questions do not receive
- Teacher asks Ss to listen to the recording again, but
stress and are pronounced in their
this time, have them repeat the words in red and greenweak forms.
only. - At the end of short answers, they
- Teacher asks Ss to read the notes in the Remember! often receive stress and are
Box which is above the conversation. Check pronounced in their short forms.
understanding by asking individual Ss to briefly Mark: Have you started working out
explain the strong and weak forms of auxiliary verbs. again?
/həv/
Nam: Yes, I have.
/hæv/
Mark: Was it your grandfather who
taught
/wəz/
you?
Nam: Yes, it was.
/wɒz/
Task 2: Work in pairs. Read the sentences out loud. Pay attention to the strong and
weak forms of the auxiliary verbs. Then listen and check. (7 mins)
- Teacher asks Ss to read quickly through the questions Answer key:
and answers. Check understanding. 1. Does she exercise? – Yes, she
- Teacher asks Ss to read the red and blue words first does.
before reading aloud the whole /dəz/
sentences/conversations. /dʌz/
- Teacher has Ss work in pairs to take turns to read 2. Were you eating healthily? – Yes,
each sentence aloud. Ask them to pay attention to the I was.
strong and weak forms. /wə(r)/
- Extension: Teacher may have pairs make new /wɒz/
questions and answers using auxiliary verbs in the 3. Do you eat vegetables? – Yes, I
same sentence structures. Invite pairs to role-play do.
their conversations in front of the class. Have the rest /də/
of the class say if they are using the strong and weak /du/
forms of auxiliary verbs correctly.
4. Can he get up early? – Yes, he
can.
/kən/
/kæn/
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 health and fitness.
- To help Ss practise the words in meaningful contexts.

Nguyễn Thị Ngọc Anh

b. Content:
- Task 1: Match each word with its meaning (p.10)
- Task 2. Complete the sentences using the correct forms of the words (p.10)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match each word (1-5) with its meaning (a-e). (6 mins)
- Teacher tells Ss that the words / phrases in the activity are Answer key:
related to health. 1. B
- Teacher has Ss match each word with its meaning. 2. C
Encourage Ss to look at the pictures and explain what they 3. A
see. This way, they will develop a better understanding of 4. D
the words / phrases.
5. E
- In weaker classes, do the first one as an example before
asking Ss to match the rest individually or in pairs.
- Check the answers as a class.
Task 2. Complete the following sentences using the correct forms of the words in Task
1. (6 mins)
- Teacher tells Ss to read the sentences carefully and decide Answer key:
which word in Task 1 can be used to complete each of the 1. examined
sentences. Tell them to change the forms of some words if 2. treatment
necessary. 3. strength
- Teacher checks answers as a class. Have Ss call out the 4. muscles
word they have used in each sentence first.
5. suffering from
- 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: Invite individual Ss to add other topic-related
words they have learnt from Getting started or Task 1.
Make sure there are about 15 words. Teacher writes all the
words on the board. Have Ss study them for half a minute,
then the teacher asks Ss to cover/close their eyes. Erase one
word from the board. Have Ss open their eyes and identify
which word is missing. In stronger classes, ask Ss to make
sentences with the word. Continue until the board is empty.
e. Assessment
- Teacher’s 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 the Past Simple and the Present Perfect.
- To help Ss practise the Past Simple and the Present Perfect.

Nguyễn Thị Ngọc Anh

b. Content:
- Task 1. Put the verbs in brackets in either the past simple or the present perfect. (p.11)
- Task 2. Talk about your healthy activities, using the past simple or the present perfect. (p.11)
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. Put the verbs in brackets in either the past simple or the present perfect. (6 mins)
- Teacher asks Ss to read the notes in the Remember box Answer key:
to review the differences between the Past Simple and the 1. saw
Present Perfect. Give more explanation and examples if 2. suffered
necessary. 3. have been improved
- Teacher asks Ss to pay attention to the meaning of each 4. has just examined
sentence and underline the key words (such as ago,
yesterday with Past Simple, and yet, already, for, since
with Present Perfect).
- Teacher asks Ss to pay attention to the active voice or
passive voice of the verbs.
- Teacher gives Ss time to complete the task.
- Teacher checks answers as a class by having individual
Ss write the sentences on the board. Go through each
sentence and ask Ss to explain why they have used that
particular form, e.g. 1. We use Past simple here because it
is an action that started and finished in the past, and the
grammatical clue here is “yesterday”.
- Extension: Ask Ss to add 2-3 more sentences to each
item, using the Past simple and/or Present perfect where
appropriate, e.g. He saw the doctor yesterday. The doctor
examined him carefully. He has felt better since then.
Task 2. Work in pairs. Talk about what you do to keep fit and healthy. Use the past
simple or the present perfect. (7 mins)
- Teacher lets Ss work in pairs. Suggested answer:
- Teacher asks Ss to talk to their partner and share about - I have exercised regularly for a
healthy habits/activities that they have done. It can be a year.
conversation between two people or two separate talks - I went swimming last weekend.
from the pair. - I went to the gym and did
- Teacher requires Ss to use the correct past simple and weigh-lifting yesterday. I wanted
present perfect tense. to build up my muscles and
- Teacher encourages Ss to apply the vocabulary they have increase my strength.
learnt in the lesson as well as the rules of pronouncing - The last time I had a medical
strong and weak forms of auxiliary verbs (if there are Yes- treatment was 2 weeks ago.
No questions in their dialogue).
- Extension: In stronger class, teacher may ask one
student to report what his/her partner has shared and vice
versa.
e. Assessment
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- 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 1: A long and healthy life
Lesson 2: Language
*Warm-up
Video watching
* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Read the sentences out loud. Listen and check.
* Vocabulary
- Task 1. Match each word with its meaning.
- Task 2. Complete the sentences using the correct forms of the words.
* Grammar
- Task 1. Put the verbs in brackets in either the past simple or the present perfect.
- Task 2. Talk about your healthy activities, using the past simple or the
present.perfect.

*Homework

Nguyễn Thị Ngọc Anh

 Period 4 UNIT 1: A LONG AND HEALTHY LIFE
Lesson 3: Reading – How to live a long and healthy life

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 healthy
lifestyle habits.
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 be able to apply the tips on how to develop healthy lifestyle habits in
their own life;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

1. life expectancy /ˈlaɪf the number of years that a person is tuổi thọ
(n) ɪkspektənsi/ likely to live

2. ingredient (n) /ɪnˈɡriːdiənt/ one of the things from which nguyên liệu
something is made, especially ones
that are used together to make a
particular dish

3. nutrient (n) /ˈnjuːtriənt/ a substance that is needed to keep a chất dinh

living thing alive and to help it to dưỡng
grow

4. (to) give off /ɡɪv ɒf/ to produce something such as a phát ra, tỏa ra
smell, heat, light, etc.

5. repetitive (adj) /rɪˈpetətɪv/ repeated many time lặp đi lặp lại

Assumption
Anticipated difficulties Solutions

Students may lack knowledge about Provide students with the meaning and
some lexical items. pronunciation of words.

Nguyễn Thị Ngọc Anh

 - Let students read the text again (if necessary).
- Create a comfortable and encouraging
Students may have underdeveloped
environment for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups
skills.
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 healthy lifestyle;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Crossword
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’ CONTENTS

ACTIVITIES
Crosswỏd
- Ss work in groups and take turns to Clues:
choose a word. If they get the KEY WORD: A way of living that helps you
correct answer, they will have 1 enjoy more aspects of your life.
point. 1. Eating too much fat can cause __________
If the answer is wrong or the group diseases.
cannot find out the answer, the 2. Go on a ______ means to begin a specific
chance is for other groups. nutritional plan in an attempt to lose weight or
- After 6 words, if a group can guess achieve some other health benefits.
the key word, they can answer it. 5 3. A clear liquid that has no color or taste when it is
points for the key word. pure.
- If the keyword is incorrect, that 4. A disease or period of sickness affecting the body
group will be out of the game. or mind.
5. The noun of ‘strong’
6. What is it? (Picture)
7. The subject P.E stands for __________
Education.
8. Doing exercises can burn out many __________.
9. To look at or consider a person or thing carefully
to discover something about them.
10. Do you _________ from any allergies?
11. Eating enough _____________ and fruits is
good for your digestive system.

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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 and discuss the questions. (4 mins)
Questions:
- Teacher asks Ss to work in pairs and look at the
Which photos show healthy
pictures. They should discuss whether each picture
habits?
shows a healthy or unhealthy habit, and give reasons
Which ones show unhealthy
for their answers.
habits?
- Teacher has some Ss share their answers with the
whole class. Suggested answers:
- Teacher introduces the topic of the reading text. A. Picture A shows a healthy
habit, because vegetables are
good for our health. They help
us to lose weight and have a
healthy heart and skin.
B. Picture B shows an unhealthy
habit, because sleeping late
when you are sleeping, or
having your laptop on while
sleeping all have bad effects on
the quality of your sleep, which
in turn damages your health in
the long run.
C. Exercising is a healthy habit.
Working out regularly helps you
to keep fit, lose weight, develop

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 muscles etc.
D. Eating fast food and eating
too much are unhealthy habits.
These habits are not good for
our hearts and digestive system.
They can lead to obesity/being
overweight, or heart diseases.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. life expectancy (n)
by pictures. 2. ingredient (n)
- Teacher checks students’ understanding with the 3. nutrient (n)
“Rub out and remember” technique. 4. (to) give off
- Teacher reveals that these five words will appear in 5. repetitive (adj)
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 get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.
b. Content:
- Task 2. Read the article. Solve the crossword with words and phrases from it. (p.11)
- Task 3. Read the article again. Match the sections (A-C) with the headings (1-5) below (p.12)
- Task 4. Read the article again. Complete the diagrams with information from the text. Use no
more than two words for each gap (p.12)
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. Solve the crossword with words and phrases from it. (6 mins)
- Teacher asks Ss to read the article.
- Teacher asks Ss to work in pairs to solve the crossword
using words from the text. Walk round the class and
provide help if necessary. Point out the part of speech (v,
n, adj) as well the text where they can find the words.
- In weaker classes, give the first and / or last letter of
each word to help them work out the answers faster.
- Check the answers as a class. Have individual Ss write Answer key:
the words on the board. In weaker classes, check 1. ingredients
understanding of the words by asking Ss to make 2. life expectancy
sentences with them. 3. nutrients
4. work out
Task 3. Read the article again. Match the sections (A-C) with the headings (1-5) below.
There are TWO extra headings. (7 mins)
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- Teacher asks Ss to read the five headings and make sure Answer key:
they understand their meaning. A-1
B-2
- Teacher asks Ss to read the text quickly, then match C-5
each of the three paragraphs with a heading. Remind
them that there are TWO extra headings they will not
need.
- Teacher reminds Ss that incorrect headings for a section
are often “irrelevant” (i.e., not mentioned in the section),
“too narrow” (i.e., only representing part of the section)
or “too general” (i.e., not specific to that section only).
- Check answers as a class.
- Teacher has Ss explain why certain headings are not
needed, e.g. Heading 3 only focuses on part of
Paragraph B so does not represent the main idea of the
whole paragraph. Heading 4 is too general and should
be the main idea of the whole text rather than a single
paragraph.
Task 4. Read the article again. Complete the diagrams with information from the text.
Use no more than TWO words for each gap (7 mins)
- Teacher asks Ss to study the diagram. Make sure they Answer key:
understand that each branch is a summary of a main 1. breakfast
paragraph of the text, and follows a logical sequence. In 2. suitable
weaker classes, give Ss an example, e.g. Branch A shows 3. regularly
what to do if we want to have a long and healthy life by 4. energy drinks/ exercising
eating better. The information is from paragraph A in the 5. electronic devices
text. As we can see, the first thing to do is to look at food Suggested answers (for
labels. Then we should avoid too much salt or sugar ... extension activity):
- Teacher draws Ss’ attention to the gaps. Tell them that 1. We should avoid food with too
they are going to fill in each blank with no more than much fat (Not given/Stand up).
TWO words. These words should be taken from the text.
2. We should work out hard from
- Teacher encourages Ss to guess the type of information the start (False/left hand).
they need for each gap. E.g. For Blank (1) we need a
noun. For Blank (2) it is an adjective. 3. Blue light from electric devices
makes it hard to sleep.
- Teacher asks Ss to scan through each paragraph, locate (True/right hand)
the information for each gap, check if the answers have
no more than TWO words and fit the blanks in terms of 4. You should turn off electronic
both meaning and the type of information they have devices and go to bed
guessed earlier. immediately. (False/left hand)
- Check answers as a class. 5. If you find it hard to sleep, you
may try to count the sheep. (Not
Extension: Play a game: Make some statements based on given/Stand up)
the text and have Ss decide whether they are True, False
or Not Given by doing some actions. If the statement is
True according to the text, they should raise their right
hand. They should raise their left hand for a false
statement, and stand up if it is Not given (No information
is provided).

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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 find the advice in the article useful? Have you tried following any of the
suggestions above?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Work in pairs. Discuss the following questions.
- Teacher asks Ss to work in pairs. Have them discuss if
Questions:
they find any advice in the text useful for them and if they
- Do you find the advice in the
have followed these suggestions themselves. Encourage
article useful?
them to explain why they find the advice useful and how
- Have you tried following any of
they actually try or will try to incorporate these healthy
the suggestions above?
habits into their daily routine.
- Teacher invites some pairs to share their answers with Answers:
the whole class. Students’ own ideas.
- 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
- Write a short paragraph about effective methods to live healthily and increase life expectancy.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Board Plan

Date of teaching
Unit 1: A long and healthy life
Lesson 3: Reading – How to live a long and healthy life

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*Warm-up
* Lead-in
* Vocabulary
1. life expectancy (n)
2. ingredient (n)
3. nutrient (n)
4. (to) give off
5. repetitive (adj)

- Task 2. Read the article. Solve the crossword with words and phrases from it.
- Task 3. Match the sections (A-C) with the headings (1-5).
- Task 4. Complete the diagrams with information from the text.
- Task 5: Discussion.

*Homework

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 Period 5 UNIT 1: A LONG AND HEALTHY LIFE
Lesson 4: Speaking – Giving instructions for an exercise routine

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to give instructions for an exercise routine;
- Memorise vocabulary to talk about an exercise routine.
2. Competences
- Gain some language expressions to talk about an exercise routine;
- Talk about the steps to give instructions for an exercise routine;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to give instructions for an exercise routine;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning

1. slightly (adv) /ˈslaɪtli/ a little

2. star jump (n) /stɑː(r) dʒʌmp/ an exercise in which you stand with your legs together
and your arms at your sides and jump to a position with
your legs apart and your arms spread out

3. press-up (n) /ˈpres ʌp/ an exercise in which you lie on your stomach and raise
your body off the ground by pressing down on your hands
until your arms are straight

4. (to) squat /skwɒt/ to sit on your heels with your knees bent up close to your
body

Assumption
Anticipated difficulties Solutions

Students may lack vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
necessary.

Nguyễn Thị Ngọc Anh

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on an exercise routine;
- To set the context for the speaking part;
- To help Ss warm up and get ready for the lesson by some authentic physical practice.
b. Content:
- Watch a video and practice the exercise by following the instructions in the video.
c. Expected outcomes:
- Students can follow the instructions and memorize some of the steps.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching
- Teacher plays the video and asks the whole class to Link:
stand up. https://www.youtube.com/watch?v
- Ss watch the video and follow the instructions. =3XGNP_SzcI8&t=29s
- After the physical exercise, teacher asks Ss if they
can remember any instructions in the video (E.g:
turn around, clap your hands, stretch it out, jump,
shake, stomp your feet)
- In pairs, Ss discuss to recall the instructions
mentioned in the video.
- Teacher invites some students to say out loud the
actions.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (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:
- Pre-teach vocabulary related to the content of the lesson;
- Introducing tips to give instructions.
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to give instructions for an exercise routine.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Look at the diagram. Match the two parts of each sentence to complete the
instruction
(4 mins)

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 - Teacher asks Ss if they know what a star jump is
or looks like. Do some star jumps for Ss to have a
clearer idea.
- Teacher asks Ss to match parts of the sentences to
complete the instructions for doing star jumps.
- Check the answers as a class.

Answer key:
1. B 2. D 3. C 4. A
Tips to give instructions:
- Teacher designs a brief note in which tips to give Tips to give instructions:
instructions are summarized. Teacher asks students 1. Start by ________ the process.
to try to guess the answers in each blank without 2. Sequencing the steps, using
looking at the textbook. ______ words or phrases (i.g: first,
second, next, finally …)
- Teacher tells Ss to read the Remember box and
3. give ______ direction at a time.
pay attention to the tips, examples and useful
Key:
phrases.
1. introducing
- Teacher asks Ss to give an example from the 2. linking
matching exercise for each tip. Ask them to 3. one
underline the linking words or phrases.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new 1. slightly (adv)
vocabulary with different techniques (pictures, 2. star jump (n)
actions, synonyms …) 3. press-up (n)
- Teacher checks students’ understanding with the 4. (to) squat
“Rub out and remember” technique.
- Teacher asks Ss to take notes on their notebooks.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (20 mins)

a. Objectives:
- To help Ss practise linking words and phrases in giving instructions;
- To give Ss an opportunity to practise giving instructions for an exercise routine;
- To provide Ss with some basic information about How to burn fat.
b. Content:
- Task 2. Fill in the blanks with one word to complete the first part of the instructions. (p.13)
- Task 3. Practise giving the instructions for the rest of the exercise routine. (p.13)
- Task 4. Take turns demonstrating the exercise routine and giving instructions to the rest of the
class. (p.13)
c. Expected outcomes:
- Students know how to give instructions for the full exercise routine How to burn fat with
suitable linking words and phrases.
d. Organisation
Nguyễn Thị Ngọc Anh
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 2. Look at the ‘How to burn fat’ exercise. Fill in each blank with ONE word to
complete the first part of the instructions (6 mins)
Suggested answers:
- Teacher asks Ss to study the ‘How to burn fat’ diagram.
1. First…
Tell them that this is an exercise routine that helps people
2. Second…
to reduce fat in the body.
3. Next/Then …
- Teacher makes sure Ss understand the words in the
diagram. Have Ss study the pictures or use body
language to demonstrate each move. .
- Teacher asks Ss to use the words in the Remember box
to complete the first part of the instructions.
- Check answers as a class.
Task 3. Work in pairs. Practise giving the instructions for the rest of the exercise
routine in
Task 2. (7 mins)
- Teacher asks Ss to work in pairs. They should give the Suggested answers:
full instructions for the “How to burn fat” routine. You can burn fat by doing this
- Teacher reminds Ss to refer to the tips and phrases in simple exercise routine. First,
the Tips box. do star jumps for 20 seconds.
Second, take a one-minute
- For weaker classes, give them more examples and rest. Next, stand on one leg for
guidance by asking them to study the next picture in the 10 seconds. Then, repeat on
sequence first (i.e., the third picture). Then ask them to the opposite side for 10
make a sentence with this picture, using the proper seconds. After another one-
linking words and phrases (e.g. Then repeat on the minute test, do squats for 30
opposite side for 10 seconds). Correct them if necessary seconds. Finally, rest for
and encourage the Ss to continue with other pictures. another minute and run on the
- Teacher walks around to provide help if necessary. spot for 20 seconds.
Extension: Have Ss play a guessing game in groups.
Each student gives instructions for a type of exercise
while the rest of the group try to guess it, e.g. Stand with
your legs together and your arms at your sides. Then
jump to a position with your legs apart and your arms
spread out. (star jumps) In stronger classes, encourage Ss
to come up with their own ideas for exercise, e.g. Move
along fast by taking quick steps. Make sure you lift each
foot before the next one touches the ground. (running)
Task 4. Work in groups. Take turns demonstrating the exercise routine and giving
instructions to the rest of your group so that they can do the exercise with you. (7
mins)
- Teacher asks Ss to work in groups. They should take
Students’ practice
turns demonstrating and giving instructions for the
exercise routine while the rest of the group follow.
- Teacher has some groups come to the front and give the
instructions while the rest of the class perform the routine
together.

Nguyễn Thị Ngọc Anh

 - Teacher praises groups for good effort, teamwork and
clear instructions.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: FREE PRACTICE (8 mins)

a. Objectives:
- To check students’ understanding about the language use in giving instructions for an exercise
routine;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Further practice: Students give instructions for another exercise routine.
c. Expected outcomes:
- Students can use the language and ideas from the unit to be more active and healthy.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Further practice Students’ practice
- Teacher asks Ss to work in pairs and come up with
instructions for another exercise routine. (for example:
Warm-up exercise in the P.E lesson)
- Teacher invites some pairs to demonstrate their routine
in front of the class and give instructions.
- Teacher encourages the rest of the class to follow their
instructions and do the exercises.
- Teacher gives feedback and give marks to Ss’
performance.
e. Assessment
- Teacher 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 the next lesson – Listening.

Board Plan

Date of teaching
Unit 1: A long and healthy life
Lesson 4: Speaking – Giving instructions for an exercise routine
*Warm-up

* Vocabulary
1. slightly (adv)
Nguyễn Thị Ngọc Anh
2. star jump (n)
3. press-up (n)
4. (to) squat
- Task 1: Match the two parts of each sentence to complete the instruction.
- Task 2: Fill in the blanks with one word to complete the first part of the
instructions.
- Task 3: Practice giving instructions for the rest of the exercise routine.
- Task 4: Take turns demonstrating the exercise routine and giving instructions to
the rest of the class.
- Task 5: Further practice

*Homework

Nguyễn Thị Ngọc Anh

 Period 6 UNIT 1: A LONG AND HEALTHY LIFE
Lesson 5: Listening – Food and health

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about food and health;
- Memorize vocabulary to talk about food and health.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Be aware of good food for health and how to build up a healthy meal;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 1, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis

Form Pronunciation Meaning

1. cut down on /kʌt daʊn ɒn / to reduce the size, amount or number of something

2. acne (n) /ˈækni/ a skin condition, common among young people, that
produces many pimples (= spots), especially on the
face and neck

3. skincare (n) /ˈskɪnkeə(r)/ the use of creams and special products to look after
your skin

4. fitness (n) /ˈfɪtnəs/ the state of being physically healthy and strong

5. brown rice /ˌbraʊn ˈraɪs/ rice that is light brown because it has not had all of its
(n) outside part removed

Assumption
Anticipated difficulties Solutions

Students may lack vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
necessary.

Students cannot follow the speed of - Make sure they understand the meaning and
Nguyễn Thị Ngọc Anh
 the recording. pronunciation of important words.
- Teach them the skill of underlining key words in
the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on health and fitness;
- To set the context for the listening part;
b. Content:
- Do a quiz about health and fitness.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quizizz
- Ss use their electronic devices to access the link on Link:
quizizz and join the game. https://quizizz.com/quiz/creator/63
- Teacher shows the questions one by one, the whole 58dea9023bb3001d2b0f40/edit
class completes the quiz to answer the questions.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Choose the correct meanings of the underlined word and phrase. (4 mins)
Answer key:
- Teacher writes the phrase “balanced diet” on the
1. A
board. Help Ss to recall what a “balanced diet” is. (i.e.
2. B
A diet that contains different kinds of foods in
appropriate amounts to give our body the nutrients it
needs). Ask Ss if they have a balanced diet.
- Teacher asks Ss to do the activity by choosing the
word or phrase with the closest meaning to the
underlined ones.
- Check answers as a class. Make sure Ss understand
Nguyễn Thị Ngọc Anh
 their meaning.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. (to) cut down on
with different techniques (pictures, actions, synonyms 2. acne (n)
…) 3. skincare (n)
- Teacher checks students’ understanding with the 4. fitness (n)
“Rub out and remember” technique. 5. brown rice (n)
- Teacher asks Ss to take notes on their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about food and health.
b. Content:
- Task 2. Listen to a TV chat show about teen health. Circle the topic of the show. (p.13)
- Task 3. Listen again. Tick the food which is recommended in the talk. (p.13)
- Task 4. Listen again and complete the sentences. Use ONE word for each answer. (p.14)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the
tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a TV chat show about teen health. Circle the topic of the show. (6
mins)
Answer key:
- Teacher tells Ss that they are going to listen to a TV chat
C. Healthy food for young
show.
people
- Teacher has them read the four topics and checks
understanding.
- Teacher plays the recording and has Ss choose the topic of
the talk.
- Teacher reminds Ss that incorrect choices are often
“irrelevant” (i.e., not mentioned in the talk), “too narrow”
(i.e., only representing part of the talk) or “too general”
(i.e., too broad or too vague)
- Check answers as a class. Explain why C is the correct
answer (i.e., the talk is about different kinds of healthy
foods for teenagers) and why other answers are incorrect
(i.e., A, D are not mentioned, and B is not the main idea of
the whole talk).
Task 3. Listen again and tick the food which is recommended in the talk. (7 mins)
Answer key:
- Ss work in pairs.
Good for Good for
- Teacher has Ss read the list of foods in the table, and skin & bones &
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 guess which ones are good for skin and brain, and which brain muscles
ones are good for bones and muscles.
food with ✓eggs
- Teacher plays the recording. Ask Ss to put a tick ✓ next sugar
to the food which is mentioned and recommended in the ✓ fish
white rice
talk. Emphasise that they should tick words that are not ✓ butter
only mentioned in the talk, but also recommended by the ✓ yoghurt
speaker as being good. ✓ carrots
lemons
- Check answers as a class. potato
✓ green chips
- Teacher may ask some additional questions to check Ss’ vegetables
comprehension of other details in the listening text, e.g.
Who is Katherine Jones? (A food expert) What do many
people think of when they want to improve their health?
(Expensive health products and fitness programmes).
Task 4. Listen again and complete the sentences. Use ONE word for each answer. (7
mins)
- Teacher asks Ss to listen again and complete each
Answer key:
sentence with only one word.
- Teacher instructs Ss to read the question carefully, 1. sugar
underline the key words and identify the word form of the
2. concentrate
blank. Ss should also try to guess the word in the blank.
- Teacher plays the recording again. 3. stronger
- Teacher asks Ss to go to the board and write the answers.
4. exercise
- Check the answers as a class. If Ss don’t get the correct
word, teacher lets them listen to that part again.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

Tapescript:
TV host: Good evening! I’m Oliver and you’re watching “Teen Life”, where we answer
questions from young people. This week we have received a lot of health questions, so today we
have Katherine Jones, a food expert, to talk about healthy eating for teenagers and how food
can affect their health. Welcome and thank you for joining us, Katherine.
Katherine Jones: Good evening, and thank you for inviting me. Well, when people want to
improve their health and fitness, they often think of expensive health products and fitness
programmes. But in fact, we can solve many health problems if we just eat healthily. For
example, a lot of teenagers suffer from acnes, pimples or other skin issues, and often look for
expensive skincare products. This is not necessary because they can simply change their diets
for better skin. Food with a lot of sugar is not very good for your skin, so you should cut down
on it. By contrast, brown rice, yoghurt, watermelons, and green vegetables are great for healthy
skin. Moreover, green vegetables can improve brain health and memory, and help teens
concentrate. Teenagers are still growing so they also need food for building strong bones and
muscles. Research shows that eggs, fish, butter, carrots and sweet potatoes can help make them
taller and stronger. Although food can’t replace exercise, eating a balanced diet with all the
nutrients you need, will definitely help improve your muscle strength.
TV host: I guess “you are what you eat” after all. Thank you, Katherine.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
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- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Students make a healthy meal plan for one day and explain why they have selected the foods.
c. Expected outcomes:
- Students can use the language and ideas from the unit to eat more healthily.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Suggested answers:
- Teacher puts Ss in groups and has each group make a
1. Breakfast
healthy meal plan for one day, including three main meals
- A bowl of beef noodles
plus some morning and afternoon snacks. They should
- Orange juice
also think of the reasons why they would like to include
2. Morning snacks
certain foods in the plan.
Sugar-free cookies and milk
- Teacher reminds Ss to refer to the foods they have ticked 3. Lunch
in the table in Activity 3. Encourage them to brainstorm - Brown rice
other healthy ingredients and think about what meals they - Grilled chicken breast
can prepare using them. In weaker classes, do the - Green salad: lettuce, tomato,
brainstorming with all Ss and write the best ideas on the cucumber, bell pepper, boiled
board. eggs
- Dessert: Watermelon
- Teacher gives each group a big-sized piece of paper and
4. Afternoon snack
colors so that they can also decorate their paper.
Yogurt, banana and granola
- Teacher invites some groups to share their meal plans in 5. Dinner
front of the class. - Whole grain bread
- Fish and sweet potatoes
- Broccoli and carrot
- Dessert: Grapefruit
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- 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 the next lesson – Writing.

Board Plan

Date of teaching
Unit 1: A long and healthy life
Lesson 5: Listening – Food and health
*Warm-up

* Vocabulary

Nguyễn Thị Ngọc Anh

1. (to) cut down on
2. acne (n)
3. skincare (n)
4. fitness (n)
5. brown rice (n)

Task 1. Choose the correct meaning of the underlined word and phrase.
Task 2. Listen to a TV chat show and circle the topic of the show
Task 3. Tick the food which is recommended in the talk.
Task 4. Complete the sentences with ONE word.
Task 5: Make a meal plan for one day.

*Homework

Nguyễn Thị Ngọc Anh

 Period 7 UNIT 1: A LONG AND HEALTHY LIFE
Lesson 6: Writing – A short message

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a short message;
- Apply structures to express suggestions, invitation or acceptance.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Be polite and clear when writing a short message;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 1, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions

Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and 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’ reading comprehension of short messages;
- To set the context for the writing part;
b. Content:
- Do a quiz game to get to know authentic short messages.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Kahoot game
- Ss use their electronic devices to access the link on Link:
Kahoot.it and join the game. https://create.kahoot.it/details/28138
- Teacher shows the questions one by one, the whole 8ba-8d64-465e-8a20-0b39b721e390
class answers the questions.
- After each question, teacher pauses for a moment
to ask Ss to give explanations for their choice.

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 - After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson by showing one of the
short messages in 5 questions in the quiz.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (9 mins)

a. Objectives:
- To get students to know the structure of a short message;
- To help students revise some common expressions in writing a short message.
b. Content:
- Teach Ss elements of a short message together with useful expressions;
c. Expected outcomes:
- Students understand the structure and are familiar with the language of a short message.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Below is a short message. Put the parts in the correct order. (4 mins)
Answer key:
- Teacher asks Ss to work in pairs and rearrange the parts
B-D-C-A-E-F
A-F to make a meaningful message.
- Make sure Ss fully understand the content of the words in
the message. Provide help with vocabulary if Ss don’t know
any words (i.e. recipe means a set of instructions for
preparing a particular dish, including a list of the
ingredients required)
- Teacher asks a student to write the order on the board.
- Check as a class.
- After the correct order is identified, teacher shows the
message again on the screen and asks Ss “How many parts
are there in a message? ( 3 parts: Greeting, Message,
Closing)
Useful expressions (5 mins)
- Teacher gives Ss a handout and asks them to classify the List of expressions:
items into correct parts of a message. - Greeting
- Teacher lets Ss work in groups. + Hi,
- The groups show their answers on the board. + Hello,
- The whole class checks the task together. + Dear …,
- Message
+ Thank you for …
+ How about …
+ What about …
+ Why don’t we …
+ Shall we …
+ Remember to …
+ Don’t forget to …
+ I would like to invite you to
…
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 + Do you want to …
- Closing
+ See you again,
+ See you soon,
+ Write back soon,
+ Bye,
+ Love,
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (16 mins)

a. Objectives:
- To help Ss practise writing some common structures in a message;
- To help Ss write a complete message to reply to another message.
b. Content:
- Task 2. Write a sentence to express each message below. Begin with the words given (p.14)
- Task 3. Write a short message to reply to the one in Task 1. (p.14)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Write a sentence to express each message below. Begin with the words given.
(6 mins)
- Teacher instructs Ss to do the task. Answer key:
- Before writing, Ss should identify the purpose of each 2. How about joining the
sentence and find out the suitable expression. (i.e. reading club with me?
Question 1 is an invitation 🡺 “Why don’t you + V”) 3. Don’t forget to return the
- Ss do the task individually and then compare the book to the library.
answers with their friends. 4. I’m glad to come to your
- Check as a class. birthday party.
5. Do I have to dress formally
for the party?
Task 3. Write a short message to reply to the one in Task 1. (10 mins)
Suggested answer:
- Teacher asks students to write a message to reply to the
Hi Mai,
one in Task 1.
Thank you for inviting me to
- Before Ss write the message, teacher asks them to your house this Sunday. I am
review the structure of a message. so glad to come to try some
recipes from the book with
- Teacher reminds Ss to include enough information:
you. Shall we meet at 10 a.m?
accept the invitation, suggest the time to meet, ask if you
Please tell me if I need to buy
need to do some shopping in advance.
something in advance to
- Students work individually in 7 minutes. prepare for the meal.
See you soon,
Linda.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)

Nguyễn Thị Ngọc Anh
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Cross-checking Writing rubric
- Teacher has the pairs swap and gives feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help 2. Legibility: …/10
Ss do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the 5. Grammar usage and
owner and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to give
suggestions to other Ss.
- Teacher chooses some typical errors and corrects as a
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- 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 the next lesson – Communication and Culture.

Board Plan

Date of teaching
Unit 1: A long and healthy life
Lesson 6: Writing – A short message
*Warm-up

- Task 1. Put the parts in the correct order.

* Useful expressions
Task 2. Write a sentence to express each message below. Begin with the words
given.
Task 3. Write a short message to reply to the one in Task 1.

* Cross-checking

*Homework

Nguyễn Thị Ngọc Anh

Nguyễn Thị Ngọc Anh
 Period 8 UNIT 1: A LONG AND HEALTHY LIFE
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Distinguish bacteria and viruses and how to deal with them;
- Review expressions for offering help and responding to offers.
2. Core competence
- Be able to offer help and respond to offers;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to offer help to others when necessary;
- Protect their own health as well as their families’.

II. MATERIALS
- Grade 11 textbook, Unit 1, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent

1. tuberculosis /tjuːˌbɜːkjuˈləʊsɪs/ a serious disease, caused by bacteria, bệnh viêm

(n) in which swellings appear on the phổi
lungs and other parts of the body

2. organism /ˈɔːɡənɪzəm/ a living thing, especially one that is loài sinh vật
(n) extremely small

3. diameter /daɪˈæmɪtə(r)/ a straight line going from one side of đường kính
(n) a circle or any other round object to
the other side, passing through the
centre

4. antibiotic /ˌæntibaɪˈɒtɪk/ a substance, for example penicillin, thuốc kháng

(n) that can destroy or prevent the sinh
growth of bacteria and cure
infections

5. cell (n) /sel/ the smallest unit of living matter that tế bào
can exist on its own. All plants and
animals are made up of cells.

Assumption
Nguyễn Thị Ngọc Anh
 Anticipated difficulties Solutions

- Encourage students to work in pairs and in

Students are reluctant to work in
groups so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 healthy life.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Mysterious creature
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Mysterious creature Clues:
- Ss work in groups. 1. The kind of education that takes
- There are 4 questions which relate to a key picture. place over the Internet
- T asks Ss to guess the word in each puzzle and guess 2. A substance that is put into the
the key picture behind after each puzzle is opened. body of a person or animal to
- The group which gets the correct answer of the key protect them from a disease by
picture is the winner. causing them to produce
antibodies
3. A covering for your face or for
part of your face
4. A set of measures aiming at
stopping the spread of an
infectious disease, based on
staying away from other people as
much as possible.
Answer key:
1. Online learning
2. Vaccine
3. Mask
4. Social distancing
KEY WORD: Corona virus

Nguyễn Thị Ngọc Anh

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers offer help and respond to offers.
- To review expressions for offering help and responding to offers.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it
in pairs. (p.15)
- Task 2: Work in pairs. Make similar conversation for these situations (p.15)
c. Expected outcomes:
- Students can use appropriate language to express help and respond to offers in certain
situations.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then
practise it in pairs. (6 mins)
- Teacher asks Ss if they have ever been to the gym or Answer key
know how to use fitness equipment. 1. A
2. C
- Teacher tells Ss that they are going to listen to a
3. B
conversation between a teenager, Tam, and a trainer.
While listening, they should complete the conversation 4. D
with the words they hear.
- Teacher gives Ss some time to skim through the
conversation. Check understanding of words such as
treadmill or workout. Use the photo to illustrate these
words if necessary.
- Teacher plays the recording once in stronger classes and
twice in weaker classes.
- Teacher checks answers as a class. Play the recording
again, pausing after each blank to confirm the correct
answers.
- Teacher puts Ss into pairs and has them practise the
conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which are Useful expressions
mixed together. Ss have to classify them into 2 groups: - Offering help:
offering help and responding to offers. + Can I give you a hand?
- Ss work in groups to do the task. + Can I help you with …?
- Check as a class. + Let me help you with …
- T asks if Ss can add some more expressions. + What can I do for you?

Nguyễn Thị Ngọc Anh

 + Is there anything (else) I can
do for you?
- Responding to offers
+ That’s very kind/nice of you.
+ Thanks for your help.
+ Thanks, but I think I’m fine.
+ You are so kind. Thanks a lot.
Task 2: Work in pairs. Make similar conversation for these situations. (7 mins)
- Teacher tells Ss that the words they used to fill in the Sample conversations:
gaps in Task 1 are used to offer help and respond to
1.
offers.
A: Let me help you with the
- Teacher asks Ss to read the list of useful expressions
squats.
and checks understanding.
B: Oh, please. They’re so
- Teacher puts Ss in pairs and explains the task: to role-
difficult to do.
play conversations similar to the one in Task 1, but based
on the two situations. Ss should play the roles given in A: Here, let me show you. You
this activity. should sit on your heels with
your knees bent up close to your
- Teacher gives Ss a few minutes to plan their
body. Do it with me.
conversations before they role-play it (e.g. who will be
Student A, who will be Student B, and have them B: Oh, like this?
underline key words in the task question). Have them
A: Yes. Well done!
write down some prompts to help them. Encourage them
to swap roles. B: Thanks for your help.
- Teacher walks round the class and provides help when 2.
necessary.
B: Can I help you with
- Teacher asks some pairs to role-play their conversations anything, Madam?
in front of the whole class. Praise for good effort, clear
pronunciation and fluent delivery. A: Oh, please. I’m looking for
some food which is healthy for
my family.
B: Well, I’ll recommend fresh
fruits and vegetables. They’re
very good for our health. You
can find plenty of them over
there.
A: That’s very kind of you.
B: You’re welcome.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives scores to evaluate Ss’ performance.

3. ACTIVITY 2: CLIL (15 mins)

a. Objectives:
- To introduce words / phrases related to health and fitness.
- To help Ss practise the words in meaningful contexts.
- To help Ss relate what they have learnt about bacteria and viruses to real-life situations.
Nguyễn Thị Ngọc Anh
b. Content:
- Task 1. Read the text and complete the comparison table below. (p.16)
- Task 2. Discuss in pairs. What would you say to these people? (p.16)
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

Pre-teach vocabulary (4 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary 1. tuberculosis (n)
by pictures. 2. organism (n)
- Teacher checks students’ understanding with the “Rub
3. diameter (n)
out and remember” technique.
- Teacher reveals that these words will appear in the 4. antibiotic (n)
reading text and asks students to open their textbook to 5. cell (n)
discover further.
Task 1. Read the text and complete the comparison table below. (6 mins)
- Teacher asks Ss some questions to find out what they Answer key:
already know about the topic, e.g. Do you know what Bacteria Viruses
bacteria and viruses are? What is the similarity 1. Living Not
between bacteria and viruses? What is the difference? Living living
- Teacher asks Ss what they want to know about the or not
topic. Write their questions on the board, e.g. What are when
some diseases caused by viruses? (Common cold, flu, entering
AIDS and Covid-19); What are some diseases caused the
by bacteria? (tuberculosis and food poisoning); What human
are some ways to treat or prevent diseases caused by body?
them? (Using medicines such as antibiotics or 2. Bigger Smaller
vaccines) Which
is
- Teacher asks Ss to study the comparison table in Task
smaller?
1. Make sure they understand the first column.
3. tubercul Commo
Encourage them to guess the answers.
Exampl osis or n cold,
- Teacher tells Ss that they are going to read about es of food flu,
viruses and bacteria. As they read, they should fill in diseases poisonin AIDS
the comparison table to show the differences between they can g and
viruses and bacteria. cause Covid-
19
- Teacher explains or elicits any new or difficult words,
4. How Antibioti Vaccines
e.g. organism, infectious, food poisoning, antibiotics,
to cs
germs, infect. In stronger class, encourage them to
treat/pre
guess their meaning from context as they read the text.
vent
- Teacher has Ss read the text and complete the table diseases
individually. caused
by
- Check answers as a class.
them?
- Teacher goes back to the questions on the board, i.e.
the things Ss wanted to know about the topic. Ask
Nguyễn Thị Ngọc Anh
 which of the questions they can answer now and cross
them out. Assign the rest for homework.
Task 2. Discuss in pairs. What would you say to these people? (5 mins)
Suggested answers:
- Teacher asks Ss to read the two statements and checks
- To Anne: Covid-19 is caused by
their understanding.
(Corona) viruses. Antibiotics are
- Teacher tells Ss to read the text again before they useful for treating diseases
decide how to respond to them. caused by bacteria, not viruses. A
better way to protect yourself
- If time allows, have Ss discuss their answers in pairs.
from viruses in general and
- Teacher asks some Ss to share their answers in front Corona viruses in particular is to
of the class. Ask other Ss if they agree or disagree, and get vaccinated.
give/add more reasons to explain their answers. - To Joe: Not all bacteria are bad
or dangerous. Some bacteria are
useful for our body and nature
(e.g. some can help us to digest
food or absorb nutrients, some
can help to decompose rubbish in
nature). Therefore, we should not
try to get rid of them all.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: EXTRA ACTIVITY (5 mins)
a. Objectives:
- To help Ss gain some knowledge about Coronavirus and Covid-19 pandemic.
- To help Ss be aware of some measures to protect themselves from coronavirus.
b. Content:
- Watch a video about Covid-19 pandemic and discuss.
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’ CONTENTS

ACTIVITIES
Watch a video about Covid-19 pandemic and discuss. (6 mins)
* Extension: Diseases caused by viruses:
● AIDS
- Teacher asks students to share their knowledge
● Common cold
about pandemics or diseases caused by viruses
and/or bacteria. ● Ebola
● Genital herpes
● Influenza
● Measles
● Chickenpox and shingles
● Coronavirus disease 2019

Nguyễn Thị Ngọc Anh

 Diseases caused by bacteria
● Tuberculosis
● Pneumonia
● Cholera
- Teacher plays a video about pandemics such as
Covid-19 pandemic. Ask Ss comprehension Link
questions to check understanding or have them
https://www.youtube.com/watch?v=8z9B
summarize the main points.
sKpCJY0
Guiding questions: Suggested answer:
1. How can the corona virus spread? 1. Via vectors like objects we have
2. What are some measures to avoid the spreading touched through sneezing or coughing
of the conora virus? 2. Wash your hands, use hydro alcoholic
gel, avoid touching your face, keep a safe
distance, don’t touch your mask, cough
or sneeze into your elbow
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 8 – Looking back and project.

Board Plan

Date of teaching
Unit 1: A long and healthy life
Lesson 7: Communication and Culture / CLIL
*Warm-up

* Everyday English: Offering help and responding to offers

- Task 1. Listen and complete the conversation with the expressions in the box.
- Task 2. Make similar conversations for these situations.

* CLIL (Biology): Bacteria and viruses

- Task 1. Read the text and complete the comparison table.
- Task 2. Discuss in pairs. What would you say to these people?

* Further Practice
Watch a video about Conona virus

Nguyễn Thị Ngọc Anh

*Homework

Nguyễn Thị Ngọc Anh

 Period 9 UNIT 1: A LONG AND HEALTHY LIFE
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 1;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 1, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions

Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy life.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Nguyễn Thị Ngọc Anh
 Game: Lucky number Suggested words:
- Ss work in 2 teams. 1. bacteria
- There are 7 numbers, 2 of which are lucky ones. 2. antibiotic
- If Ss choose a lucky number, they get one point
3. vaccine
without answering the question.
- If they choose the other numbers, one student of a 4. star jump
group picks up a piece of paper and sees the word on 5. squat
it.
- This student has to use words or actions to describe
it (without saying the word directly)
- Other Ss try to guess the words. One point for a
correct answer.
- The group with the most points is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review strong and weak forms of auxiliary verbs.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the past simple and present perfect.
b. Content:
- Task 1: Circle the common pronunciation of the underlined auxiliary verbs. Then listen and
check. Practise saying the conversations in pairs (p.16)
- Task 2: Fill in each gap with one word. (p.16)
- Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then
correct it. (p.17)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Circle the common pronunciation of the underlined auxiliary verbs. Then
listen and check. Practise saying the conversations in pairs (4 mins)
- Teacher puts Ss in pairs and has them read the Notes:
conversations paying attention to the underlined - Auxiliary verbs at the beginning
auxiliary verbs. of Yes/No questions do not
receive stress and are
- In weaker classes, check if Ss can read the phonetic pronounced in their weak forms.
transcriptions of the two forms. - At the end of short answers,
- Teacher asks students to circle the correct they often receive stress and are
pronunciation of the auxiliary verbs. pronounced in their short forms.
- Check answers as a class by playing the recording.
Answer key
- Teacher asks Ss to role-play the conversations in 1. B - A
pairs. Encourage them to use the correct forms of the
2. B - A
auxiliary verbs.
Nguyễn Thị Ngọc Anh
 Task 2: Fill in each gap with one word. (4 mins)
Answer key
- Teacher selects some words from the unit to write on
the board, one letter at a time (also known as slow 1. cut
2. suffer
reveal game, in which one letter of a word is given at a
time from left to right until a student can guess the
3. Working
whole word). Have individual Ss call out their guesses.
4. balanced
- Focus attention on the sentences and have Ss skim 5. treatment
through them. Check if they know all the words.
- Teacher has Ss complete the activity.
- Check answers as a class.
- If time allows, ask them to find the texts where these
words first appear in the unit and call out the section,
e.g. cut down on first appears in the Listening section.
Task 3: Circle the underlined part that is incorrect in each of the following sentences.
Then correct it. (4 mins)
- Teacher explains to Ss that they are going to review Answer key:
the use of the past simple and present perfect. In 1. A (🡪 went)
weaker classes, give Ss some time to revise the
2. A (🡪 was)
grammar rules in the Language lesson before doing the
activity. 3. B (🡪 when)
4. B (🡪 haven’t/ have not done)
- Check answers as a class by asking individual Ss to
read the correct sentences and give reasons for their
corrections, e.g. 1. My grandfather went to hospital
last month. The time phrase ‘last month’ indicates that
the action was completed in the past
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise giving a poster presentation.
b. Content:
- Presentation of posters about healthy habits by groups in class.
c. Expected outcomes:
- Students practice giving a poster presentation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Instructions (given in Lesson 1 – Getting Started)
- T assigns the project after finishing Lesson 1 –
Getting Started. T divides class into 4 groups.
- Ss work in groups and make a poster to help
teenagers develop a healthy habit. (p.17)
- Ss choose one or some healthy habits that they think
Nguyễn Thị Ngọc Anh
 are important to teenagers. (having a balanced diet,
taking regular exercise, protecting themselves from
certain diseases, etc.)
- Ss do research carefully and select the most
interesting information to include in the poster. Pay
attention to facts and figures.
- T suggests Ss some designing tools or applications to
have an eye-catching lay-out for their poster.
- T makes sure that Ss answer 3 compulsory questions Questions
in the textbook. - What is a health habit?
- T asks the class to listen to the reports and ask - What are the benefits of this
questions if they would like to. habit?
- Ss have peer assessment by taking notes on a - How can we develop this
checklist and then vote for the most attractive poster habit?
and the most interesting presentation.
Students’ presentations
- All groups exhibit their posters and make
presentations.
- When one group makes a presentation, others listen
and complete the evaluation sheet.

e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the
group which has the most votes.

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 Unit 2.

Board Plan

Date of teaching
Unit 1: A long and healthy life
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language

* Project: Healthy habits posters

Nguyễn Thị Ngọc Anh
 *Homework

Period 10 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
Vietnamese
Form Pronunciation Meaning
equivalent
1. generation /ˌdʒenəˈreɪʃn the difference in attitude or khoảng cách thế
gap (n.ph.) ɡæp/ behaviour between young and older hệ
people that causes a lack of
understanding

2. behaviour /bɪˈheɪvjə(r)/ the way that somebody behaves, hành vi

(n) especially towards other people

3. nuclear /ˌnjuːkliə a family that consists of father, gia đình hạt

family ˈfæməli/ mother and children, when it is nhân
(n.ph.) thought of as a unit in society

4. extended /ɪkˌstendɪd a family group with a close gia đình mở

family (n.ph) ˈfæməli/ relationship among the members that rộng
includes not only parents and
children but also uncles, aunts,
grandparents, etc.

5. follow in to do the same job, have the same nối nghiệp/ kế

somebody’s style of life, etc. as somebody else, nghiệp ai
footsteps especially somebody in your family
(idiom)
Nguyễn Thị Ngọc Anh
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in
groups so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 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 CONTENTS

Listing game Lists of questions:
- Teacher divides the class into two teams and the
How many generations are there in
board in two halves and gives a board pen to one of
your family?
the Ss in each team.
- Teacher calls out the theme from the previous unit Do you and your parents like the
(A long and healthy life) and gives them two minutes same music/ types of clothes/ TV
to write as many words related to that theme as they programmes?
can.
Do you ever argue about anything
- Each student of the team comes to the board and
in your family?
writes down a word.
- When the game is finished, Teacher has teams check Do you do anything that your
each other’s spelling and count how many correct parents/ grandparents don’t like?
words each team has written.
Do you listen to your parents/
- Teacher leads in the new lesson by asking some
grandparents all the time?
questions.

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.
Nguyễn Thị Ngọc Anh
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words
- 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 4. extended family (n.ph)
“Rub out and remember” technique. 5. follow in somebody’s footsteps
- Teacher reveals that these five words will appear in (idiom)
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’ CONTENTS

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.

Questions:
- What can you see in each picture?
Nguyễn Thị Ngọc Anh
 - 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
Remind Ss to underline the information. 1. has some √
- Ss work independently to find the answers. arguments over
- Teacher has Ss compare the answers in pairs small things with
before checking with the whole class. family members
- Teacher checks the answers as a class and 2. lives with √
gives feedback. grandparents
who have
traditional views
3. lives in a √
nuclear family
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 Answer key:
that these words are part of phrases related to 1. generation
the topic of generation gap and they are all in
2. (a) nuclear family
the conversation in Task 1.
- Teacher asks Ss to read the definitions and find 3. (an) extended family
the suitable words. Underline the words/
phrases in the conversation. 4. arguments
- 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
Answer key:
individually. Then ask them to find the answers
in the conversation. 1. has to
- Teacher checks answers by first asking the 2. have to
class to call out the correct modal verb only,
3. should
then by calling on individual Ss to read the
complete sentences. 4. must
- Teacher checks answers as a class.
- Teacher calls out each modal verb form and
elicits what students know about the use of these
Nguyễn Thị Ngọc Anh
 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 Students’ own creativity.
- 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.

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
Nguyễn Thị Ngọc Anh
* 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

Nguyễn Thị Ngọc Anh

 Period 11 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
- Encourage students to work in pairs and in
Students are reluctant to work in
groups so that they can help each other.
groups.
- Provide feedback and help if necessary.

Nguyễn Thị Ngọc Anh

 - Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
- Provide vocabulary and useful language
deliver a speech
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 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 CONTENTS

Quizizz Link:
- Ss use their electronic devices to access the link on https://quizizz.com/admin/quiz/6384e
quizizz and join the game. 7b420f73e001e34eec8?source=quiz_
- Teacher shows the questions one by one, and the share
whole class answer the questions.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson.

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
Nguyễn Thị Ngọc Anh
 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 B: We’ll
each sentence and asks Ss to repeat as a class.
2. A: Don’t you
- Students circle the forms they hear.
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

Nguyễn Thị Ngọc Anh
 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 Answer key:
and checks understanding. 1. traditional view
- Teacher has Ss match each word with another one to make 2. common characteristics
a phrase having the definition right next to it. 3. generational conflict
4. cultural values
- 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.
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 Answer key:
which word in Task 1 can be used to complete each of the 1. cultural values
sentences. Tell them to change the forms of some words if
necessary. 2. generational conflicts
- Teacher checks answers as a class. Have Ss call out the 3. common characteristics
word they have used in each sentence first.
4. traditional view
- 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.
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 Answer key:

Nguyễn Thị Ngọc Anh

 to review the differences between Modal verbs: must, 1. must
have to, and should. Give more explanation and examples
if necessary. 2. have to
- Teacher gives Ss time to complete the task. 3. should
- Teacher checks answers as a class by having individual
Ss write the answers on the board. Go through each 4. had to
sentence and ask Ss to explain why they have used that
modal verb.
- 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)
- Teacher lets Ss work in pairs. Example:
- Teacher asks Ss to talk to their partner and share about A: I have to be back home by 9
rules in your family or things that they or their parents p.m.
think are necessary B: Really? I don't have to. But
- Teacher requires Ss to use the correct modal verbs. my parents think I shouldn't
- Teacher encourages Ss to apply the vocabulary they have stay out after 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.

Nguyễn Thị Ngọc Anh

 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

Nguyễn Thị Ngọc Anh

 Period 12 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
Vietnames
Form Pronunciation Meaning e
equivalent
1. characteristic /ˌkærəktəˈrɪstɪk/ a typical feature or quality that đặc điểm
(n) something/somebody has

2. critical (adj) /ˈkrɪtɪkl/ making careful judgements có tính

phản biện

3. creative (adj) /kriˈeɪtɪv/ involving the use of skill and the sáng tạo
imagination to produce something
new or a work of art

4. platform (n) /ˈplætfɔːm/ the type of computer system or the nền tảng
software that is used

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge Provide students with the meaning and
about some lexical items. pronunciation of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging
2. Students may have underdeveloped
environment for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

Nguyễn Thị Ngọc Anh

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’ CONTENTS

ACTIVITIES
Game: Mysterious picture Clues:
- Ss work in groups. 1. special qualities that belong to a
- There are 4 questions which relate to a key group of
picture. people or things
- T asks Ss to guess the word in each puzzle and 2. a disagreement between different
guess the key picture behind after each puzzle is generations
opened. 3. beliefs about what is important in the
- The group which gets the correct answer of the culture of
key picture is the winner. 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

Nguyễn Thị Ngọc Anh
 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
pictures.
generation born between 1965 and
- They should discuss what they know about the 1980. Gen Xers are also known as
generation in each picture. critical thinkers because they
achieved higher levels of education
- Teacher has some Ss share their answers with the
than previous generations.
whole class.
- Teacher introduces the topic of the reading text. Generation Y, also known as
Millennials, refers to those born
between the early 1980s and late
1990s. They are curious and ready
to accept changes.
Generation X
Generation Z includes people born
between the late 1990s and early
2010s, a time of great
technological developments and
changes.

Generation Y

Generation Z
Vocabulary pre-teaching (5 mins)
- 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 3. creative (adj)
“Rub 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)
Nguyễn Thị Ngọc Anh
- 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
1. b
context of each highlighted word, and looking for clues that
2. d
they can use to guess the meaning.
3. e
- Teacher asks Ss to work in groups to discuss the clues and 4. a
compare answers. 5. c
- 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 C. Characteristics of
each paragraph, highlighting key information, or searching for different 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
Nguyễn Thị Ngọc Anh
 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 CONTENTS

Task 5. Discussion
- Teacher asks Ss to work in pairs. Have them discuss
Students’ own ideas.
if they agree with the descriptions of each generation.
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
Nguyễn Thị Ngọc Anh
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Board Plan

Date of teaching
Unit 2: The generation gap
Lesson 3: Reading – Different generations
*Warm-up
Mysterious picture
* Vocabulary
1. characteristic (n)
2. critical (adj)
3. creative (adj)
4. platform (n)
- Task 1: Discuss what you know about the generation in each picture.
- Task 2. Match the highlighted words with their meanings.
- Task 3. Choose the best title.
- Task 4. Tick (✓) the characteristics of each generation according to the article.
- Task 5: Discussion

*Homework

Nguyễn Thị Ngọc Anh

 Period 13 UNIT 2: THE GENERATION GAP
Lesson 4: Speaking – Talking about different generations

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Talk about different generations in the family;
- Know how to start a conversation or discussion.
2. Competences
- Gain some language expressions to talk about different generations;
- Talk about different generations;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to talk about different generations;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 2, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ previous knowledge on different generations;
- To set the context for the speaking part;
b. Content:
- Students look at the picture and guess.
c. Expected outcomes:
- Students can follow the instructions and memorize some information about different
generations.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Guessing game
- Teacher shows the picture about 3 generations
with clues.
- Teachers asks Ss to look at the rules then guess
which generation each set of clues indicates.
- Students speak out the name of each
Nguyễn Thị Ngọc Anh
 generation based on the given clues.
- Teacher calls some students to provide more
information they can remember from the
previous lesson.
- Teacher gives comments and leads to the new
lesson.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (5 mins)

a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- Introduce tips to start a conversation or discussion.
- Task 1: Put the sentences in order to complete the conversation, then practise in pairs.
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to give differences among generations in the family &
role-play a conversation about this topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Brainstorming
- Teacher asks Ss to read the example and the list of Tips to start a conversation or
suggested ideas individually. discussion:
- Teacher checks students’ comprehension and * To start a conversation or
explain any phrases Ss may find difficult to discussion, you can:
understand, e.g. be open to different points of view, + present the topic.
have fixed ideas about the world, be open to new ways Example: Let's talk about ...
of thinking. + ask your partner for personal
information related to the topic.
- Teacher has Ss think about if any of these ideas are Example: Ly, do you live with your
related to members of their family. Ask them to share extended family?/ Ly, what kind of
with a partner. In stronger classes, T has Ss give family do you have?
reasons for their choices. + ask for an opinion.
- Teacher asks Ss to brainstorm other ideas in pairs or Example: Ly, do you think there are
as a class, and write them on the board, e.g. My sister any differences between the
is very creative. My father likes to listen and accept generations of your family?/ Ly,
differences. what do you think about your
generation?
Tips to start a conversation or discussion:
- Teacher tells Ss to read the Remember box and pay
attention to the tips, examples and useful phrases.
- Teacher asks Ss to give more examples.

Nguyễn Thị Ngọc Anh

 Task 1. Put the sentences (A–D) in order to complete the conversation. Then practise it
in pairs. (7 mins)
Answer key:
- Teacher asks Ss to study the given jumbled
1. C 2. D 3. A 4. B
speakers’ lines and the beginning and end of the
conversation.
- Teacher has Ss to work in pairs to rearrange the
jumbled sentences and walks around to offer help if
necessary.
- Teacher checks answers as a class.
- Teacher gives time for the pairs to practise the
conversation and calls some pairs to practice in front
of the class.
e. Assessment
- Teacher checks students’ answers and gives feedback.

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (24 mins)

a. Objectives:
- To help Ss practise structures to start a conversation or discussion;
- To give Ss an opportunity to practice talking about different generations;
- To provide Ss with some differences among generations.
b. Content:
- Task 2. Work in pairs. Talk about the different generations of your family. Use the model
and tips in 1, and the ideas below to help you. (p.23)
- Task 3. Work in groups. Discuss the following question and then report to the whole class.
(p23)
c. Expected outcomes:
- Students know how to talk about different generations and use structures to start a
conversation or discussion.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Work in pairs. Talk about the different generations of your family. Use the
model
and tips in 1, and the ideas below to help you. (9 mins)
Students’
- Teacher explains the task and reminds Ss of the ways to start a
answers
conversation.
- Teacher asks Ss to work in pairs, brainstorm ideas and write down the
questions for their conversation.
- Teacher asks pairs to practise their conversation at least twice. Encourage
them to swap roles so that each student has a chance to ask and answer
questions about their family.
- Teacher walks around to provide help if necessary.
- Teacher invites some pairs to role play the conversation in front of the
class.
Task 3. Work in groups. Discuss the following question and then report to the whole
class.
(8 mins)
Nguyễn Thị Ngọc Anh
 - Teacher asks Ss to work in groups and have a group discussion about the Students’
most common differences among the generations of their families. practice
- Teacher tells groups to choose a group leader whose role is to keep the
discussion going and ensure that everyone has a chance to speak. Remind
group members that they need to listen without interrupting their
classmates, wait for their turn to speak, take notes, and contribute ideas.
- Teacher walks around to offer help Ss, if necessary, and encourages quiet
group members to get involved.
- Teacher has some groups come to the front and report their discussion.
- Teacher praises groups for good effort, teamwork and interesting ideas.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: FREE PRACTICE (8 mins)

a. Objectives:
- To check students’ understanding about the language use in starting a conversation or
discussion;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Further practice: Students talk about more differences in their family.
c. Expected outcomes:
- Students can use the language and ideas from the unit and develop their own ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Further practice
- Teacher asks Ss to work in pairs, discuss and brainstorm ideas about
generation differences in their family. Students’ practice.
- Teacher invites some pairs to demonstrate their discussion in front
of the class
- Teacher encourages the rest of the class to follow their friends’
performances and compare them with their own ideas.
- 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 exercises in the workbook.
- Prepare for the next lesson – Listening.

Board Plan
Nguyễn Thị Ngọc Anh
 Date of teaching
Unit 2: the generation gap
Lesson 4: Speaking – Talking about different generations
*Warm-up
Guessing game
* Brainstorming
- Task 1. Put the sentences in order to complete the conversation.
- Task 2. Talk about the different generations of your family.
- Task 3. Discuss the following question and then report to the whole class.
- Task 4: Further practice

*Homework

Nguyễn Thị Ngọc Anh

 Period 14 UNIT 2: THE GENERATION GAP
Lesson 5: Listening – Family conflicts

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about reasons for family conflicts;
- Memorize vocabulary to talk about family conflicts.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be aware of family conflicts;
- Develop self-study skills;
- Actively join in class activities.

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

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. disagreement /ˌdɪsəˈɡriːmənt/ a situation where people have sự bất đồng
(n) different opinions about
something and often argue

2. upset (v) /ˌʌpˈset/ to make somebody/yourself feel gây khó chịu

unhappy, anxious or annoyed

3. complain /kəmˈpleɪn/ to say that you are annoyed, phàn nàn (về)
(about) (v) unhappy or not satisfied about
somebody/something

4. allow (sb to do /əˈlaʊ/ to let somebody/something do cho phép (ai

st) (v) something; to let something làm gì)
happen or be done

5. appearance (n) /əˈpɪərəns/ the way that ngoại hình

somebody/something looks on
the outside; what
somebody/something seems to
be

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.

Nguyễn Thị Ngọc Anh

 - Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
necessary.
Students cannot follow the speed of - Make sure they understand the meaning and
the recording. pronunciation of important words.
- Teach them the skill of underlining key words in
the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on family conflicts;
- To set the context for the listening part;
b. Content:
- Watch a video about the reasons for family conflicts.
c. Expected outcomes:
- Students can name the reasons for family conflicts in the video.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video
- Teacher plays the video and asks the whole class to Link:
stand up. https://www.youtube.com/watch?v=f
- Ss watch the video and note down the reasons for 1oyseKG9Y8
family conflicts.
- Teacher calls some Ss to share, then confirms the
answers.
- Teacher leads in the new lesson.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (10 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:
- Pre-teach vocabulary related to the content of the lesson;
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)

Nguyễn Thị Ngọc Anh

 - Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. disagreement (n)
with different techniques (pictures, actions, 2. upset (v)
synonyms…) 3. complain (about) (v)
- Teacher checks students’ understanding with the 4. allow (sb to do st) (v)
“Rub out and remember” technique. 5. appearance (n)
- Teacher asks Ss to take notes on their notebooks.

Task 1. Complete the following table about you. Work in pairs and compare your
answers.
(5 mins)
- Teacher asks Ss to look at the picture and guess why Suggested answer:
the people are arguing.
The daughter is fed up with her
- Teacher asks Ss to read the statements in the table mother telling her what to do all
and tick the correct information about them. the time, and refuses to listen.
- Teacher has Ss work in pairs to compare their
answers. Encourage them to ask each other questions
and give more details about their answers.
- Teacher invites some Ss to share their answers or
their partners’ answers with the class.

Students’ own answers

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about family conflicts.
b. Content:
- Task 2. Listen to a conversation between Kevin and Mai. Number the things they talk about in
the order they are mentioned. (p.23)
- Task 3. Listen to the conversation again and answer the following questions using no more
than TWO words. (p.23)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the
tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a conversation between Kevin and Mai. Number the things they talk
about in the order they are mentioned. (8 mins)
Answer key:
- Teacher explains the format of this activity: Ss listen and number the
Nguyễn Thị Ngọc Anh
 things the speakers talk about in the order they are mentioned.
a-4
- Teacher has Ss read through statements carefully and check if they
b-3
understand the vocabulary and the context by asking questions such as
Who are the speakers? and What do you think they will be talking c - 2
about?
d-1
- Teacher reminds Ss that the conversation may not contain the exact
words as in the statements so Ss should listen for synonyms or words
with similar meaning, e.g. screen time – the time I spend on my
smartphone and laptop, disagreements - conflict.
- Teacher plays the recording and has Ss listen and number the things
listed in the four statements.
- Teacher asks Ss to compare their answers in pairs or groups.
- Check answers by playing the recording again and pausing after the
parts of the conversation containing the information.
Task 3. Listen to the conversation again and answer the following questions using no
more than TWO words. (12 mins)
- Teacher has Ss read through the questions carefully and check if they
Answer key:
understand all the vocabulary.
1. Mai’s
- In stronger classes, ask Ss if they can answer the questions without appearance
listening to the conversation again. 2. At school.
3. (His) homework.
- In weaker classes, have Ss think about the type of information they
4. Kevin’s eyesight/
will need to answer each question, e.g. 1. something about Mai; 2. the
his eyesight.
place where Mai is not allowed to wear tight jeans; 3. the main reason
5. 10 p.m.
why Kevin uses his smartphone and laptop; 4. the thing(s) Kevin’s
parents worry about; 5. the time when Kevin’s parents take his
smartphone and laptop away.
- Teacher asks Ss to focus on the type of information that they will
need. Remind Ss of the word limit for each answer.
- Teacher plays the recording. Ask Ss to listen and take notes.
- Check answers as a class.
Extension: Play the recording, pausing before the last word of long
sentences and have Ss recall or guess it, e.g., play the sentence until the
word ‘appearance’: She keeps complaining about my … Have Ss call
out the last word. In stronger classes, ask Ss to write the words on the
board.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
Nguyễn Thị Ngọc Anh
- To give students authentic practice in using target language.
b. Content:
- Task 4: Work in groups. Discuss the following questions. (p.23)
c. Expected outcomes:
- Students can use the language and ideas from the unit to eat more healthily.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in groups. Discuss the following questions.
- Teacher asks Ss to list the things that Mai’s and Kevin’s Questions:
parents complain about. Do you agree with Mai’s
- Teacher puts Ss into groups. Ask each group to choose a mother and Kevin’s
question. Walk round the class and offer help if necessary. Make parents? Why/Why not?
sure Ss take notes of their discussion and makes a short
summary. Students’ answers
- Teacher invites Ss from some groups to share their opinions
with the whole class. Encourage them to give reasons.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 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 the next lesson –Writing.

Board Plan
Date of teaching
Unit 2: The generation gap
Lesson 5: Listening – Family conflicts
*Warm-up
Watch a video
* Vocabulary
1. disagreement (n)
2. upset (n)
3. complain (about) (v)
4. allow (sb to do st) (v)
5. appearance (n)
- Task 1. Complete the table about you.
- Task 2. Listen to a conversation. Number the things they talk about in the order
they are mentioned.
- Task 3. Listen and answer the questions using no more than TWO words.
- Task 4: Discuss the questions.
*Homework

Nguyễn Thị Ngọc Anh

 Period 15 UNIT 2: THE GENERATION GAP
Lesson 6: Writing – An opinion essay about limiting teenagers’ screen time

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write an opinion essay about limiting teenagers’ screen
time;
- Apply structures to express opinions.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be polite and clear when writing an opinion essay;
- Develop self-study skills;
- Actively join in class activities.

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

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and 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’ reading comprehension of short messages;
- To set the context for the writing part;
b. Content:
- Board race
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
GAME: Board race Example:
- Teacher gives instructions on how to play the S C R E E N (2
game and gives an example. points)
- Ss discuss in their teams and write down the
words. C U R I O U S (3
- Ss in each team take turns to write their words points)
on the board.
Nguyễn Thị Ngọc Anh
 - Teacher confirms the correct words, decides the S K I L L (1 point)
winner and leads in the lesson.
Rules and an example of the ‘board race game’: G E N E R A T I O N (2
- The class is divided into teams. points)
- In one or two minutes (depending on the
number of the letters in the topic words), Ss have H A I R S T Y L E (2
to find the words which are related to the topic points)
and have one letter in the topic word.
- If the word begins with a letter in the topic Total 10 point
word, the team gets 1 point.
- If the letter of the topic word appears in the
middle position, the team gets 2 points.
- If the letter of the topic word is at the end of the
word they have found, the team gets 3 points.
- For example, if the topic word is ESSAY and
with the words found in the table below, a team
gets 10 points in total.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITING (9 mins)

a. Objectives:
- To get students to build up ideas that they can later use for their writing
b. Content:
- Teach Ss use the given note to build up ideas for their writing
c. Expected outcomes:
- Students build up ideas about why parents should/ shouldn’t limit teenagers’ screen time.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Complete the notes using the sentences (A–D) in the box. (4
mins)
Answer key:
- Teacher asks Ss to read the four sentences and the notes.
1. B
Go through each reason with its supporting examples, facts
or explanations. 2. C
- Teacher explains that two of the sentences are reasons and 3. A
two – supporting examples or further explanations.
4. D
- Teacher puts Ss into pairs. Have them work together to
complete the notes.
- Teacher checks answers as a class.
Useful expressions (5 mins)
- Teacher gives Ss a handout and asks them to classify the List of expressions:
items into correct groups. To express opinion:
- Teacher lets Ss work in groups. ∙ In my opinion, …
- The groups show their answers on the board. ∙ Personally, I think/ I
- The whole class checks the task together. believe (that)…
∙ I strongly believe that….
∙ It seems to me that…

Nguyễn Thị Ngọc Anh

 ∙ In my view, ...
∙ From my point of view, …
To add ideas:
∙ What is more, …
∙ Moreover/ furthermore/ in
addition (to)
∙ Firstly, …
∙ First of all, …
∙ Secondly, ...
∙ Thirdly, …
∙ Lastly, …
∙ Finally, …
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (16 mins)

a. Objectives:
- To help Ss familiarize with the structure and language of an opinion essay;
b. Content:
- Task 2. Read an opinion essay and match each paragraph with the correct description. (p.24)
- Task 3. Write an opinion essay (120–150 words) stating the opposite view. (p.24)
c. Expected outcomes:
- Students can write a complete essay of an opinion essay.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Read an opinion essay and match each paragraph with the correct
description. (6 mins)
Answer key:
- Teacher asks Ss to read the four descriptions and
put them in the correct order. 1. D
- Teacher puts Ss in pairs to read and discuss the 2. C
structure of the model opinion essay. Then have
3. A
them match each paragraph with a description.
4. B
- Teacher checks answers as a class.
- To check understanding of the structure and
language of the opinion essay, ask questions, such
as How does the writer introduce the issue? What
expression does she use to introduce her point of
view? What linking words does she use to introduce
each reason?
Task 3. Write an opinion essay (120–150 words) stating the opposite view. (10 mins)
Suggested answer:
- Teacher asks Ss to read the introduction to the
Digital devices play an essential
opinion essay they are going to complete. Elicit
part of teenagers’ lives nowadays. I
that this essay defends the opposite view. Remind
strongly believe that parents should
of the two reasons supporting this view in Activity
not strictly limit their screen time for
1.
the following reasons.
- In stronger classes, encourage Ss to use their own First of all, I think that by limiting
ideas. the use of technology, parents will

Nguyễn Thị Ngọc Anh

 - Teacher has Ss work individually to write their also limit what teens can benefit
first draft. from it. In fact, teenagers can learn
a lot of useful knowledge and
- Teacher puts Ss in pairs and asks them to swap
necessary skills through online
their draft essays for peer feedback. Encourage Ss
educational games and videos.
to revise their essays and correct any mistakes in
In addition, when teenagers’ screen
their final draft.
time is strictly controlled by their
- Teacher collects Ss’ essays to mark and provide parents, the gap between parents
written feedback in the next lesson. and children may become wider.
Teenagers may think that their
parents are very mean and not fair
to them, and may refuse to talk to
them.
In conclusion, I believe that it is not
a good idea for parents to strictly
limit their teenagers’ screen time.
Teens can benefit from screen
activities that encourage learning
and parents can develop a better
relationship with their children if
they don’t control the time spent on
electronic devices.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Cross-checking Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss 2. Legibility: …/10
do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and
and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to give
opinions to other Ss
- Teacher chooses some typical errors and corrects the
whole class without nominating the Ss’ names.
e. Assessment
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- Teacher’s observation on Ss’ performance, provide help if necessary.
- 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 the next lesson – Communication and Culture.
Board Plan
Date of teaching
Unit 2: The generation gap
Lesson 6: Writing – An opinion essay about limiting teenagers’ screen time
*Warm-up
Board race
- Task 1: Work in pairs. Complete the notes using the sentences in the box.
* Useful expressions
- Task 2. Read an opinion essay and match each paragraph with the correct
description.
- Task 3. Write an opinion essay (120–150 words) stating the opposite view.
* Cross-checking

*Homework
Period 16 UNIT 2: THE GENERATION GAP
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Know about the generation gap in Asian American families;
- Review asking for and giving permission.
2. Core competence
- Be able to ask for and give permission;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to offer help to others when necessary;
- Recognise the generation gap in Asian American families.

II. MATERIALS
- Grade 11 textbook, Unit 2, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
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 - Encourage students to work in pairs and in groups
Students are reluctant to work in so that they can help each other.
groups.
- 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 a speech - 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 enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Hidden picture
c. Expected outcomes:
- Students can get ready to learn about the generation gap in Asian American families
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Game: Hidden picture Key:
- Teacher shows the instructions for the game
and asks Ss how to play.
- Teacher confirms the rules (if necessary).
- Ss work in 4 big groups and quickly raise their
hands to answer.
- Teacher calls the fastest group to answer and Viet Nam Thailand
gives points for the correct answers.
- The winner is the group with the most correct
answers.
- Teacher congratulates the winner and leads in
the new lesson.
America Mexico

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers ask for and give permission.
- To review expressions to ask for and give permission.
b. Content:

Nguyễn Thị Ngọc Anh

- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p.25)
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One
of you is Student A, the other is Student B. Provide reasons for not giving permission. Use the
expressions below to help you. (p.25)
c. Expected outcomes:
- Students can use appropriate language to ask for and give permission in certain situations.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then
practise it in pairs. (6 mins)
- Teacher asks Ss to read through the incomplete Answer key
conversation. Check comprehension by asking questions, 1. D
e.g. Who are the speakers? What are they talking about? 2. C
3. A
- Teacher has Ss listen and complete the conversation with 4. B
the expressions from the box.
- Teacher checks answers by asking two Ss to read out the
conversation.
- Teacher has Ss underline expressions used to ask for
permission (Can I …; Is it OK if I …) and giving permission
(Certainly./ I’m afraid not.).
- Teacher puts Ss in pairs and has them practise the
conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which are Useful expressions
mixed together. Ss have to classify them into 3 groups: Asking for permission:
asking for permission, giving permission, and refusing • (Please) Can I ...?
permission. • Do you mind if I (go) ...?
- Ss work in groups to do the task. • Would you mind if I (went)
- Check as a class. ...?
- T asks if Ss can add some more expressions. • Is it OK if I (go) ...?
Giving permission:
• Sure.
• Of course you can.
• No problem.
• Please feel free to ...
Refusing permission:
• I’m afraid not.
• No, please don't.
• I'm afraid you can't.
• I’m sorry, but that’s not
possible.
Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Provide reasons for not
giving permission. Use the expressions below to help you. (7 mins)

Nguyễn Thị Ngọc Anh

 - Teacher asks Ss to read through the situations and check Students’ answers
understanding. Ask them if they have been in similar
situations and if they have been given permission.
- Teacher has Ss work in pairs. In weaker classes, underline
words and phrases in the model conversation that Ss can
replace with information from the new situations. You can
also write some prompts on the board.
- Teacher goes through the Useful expressions in the box
and reminds Ss to use them in their conversations.
- In stronger classes, encourage them to be more creative
and use a variety of sentence structures.
- Teacher has Ss spend a few minutes planning their
conversations, e.g. decide how they are going to start each
one, whether they are going to give permission and what
reasons they are going to give for not giving permission.
Then have Ss practise their conversations.
- Teacher invites several pairs of Ss to role-play their
conversations in front of the class. Praise for good effort,
clear pronunciation, and fluent delivery.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.

3. ACTIVITY 2: CULTURE (15 mins)

a. Objectives:
- To help Ss practise the words in meaningful contexts.
- To help Ss relate what they have learnt about the generation gap to real-life situations.
b. Content:
- Task 1: Read the text and complete the comparison table below. (p.25)
- Task 2: Work in groups. Discuss the following questions. (p.26)
c. Expected outcomes:
- Students understand the details in the text, memorise them and are able to use them in a
meaningful context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text and complete the comparison table below (6 mins)
- Teacher asks Ss some questions to find out what they already Answer key:
know about Asian American families, e.g. Who are Asian 1. English
Americans? (People in the USA who trace their roots in countries 2. American traditions
in Asia.) What ethnic groups do they come from? Do you think 3. native
Asian American families are different from American families? 4. cultural values
What is the difference?
- Teacher asks Ss what they want to know about the topic. Write
their questions on the board, e.g. What causes the generation gap
Nguyễn Thị Ngọc Anh
 in these families? What are the parents in these families like?
What are the teenagers in these families like?
- Teacher puts Ss into pairs. Ask them to read the text about the
generation gap in Asian American families and complete the
comparison notes. Walk round the class and offer help,
explaining unfamiliar words or answering questions.
- Teacher checks answers as a class by calling on pairs to write
the missing words on the board.
- Teacher goes back to the questions on the board, i.e. the things
Ss wanted to know about the topic. Ask which of the questions
they can answer now and cross them out. Assign the rest for
homework.
Task 2. Work in groups. Discuss the following questions. (5 mins)
- Teacher has Ss look back at the text and list the information Students’ answers.
about the conflicts in Asian American families, the parents’
points of view; the teenagers’ points of view …
- Teacher asks Ss to work in groups and discuss the questions.
Walk around and help Ss if necessary.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: EXTRA ACTIVITY (5 mins)

a. Objectives:
- To help Ss apply the knowledge to talk about the differences among Asian American children
and Asian American parents.
b. Content:
- Talk about the differences among Asian American children and Asian American parents.
c. Expected outcomes:
- Students can talk about the differences among Asian American children and Asian American
parents.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Talk about the differences among Asian American children and Asian American
parents. (6 mins)
- Teacher asks the students to work in groups and Students’ answers
look at the summary about the differences among
Asian American children and Asian American
parents.
- Students use the structures to give opinions and
the ideas in the summary to talk about.
- Teacher calls some students to present in front

Nguyễn Thị Ngọc Anh

 of the class.
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 8 - Looking back and project.

Board Plan
Date of teaching
Unit 2: The generation gap
Lesson 7: Communication and Culture / CLIL
*Warm-up
Hidden picture
* Everyday English
- Task 1: Listen and complete the conversation.
- Task 2: Make similar conversations.
* Culture
- Task 1: Read the text and complete the comparison table.
- Task 2. Discuss the following questions.
* Extra activity

*Homework

Nguyễn Thị Ngọc Anh

Period 17 UNIT 2: THE GENERATION GAP
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 2;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 2, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).

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: Lucky number
c. Expected outcomes:
- Students can get ready to learn about differences among generations.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Lucky number Suggested words:
- Ss work in 2 teams 1. cultural values
Nguyễn Thị Ngọc Anh
 - There are 7 numbers, 2 of which are lucky ones. 2. traditional views
- If Ss choose a lucky number, they get one point 3. lifestyle
without answering the question. 4. musical tastes
- If they choose the other numbers, one student of a 5. career choices
group picks up a piece of paper and sees the word on
it.
- This student has to use words or actions to describe
it (without saying the word directly)
- Other Ss try to guess the words. One point for a
correct answer.
- The group with the most points is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review contracted or full forms.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review Modal verbs: must, have to, and should.
b. Content:
- Task 1: Listen and circle what you hear: contracted or full forms. Practise saying these
conversations in pairs. (p.26)
- Task 2: Solve the crossword. Use the words or phrases you have learnt in this unit. (p.27)
- Task 3: Choose the correct answers A, B, C or D to complete the following sentences. (p.27)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and circle what you hear: contracted or full forms. Practise saying
these
conversations in pairs. (4 mins)
- Teacher asks Ss to listen and identify the forms: Answer key
contracted or full forms in each sentence. 1. mustn’t
2. don’t
- Teacher has Ss practise saying these exchanges in 3. It’s
pairs paying attention to the contracted forms. 4. I have
- Teacher asks several pairs of Ss to role-play the
exchanges in front of the class. Praise for good
pronunciation and fluent delivery.
Task 2: Solve the crossword. Use the words or phrases you have learnt in this unit. (4
mins)
- Teacher has Ss look at the crossword, and the clues. Answer key
- Teacher asks Ss to read each clue and focus Ss´ DOWN
attention on the gap in it. 1. nuclear
Nguyễn Thị Ngọc Anh
 2. generation
- Teacher tells Ss to study the context carefully and
ACROSS
decide on the word or phrase to fill in the gap. In
3. screen time
weaker classes, brainstorm vocabulary items
4. extended
encountered in the unit and write them on the board
5. conflict
for Ss’ reference.
6. digital native
- Teacher asks Ss to fill in the words/ phrases in the
crossword.
- Teacher has Ss check their answers in pairs / groups.
- Teacher checks answers as a class by asking
individual Ss to read the sentences.
Task 3: Choose the correct answers A, B, C or D to complete the following sentences..
(4 mins)
- Teacher asks Ss to read each sentence and choose the Answer key:
correct modal verb to complete it. 1. A
- Teacher reminds Ss to study the context carefully and 2. B
decide which option is the correct one. 3. C
4. D
- Check answers as a class by playing the recording. 5. A
- Teacher asks individual Ss to read the sentences.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise giving an oral presentation.
b. Content:
- Presentation of generational differences among us.
c. Expected outcomes:
- Students are able to give an oral presentation about generational differences.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Instructions (already given in Lesson 1 – Getting Started)
- T assigns the project after finishing Lesson 1 – Getting Started. T Students’
divides class into 4 groups. preparation
- Ss work in groups and prepare for the project throughout the unit,
the focus of this lesson should be on the final product, which is an
oral presentation of survey results.
- Give Ss a checklist for peer and self-assessment. Explain that they
will have to tick appropriate items while listening to their classmates’
presentations and write comments if they have any. The presenters
should complete their self-assessment checklist after completing their
presentation.
- If necessary, go through the criteria for assessing their talk to make
sure Ss are familiar with them.

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 - Invite two or three groups to give their presentations. Encourage the
rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also give
Ss marks for their presentation as part of their continuous assessment.
Students’ presentations at class
- All groups make presentations. Students’
- When one group makes a presentation, others listen and complete presentation
the evaluation sheet.
e. Assessment
- T gives comments and feedback to all presentations and awards a prize to the group which has
the most votes.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the whole unit.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 3.

Board Plan

Date of teaching
Unit 2: The generation gap
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project
*Homework

Period 18 UNIT 3: CITIES OF THE FUTURE

Lesson 1: Getting started – An exhibition of future cities

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Cities of the future;
- Gain vocabulary to talk about cities and smart living;
- Get to know the language aspects: stative verbs in the continuous form and linking 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
Nguyễn Thị Ngọc Anh
 - Arouse interests in life in cities of the future;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
1. impact (n) /ˈɪmpækt/ the effect or influence that an event, ảnh hưởng
situation etc has on someone or
something

2. public /ˈpʌblɪk buses, trains etc that are available for phương
transport (n) ˈtrænspɔːt/ everyone to use tiện công
cộng

3. /ˈɪnfrəˌstrʌktʃə/ the basic systems and structures that cơ sở hạ

infrastructure a country or organization needs in tầng
(n) order to work properly, for example
roads, railways, banks etc

4. traffic jam /ˈtræfɪk dʒæm/ a long line of vehicles on a road that tắc nghẽn
(n) cannot move or can only move very giao thông
slowly

5. carbon /ˈkɑːbən the amount of carbon dioxide that a dấu chân

footprint (n) ˈfʊtˌprɪnt/ person or organization produces by cac-bon
the things they do, used as a way of
measuring the amount of harm they
do to the environment

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in
groups so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver a speech
assigning tasks
- Encourage students to work in groups so that
they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
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a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of an exhibition of
future cities;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Hot potato (Revise some of the target words learnt in Unit 2).
c. Expected outcomes:
- Students can revise some target words learnt in Unit 2.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Hot potato Target words in Unit 2
- Ss stand in a circle or two rows facing each other (generation gap, conflict, extended
and set a time limit for the game. family, nuclear family,
- T throws the ball to one student and has him/her call characteristic, digital native,
out one target word or phrase from Unit 2. Then argument…)
he/she throws the ball to another student, who has to
say another target word.
- The game continues until the time is up or all Ss
have had a chance to say a word or phrase.

e. Assessment
- Teacher observes the groups 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

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. impact (n)
- Teacher explains the meaning of the new vocabulary 2. public transport (n)
by pictures. 3. infrastructure (n)
- Teacher checks students’ understanding with the 4. traffic jam (n)
“Rub out and remember” technique. 5. carbon footprint (n)
- 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 check Ss’ comprehension of the conversation.
- To introduce words and phrases related to healthy lifestyles.
Nguyễn Thị Ngọc Anh
b. Content:
- Task 1: Listen and read (p.28)
- Task 2. Read the conversation again and complete the notes. Use no more than TWO words
for each blank. (p.29)
- Task 3. Match the words to make phrases mentioned in 1. (p.29)
- Task 4. Complete the sentences with phrases from 1. (p.29)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

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.

Questions:
- What can you see in the picture?
- How is the city different from that now?
- What do you benefit from living in this
city?

Suggested answers:
- Tall buildings, roads in the air, flying
private vehicles
- People travel by flying objects instead
of going by car or bus. …
- Life will be more convenient without
pollution. …
Task 2. Read the conversation again and complete the notes. Use no more than TWO
words for each blank. (5 mins)
- Teacher tells Ss to read the conversation again Answer key:
and work independently to find the answers. 1. green areas
- Ss work independently to find the answers. 2. traffic jams
- Teacher has Ss compare the answers in pairs 3. technology
before checking with the whole class. 4. housing
- Teacher checks the answers as a class and
gives feedback.
Task 3. Match the words to make phrases mentioned in 1. (5 mins)
- Teacher has Ss look at task 3, and ask Ss to do Answer key:
the matching. 1. public transport
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 - Teacher asks Ss to read out the phrases they 2. private vehicles
have found and explain the meaning of them. 3. modern infrastructure
- Check answers as a class. 4. high-rise buildings
5. smart city
Task 4. Complete the sentences with phrases from 1. (5 mins)
- Teacher asks Ss to read the three statements. Answer key:
- Teacher asks Ss to complete the sentences, 1. seems a good solution
using the correct phrases from the text. 2. looks beautiful
- Check answers as a class. 3. ‘m thinking of

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practice speaking skills;
- To help Ss imagine their cities of the future.
b. Content:
- Interview
c. Expected outcomes:
- Students can give a short talk about their cities of the future.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Interview
- Teacher asks Ss to work in pairs. Ask them to draw Students’ own creativity.
their city of the future. Then, look at the picture and
ask each other.
- Teacher invites 1 or 2 pairs to come to the stage and
do the interview.
- Teacher asks other students to listen and give
comments.
- Teacher gives feedback and gives marks to the
students with good 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
- Write a short paragraph about how cities of the future look like.
- Prepare for the project in Lesson 8

Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 1: Getting started

Nguyễn Thị Ngọc Anh

*Warm-up
Hot potato
* Vocabulary
1. impact (n)
2. public transport (n)
3. infrastructure (n)
4. traffic jam (n)
5. carbon footprint (n)

- Task 1: Listen and read.

- Task 2. Read the conversation again and complete the notes.
- Task 3. Match the words to make phrases mentioned in 1.
- Task 4. Complete the sentences with phrases from 1.
- Task 5: Interview

*Homework

Nguyễn Thị Ngọc Anh

 Period 19 UNIT 3: CITIES OF THE FUTURE
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 cities of the future;
- Recognise and practise linking final consonants to initial vowels;
- Review the use of stative verbs in the continuous form and linking verbs.
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
- Be ready to know more about cities and smart living;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 3, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Stative verbs in the continuous form Linking verbs
1. Describe a state rather than an action 1. Link the subject with an adjective or a
- Thoughts and opinions (agree, believe, noun that describes or identifies the
remember, think, understand) subject.
- Feelings and emotions (hate, love, 2. Common linking verbs: be, seem, look,
prefer) become, appear, sound, taste, smell
- Sense (appear, feel, look, see, seem,
smell, taste)
- Possession (belong, have, own)
2. Stative verbs are not normally used in
the continuous form. However, some
stative verbs can be used in the continuous
form to describe actions, depending on the
context.
Eg: My dad has a new car.
He is having a good time.

Assumption

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 Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 cities and smart
living;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Put the pieces of paper together into a picture of cities and smart living
c. Expected outcomes:
- Students can learn new vocabulary related to smart cities.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Put pieces of paper together Suggested answers:
- Ss work in 4 groups. Each group is given some
pieces of paper.
- Ss have to put the pieces of paper together into a
picture and give it a name
- The group that has the picture in the shortest time
and a relevant name is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

Nguyễn Thị Ngọc Anh
a. Objectives:
- To help Ss recognise and practise linking between a final consonant and an initial vowel.
b. Content:
- Task 1: Listen and repeat. Pay attention to the linking between the words in the sentences.
(p.29)
- Task 2: Listen and mark the consonant and vowel sounds that are linked. Then practice saying
the sentences. (p.29)
c. Expected outcomes:
- Students can correctly pronounce the linking between a final consonant and an initial vowel.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the linking between the words in the
sentences. (7 mins)
- Teacher explains the importance of linking words in Notes:
spoken English. - When we speak naturally, we
- Teacher explains that the linking is already marked, don’t pause between most words.
and asks Ss to read the sentences first and say which We usually link the end and
sounds are linked. beginning of some words so that
- Teacher plays the recording and asks Ss to listen and they are easy to say and flow
repeat. Tell them to pay attention to linked sounds. together smoothly.
- Teacher asks Ss to practice reading the sentences - Consonant-to-vowel is very
aloud in pairs. common and occurs between a
word
ending with a consonant sound
and
a word beginning with a vowel
sound.
Task 2: Listen and mark the consonant and vowel sounds that are linked. Then
practise saying the sentences. (5 mins)
- Ask Ss to read the sentences and put a mark between Answer key:
the sounds they think are linked when speaking. 1. Traffic jams are the city's
- Play the recording and have Ss check their answers. biggest problem, especially
- Play the recording again, pausing after each sentence, during rush hour.
for Ss to repeat. Then say the linked words for Ss to 2. This is the most beautiful city
check their answers. I’ve ever visited.
3. Would you like a guided tour
of the city this afternoon?
4. The Fine Art Museum was
built in the new urban area last
year.
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:

Nguyễn Thị Ngọc Anh

- To introduce words / phrases related to cities and architecture.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words and phrases with their meanings. (p.30)
- Task 2. Complete the sentences using the correct forms of the words and phrases in 1. (p.30)
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 and phrases with their meanings. (6 mins)
- Ask Ss to work in pairs. Ask them to read the words and Answer key:
phrases and match them to their meanings. 1. c
- Check answers as a class. Call on one student to read an 2. d
item aloud and another student to read its meaning. 3. e
- Check answers as a class. 4. a
5. b
Task 2. Complete the sentences using the correct forms of the words and phrases in 1.
(6 mins)
- T has Ss work in pairs, tells them to read the sentences Answer key:
carefully and decide which word and phrase in 1 can be 1. Traffic jam
used to complete each of the sentences. T explains that they 2. city dwellers
should use the context clues to decide on the word / phrase, 3. roof gardens
e.g. in the first sentence, the gapped word is about the
4. skyscraper
facilities needed for a city to run smoothly.
5. urban centres
- Check answers as a class. Have Ss call out the word and
phrase they have used in each sentence first.
- Confirm the correct answers. Ask Ss to give reasons why
they have chosen the word / phrase by referring to the
context clues.
- Ask individual Ss to read the complete sentences.
- Extension: Have Ss make more sentences using the words
and phrases they have learnt. In stronger classes, divide the
class into teams and give each team five minutes to write as
many sentences as they can. Make sure there is at least one
sentence with each word or phrase. Ask teams to read them
and give a point for each correct sentence. The team with
the most points is the winner.
e. Assessment
- Teacher observes Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To give Ss an opportunity to practise stative verbs in the continuous form and linking verbs.

Nguyễn Thị Ngọc Anh

- To help Ss practise stative verbs in the continuous form and linking verbs in a speaking
activity.
b. Content:
- Task 1: Choose the correct forms of the verbs to complete the following sentences. (p.30)
- Task 2: Find and correct the mistakes in the following sentences. (p.30)
- Task 3: Work in pairs. Talk about future developments in your neighbourhood. Use stative
verbs in continuous form and linking verbs. (p.31)
c. Expected outcomes:
- Students know how to use the stative verbs in the continuous form and linking verbs.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Choose the correct forms of the verbs to complete the following sentences. (4
mins)
- Tell Ss to read the explanations in the Remember! box Answer key:
on page 30. Check understanding of the grammar point by 1. think
asking questions and eliciting what stative verbs are and 2. are thinking
in which situation they can be used in the continuous 3. don’t see
form.
- In weaker classes, give more examples to make sure Ss
understand the use of stative verbs,
Eg: I see no problems.
vs I’m seeing my friend tonight.
This cake tastes delicious.
vs The cook is tasting the soup now.
- In stronger classes, have Ss come up with their own
example sentences.
- Ask Ss to work in pairs or individually to choose the
correct form of the verb in each sentence. Explain that
they can use the context clues to decide on the correct
tense form of the verb, e.g. the first sentence expresses an
opinion so we can’t use the continuous form.
- Check answers as a class and ask Ss to explain their
choices
Task 2. Find and correct the mistakes in the following sentences. (5 mins)
- Ask Ss to read the explanation and examples in the Key:
Remember! box on page 30. Check their understanding of 1. The urban lifestyle seems
the grammar point by asking questions, e.g. What are more exciting to young
linking verbs? When do we use them? - What goes after a people.
linking verb? 2. The museum building
- In weaker classes, give more examples to make sure Ss looks beautiful from a
understand the use of linking verbs, e.g. The perfume distance.
smells nice. The cake tastes delicious. He appears/seems 3. Widening the road sounds a
like a nice person. good solution to traffic
- In stronger classes, have Ss come up with their own problems in this area.
example sentences using linking verbs. Ask Ss if linking
verbs can be stative verbs (yes, some verbs such as be,
look, smell, taste, and sound are both linking and stative
Nguyễn Thị Ngọc Anh
 verbs).
- Ask Ss to work independently to find and correct the
mistakes in the sentences.
- Have Ss work in pairs to compare their answers.
- Check answers as a class by having individual Ss read
out the sentences or write them on the board.
Task 3: Work in pairs. Talk about future developments in your neighbourhood. Use
stative verbs in continuous form and linking verbs. (4 mins)
- Have Ss read the instructions and example, and make Student’s creativity
sure they all understand the context and what they have to
do.In weaker classes, model a short conversation with a
student.
- Have Ss first brainstorm ideas for future developments
in their neighbourhoods, and write them down as prompts,
e.g. building a new road, designing more green spaces,
creating more walking and cycle paths, building a new
shopping centre.
- Put Ss in pairs and have them talk about their
neighbourhoods, using stative verbs in the continuous
form and linking verbs.
- Invite some Ss to report back to the class.
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 3: Cities of the future
Lesson 2: Language
*Warm-up
Put pieces of paper together
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and mark the consonant and vowel sounds that are linked.
* Vocabulary
- Task 1: Match the words and phrases with their meanings.
- Task 2: Complete the sentences.
* Grammar

Nguyễn Thị Ngọc Anh

- Task 1: Choose the correct forms.
- Task 2: Find and correct the mistakes in the sentences.
- Task 3: Talk about future developments in your neighbourhood.
*Homework

Nguyễn Thị Ngọc Anh

Period 20 UNIT 1: CITIES OF THE FUTURE
Lesson 3: Reading – Characteristics of future cities

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 characteristics
of future cities.
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
- Activate Ss’ background knowledge about characteristics of future cities;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 3, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnames
Pronunciatio
Form Meaning e
n
equivalent
1. sustainable /səˈsteɪ.nə.bļ/ involving the use of natural products bền vững
(adj) and energy in a way that does not
harm the environment

2. to operate (v) /ˈɒp.ər.eɪt/ to work in a particular way hoạt động

3. efficient (adj) /ɪˈfɪʃənt/ working well without wasting time, có hiệu quả
money, or energy

4. renewable /rɪˈnjuːəbəl/ of energy and natural resources that có thể hồi

(adj) is replaced naturally or controlled phục
carefully and can therefore be used
without the risk of using it all up

5. pedestrian /pəˈdɛstrɪən an area that has been concerted for khu vực
zone (n) zəʊn/ the use of pedestrians only, by dành cho
excluding all motor. người đi
bộ

6. /ˈlɪv.ə.bļ/ fit to live in đáng sống

livable/liveabl
e (adj)

Nguyễn Thị Ngọc Anh

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge Provide students with the meaning and
about some lexical items. pronunciation of words.
- Let students read the text again (if
necessary).
2. Students may have underdeveloped - Create a comfortable and encouraging
reading, speaking and co-operating environment for students to speak.
skills. - 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 characteristics of
future cities;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Kim’s game
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’ CONTENTS

ACTIVITIES
Kim’s game
- Ss work in two teams. Try to remember the
things on screen without writing.
- After that, Ss have 20 seconds to go to the
board and write all the words (name of the
things).
- The team with more correct words is the
winner.
Suggested answers:
1. tall buildings
2. No pollution
3. computers/robots
4. No traffic jam/congestion

e. Assessment
- Teacher observes the groups, 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-in activity (Task 1)
- Vocabulary pre-teaching
Nguyễn Thị Ngọc Anh
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 groups. Discuss the questions. (4 mins)
Questions:
- Ask Ss to work in groups of three or four to discuss
1. What will future cities look
the questions. Have Ss look at the pictures and elicit
like?
questions such as What do you see in the picture?
2. Do you think they will be
What is the city like? And then lead into the topic of
‘smarter’ and more sustainable?
the lesson.
Why/Why not?
- Encourage Ss to come up with their own ideas.
Focus on the two main characteristics of future cities
(smart and sustainable).
- In weaker classes, write some prompts on the board
for Ss to think about, e.g. population, transport,
architecture. Ask questions related to each one, e.g.
Population: Do you think cities will be larger and
more crowded? Transport: Do you think there will be
more cars? Will people walk or ride bicycles? Will
there be flying vehicles? Architecture: Do you think
all buildings will be skyscrapers?
- Invite some groups to share their ideas with the
class.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. sustainable (adj)
by pictures. 2. to operate (v)
- Teacher checks students’ understanding with the 3. efficient (adj)
“Rub out and remember” technique. 4. renewable (adj)
- Teacher reveals that these six words will appear in 5. pedestrian zone (n)
the reading text and asks students to open their 6. livable/liveable (adj)
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 about future cities
- To develop reading skills for specific information about future cities
b. Content:
- Task 2. Read the article. Circle the correct meanings of the highlighted words and phrases.
(p.31)
- Task 3. Read the article again and decide whether the statements are true (T) of false (F)
(p.32)
- Task 4. Read the article again and complete the diagram with information from the text. Use
no more than TWO words for each answer. (p.32)
c. Expected outcomes:
Nguyễn Thị Ngọc Anh
- 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. Circle the correct meanings of the highlighted words and
phrases. (6 mins)
Answer key:
- Ask Ss to read the whole text once to get an overall
1. A
idea.
2. A
- T then has Ss focus on the highlighted words, looking 3. C
for context clues in the text and working out the correct 4. B
meaning.
- Encourage Ss to use the context in which the words are
used rather than looking them up in the dictionary.
- Have Ss to discuss the context clues option and
compare answers in small groups.
- Check answers as a class by inviting Ss to write them
on the board.
Task 3. Read the article again and decide whether the statements are true (T) of false
(F). (7 mins)
- T asks Ss to read the statements and checks
comprehension. Answer key:
1. F
- Remind Ss that the statements may include paraphrased 2. T
information so they should look for synonyms or words 3. T
with similar meaning. 4. F
- Tell Ss to read through the text to locate information
related to each statement, then read again, but this time
paying attention only to the parts of the text that contain
the answers.
- Check answers as a class. In stronger classes, have Ss
correct the false statements in pairs. Write them on the
board.
Task 4. Read the article again and complete the diagram with information from the
text. Use no more than TWO words for each answer. (7 mins)
- T asks Ss to read the points in the diagram using the
information in the text. Focus their attention on the gaps
and explain they only need two words for each gap.
- Tell Ss to read through the text to locate sentences
containing the answers.
- Have Ss work in pairs or groups to compare answers.
- Check answers as a class. In stronger classes, ask Ss to Answer key:
explain the context clues they used for each answer. For 1. support
example, in the first sentence the missing information is a 2. operate
verb which expresses the purpose of the modern 3. green space
technology used in the city, so the answer is ‘support’. 4. infrastructure
Nguyễn Thị Ngọc Anh
 Extension: Ask Ss to close their books. Choose three
sentences from the text and write them on the board.
Have Ss read them aloud several times. Then erase two
or three words from each sentence and have Ss say them
again, including the missing words. Erase more words
and repeat until Ss are saying the full sentences from an
almost empty board.

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: Would you like to live in a smart and sustainable city? Why/Why not?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Discussion Suggested answers:
1. I would like to live in a smart city
- T asks Ss to review the text quickly to get the ideas
because of its modern infrastructure.
for their answers. In strong classes, have Ss explain
As a person who has a great interest
their answers with other ideas that they may come up
in technology, I’d love to see how
with.
smart technologies are used in a
- Encourage Ss to explain their answers using as many smart city and how they can make
reasons as possible. city dwellers’ life better.
- Invite some Ss from different groups to give their
answers to the class. 2. I wouldn’t want to live in a smart
city because life will become very
expensive. I think using
technological advances will also
increase the taxes in smart cities and
people won’t be able to afford some
services. In addition, buying your
own home or renting a place will
become very expensive.
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
- Write a short paragraph about the smart and sustainable city you would like to live in.
Nguyễn Thị Ngọc Anh
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 3: Reading – Characteristics of future cities
*Warm-up
* Vocabulary
1. sustainable (adj)
2. to operate (v)
3. efficient (adj)
4. renewable (adj)
5. pedestrian zone (n)
6. livable/liveable (adj)
- Task 1. Discuss the questions.
- Task 2. Read the article. Circle the correct meanings of the highlighted words and
phrases.
- Task 3. True or false.
- Task 4. Complete the diagram.
- Task 5: Discussion

*Homework

Nguyễn Thị Ngọc Anh

Period 21 UNIT 3: CITIES OF THE FUTURE
Lesson 4: Speaking – Discussing cities of the future

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to discuss different features of future cities;
- Memorize vocabulary to talk about different features of future cities.
2. Competences
- Gain some language expressions to talk about different features of future cities;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to talk about different features of future cities;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 3, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. environment (n) /ɪnˈvaɪrənmənt/ the natural world in which people, animals
and plants live

2. private vehicle /ˈpraɪvət ˈviːəkl/ any vehicle that is used primarily for the
(n) private purpose of the person who owns it

3. public transport /ˌpʌblɪk the system of buses, trains, etc. provided by

(n) ˈtrænspɔːt/ the government or by companies, which
people use to travel from one place to
another

4. infrastructure (n) /ˈɪnfrəstrʌktʃə(r)/ the basic systems and services that are
necessary for a country or an organization to
run smoothly, for example buildings,
transport and water and power supplies

5. eco-friendly (adj) /ˌiːkəʊ ˈfrendli/ not harmful to the environment

6. sensor technology /ˈsensə(r) a technology that uses sensors to acquire

(n) tekˈnɒlədʒi/ information by detecting the physical,
chemical, or biological property quantities
and convert them into readable signal.

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language if
deliver a speech. necessary.
Nguyễn Thị Ngọc Anh
 - Encourage students to work in groups so
that they can help each other.
- Give short, clear instructions and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on different features of future
cities;
- To set the context for the speaking part;
- To help Ss warm up and get ready for the lesson by watching a video.
b. Content:
- Watch a video about some features of future cities.
c. Expected outcomes:
- Students feel excited about the new lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video

Teacher plays the video and asks Ss some questions. Link:

- Are there any differences between life in the video https://youtube.com/watch?v=m1z
with that of ours? 1rAC7nBs&feature=share
- Do you like living there?

e. Assessment
- Teacher listens, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (15 mins)

a. Objectives:
- To get students to revise vocabulary related to the topic.
- To introduce more ideas for the main speaking task and get Ss involved in the lesson.
- To provide a model conversation in which speakers discuss one aspect of future cities and
practise using Wh-questions to keep the conversation going.
b. Content:
- Revise vocabulary related to the content of the lesson
- Task 1: Work in pairs. Complete the diagram with the ideas below. (p. 32)
- Task 2: Match the questions with the answers to make a conversation. Then practice it in
pairs. (p.33)
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to talk about different features of future cities.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary revision (5 mins)
- Teacher writes words on the board New words:
- Teacher checks students’ understanding with the 1. environment (n)
“Rub out and remember” technique. 2. private vehicles (n)
- Teacher asks Ss to take notes on their notebooks. 3. public transport (n)
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 4. infrastructure (n)
5. eco-friendly (adj)
6. sensor technology (n)
Task 1. Work in pairs. Complete the diagram with the ideas below. (4 mins)
- Ask Ss to work in pairs and decide which of the
ideas are related to each aspect of cities in the future
(Transport, Infrastructure and Living conditions) by
Answer key:
putting the statements in the appropriate blanks.
1. B 2. C 3. A
- Have Ss read the three statements and the text in the
diagram. Check understanding of more difficult words
and phrases.
- Check answers as a class by calling on pairs to read
their diagrams and explain the reasons for their
answers.
Task 2. Match the questions with the answers to make a conversation. Then practice
it in pairs. (6 mins)
- T explains that these three questions and answers are
based on a feature in 1 (transport). Point out that the
idea is further developed by using Wh-questions.
Suggested answers:
- Tell Ss to read the questions carefully and check 1. B
understanding before they do the matching. 2. C
3. A
- Call on some Ss to read the questions and answers
to the class.
- Further explain the use of Wh-questions to keep the
conversation going and encourage Ss to use them
while making conversations.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (7 mins)

a. Objectives:
- To help Ss discuss the future cities and keep a conversation going by using Wh-questions
- To give Ss an opportunity to practise discussing features of future cities
b. Content:
- Task 3. Work in pairs. Ask and answer questions about one of the features of future cities in 1.
Use the model and the tips in 2 to help you. (p.33)
c. Expected outcomes:
- Students know how to discuss what the cities of the future will be like with the help of Wh-
questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in pairs. Ask and answer questions about one of the features of future
cities in 1. Use the model and the tips in 2 to help you. (7 mins)
- T keeps Ss in pairs to talk about the features of future Suggested answers:
cities. A: How will city dwellers’ life
- Remind Ss to use the model conversation and the tips in be like in the future?
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 2. B: Well, I think people’s lives
will be easier because AI
- Note that Ss can choose one aspect in 1 (transport,
technologies will help them do
infrastructure or living conditions) to make their
many daily activities.
conversation.
A: So, what kinds of activities
- Invite some pairs to role-play their conversation in front can be done by AI
of the class. technologies?
B: Robots can help people do
- Praise for interesting answers and fluent delivery
household chores and smart
Extension: In stronger classes, encourage Ss to expand sensors can inform people of
the conversation by using their own ideas or elaborate possible congestion in the
more based on the ideas given. street. It really saves people
time and money.
A: That’s great.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: FREE PRACTICE (15 mins)

a. Objectives:
- To strengthen students’ understanding about the language use in discussing cities of the future;
- To help some students enhance presentation skills;
- To practise team working;
b. Content:
- Task 4. Work in groups. Discuss what the cities of the future will be like and present your
groups’ ideas to the whole class. (p.33)
- Further practice: Students discuss which features of future cities they like best.
c. Expected outcomes:
- Students can use the language and ideas from the unit to express their ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Discuss what the cities of the future will be like and present
your groups’ ideas to the whole class. (7 mins)
- Ask Ss to work in groups and discuss what future cities Students’ practice
will be like.
- Remind Ss to use the ideas already given in the previous
activities. In stronger classes, encourage Ss to come up
with their own ideas.
- Call on some groups to present their ideas to the class.
Further practice (8 mins)
- T asks Ss to work in pairs and talk about the features that
they like most about the future cities.
- T invites some pairs to present. Students’ practice.
- T gives feedback and gives marks to Ss’ performance.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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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 the next lesson – Listening.
Board Plan
Date of teaching
Unit 3: Cities of the future
Lesson 4: Speaking – Discussing the cities of the future
*Warm-up
Watch a video
* Vocabulary
- Task 1. Complete the diagram with the ideas below
- Task 2. Match the questions with the answers to make a conversation.
- Task 3. Ask and answer questions about one of the features of future cities.
- Task 4. Presentation
- Further practice
*Homework

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 Period 22 UNIT 3: CITIES OF THE FUTURE
Lesson 5: Listening – Living in a smart city

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about living in a smart city;
- Memorize vocabulary to talk about a smart city.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details about
living in a smart city
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 3, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation
1. to interact (v) /ˌɪn.təˈrækt/

2. privacy (n) /ˈprɪvəsi/

3. sense of community (n) /sens əv kəˈmjuː.nə.ti/

4. neighbourhood (n) /ˈneɪbəhud/

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
necessary.
Students cannot follow the speed of - Make sure they understand the meaning and
the recording. pronunciation of important words.
- Teach them the skill of underlining key words in
the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
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- To stir up the atmosphere and activate students’ knowledge on smart cities;
- To set the context for the listening part;
b. Content:
- Game: Excellent memory
c. Expected outcomes:
- Students gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Excellent memory
- Ss look at the picture for 20 seconds. Try to
remember all the smart city components.
- Teacher divides the class into 2 teams. Call one
student from each team to say the component, then
call another student from the other team. Game ends
when students can’t give more answers.
- After the game, the team with the higher point is
the winner.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (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:
- Task 1: Match the words and phrase with their meanings.
c. Expected outcomes:
- Students are able to understand the meaning and know how to pronounce some words from
the recording that they will listen to later.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words and phrase with their meanings. (9 mins)
- Teacher introduces the vocabulary by showing Vocabulary:
pictures, actions, synonyms,... to get Ss to prepare for 1. to interact (v)
Task 1. 2. privacy (n)
3. sense of community (n)
- Write ‘Living in a smart city’ and elaborate with
4. neighbourhood (n)
questions, e.g, Do any of you live in a smart city? If
Answer key:
not, Have you heard of it? Can you name something
1. c
that you can see in a smart city?,…
2. d
- Introduce the topic of the lesson and ask Ss to read 3. b
the words and match them with the meanings. 4. a
- Call on some Ss to give their answers to the class.
Extension: In stronger classes, encourage Ss to make
more sentences with the words in different contexts to
make sure they understand the meaning of the words
and phrases before moving to the next activities.
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e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea about living in a smart city
- To help Ss practise listening for specific information about living in a smart city
- To provide Ss with some basic information about smart cities.
b. Content:
- Task 2. Listen to an interview and choose the correct answers A, B, or C (p.33)
- Task 3. Listen to the interview again and complete the table. Use no more than THREE words
for each answer. (p.33)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the
tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to an interview and choose the correct answers A, B, or C. (6 mins)
- T tells Ss that they’re going to listen to an interview
with Ms Stevens, a smart city dweller. Answer key:
- Have Ss read the questions and answer choices, and 1. B
check comprehension. Elicit or explain any unfamiliar or 2. A
difficult words. 3. A
- Play the recording and have Ss do the activity. Check
answers as a class. In stronger classes, ask Ss to explain
their choices.
- Play the recording again if many Ss have incorrect
answers, pausing at the places where they can find the
correct information.
Task 3. Listen to the interview again and complete the table. Use no more than
THREE words for each answer. (7 mins)
- T asks Ss to read the text in the table. Make sure they
Answer key:
understand they need to write no more than 3 words in
1. right to privacy
each gap.
2. smart technologies
- Encourage them to guess what part of speech might fit 3. interact
each gap, e.g. 1. N, 2. N, 3. V, 4. N 4. sense of community
- Play the recording once (twice in weaker classes) for Ss
to complete the table.
- Ask ss to work with a partner to compare their answers.
- Check answers by calling on some Ss to write their
answers on the board or read them aloud.
- Play the recording again if many Ss have incorrect
answers, pausing at places where they can get the correct
information.

e. Assessment
- Teacher’s observation on Ss’ performance.
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- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Group discussion: Disadvantages of living in a smart city
c. Expected outcomes:
- Students can use the language and ideas from the unit to understand more about living in
smart cities.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Discuss the following questions. (7 mins)
Do you agree with Ms Stevens? Which of the disadvantages she mentioned do you
think is the most serious? Why?
- T asks some lead-in questions to see whether Ss agree Suggested answers:
with Ms Stevens’ opinions about living in a smart city. In our group, we all agree
E.g: Do you agree with Ms Stevens about the advantages with Ms Stevens. She
of living in a smart city? Is the problem of privacy mentioned a lack of privacy,
serious? Do you think the sense of community is collecting personal
important? … information by
- Put Ss into groups to discuss which of the disadvantages, technological companies,
in their opinion, is the most serious and explain why. difficulties with setting up
- Remind Ss that they can use the ideas from the listening. smart household appliances
In stronger classes, encourage them to come up with their and a lack of sense of
own ideas to support their opinion. community. We all think the
- Invite some groups of Ss to present their ideas to the lack of the sense of
class. community is the most
serious problem for city
dwellers. They will feel
lonely and isolated when
there is no interaction
among them. This can also
lead to health problems,
especially for old people.
e. Assessment
- Teacher observes Ss' performance, provides help if necessary.
- 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 the next lesson –Writing.

Board Plan

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 Date of teaching
Unit 3: Cities of the future
Lesson 5: Listening – Living in a smart city
*Warm-up
Excellent memory
* Vocabulary
1. to interact (v)
2. privacy (n)
3. sense of community (n)
4. neighbourhood (n)
- Task 1. Match the words and phrases with their meanings.
- Task 2. Listen to an interview and choose the correct answers A, B, or C.
- Task 3. Complete the table.
- Task 4: Discuss the questions.

*Homework

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Period 23 UNIT 3: CITIES OF THE FUTURE
Lesson 6: Writing
An article about the advantages and disadvantages of living in a smart city

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write an article about advantages and disadvantages of
living in a smart city;
- Apply structures to express suggestions, invitation or acceptance.
2. Competences
- Develop writing skills in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be polite and clear when writing an article;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 3, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and 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’ ideas about living in a smart city;
- To set the context for the writing part;
b. Content:
- Story starters
c. Expected outcomes:
- Students brainstorm some advantages or disadvantages of living in a smart city.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Story starters
T asks Ss to work in groups of 8 students. The first student of Students’ creativity
each group starts with: “I like living in a smart city.” or “I don’t
like living in a smart city.” Then the next student continues by
saying one sentence about the reason…

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e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITING (12 mins)

a. Objectives:
- To help students develop ideas for their writing
- To familiarise Ss with the structure and language of an article.
b. Content:
- Task 1. Read the following ideas and decide whether they are advantages or disadvantages of
living in a smart city. Tick the appropriate box. (p.34)
- Task 2. Read the article below and match its parts with the correct descriptions (p. 34)
c. Expected outcomes:
- Students are able to get some ideas about advantages and disadvantages of living in a smart
city.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the following ideas and decide whether they are advantages or
disadvantages of living in a smart city. Tick the appropriate box. (5 mins)
- T asks Ss questions to recall ideas from the listening and elicit
Answer key:
the topic of the writing, e.g. Does Ms Stevens like living in a smart
Advantages: 1, 4, 5
city? What disadvantages does she mention? Does she mention
Disadvantages: 2,
any advantages?
3, 6
- Put Ss into pairs. Ask them to read the statements and decide
whether they describe advantages or disadvantages of living in a
smart city.
- Check answers as a class by asking individual Ss to read the
statements and say why they are advantages or disadvantages, e.g.
Statement 1 explains how people’s lives will become easier – by
reducing household chores – so this is an advantage.
Task 2. Read the article below and match its parts with the correct descriptions. (7
mins)
- T asks Ss to read the model article and checks understanding of Answer key:
the vocabulary. 2. A
- Have Ss match its parts with the descriptions individually. 1. B
- Put Ss in pairs and ask them to discuss and compare their 3-4. C
answers in pairs. 5. D
- Call on some Ss to read their answers to the class and confirm the
correct answers.
- To check understanding of the structure and language of the
article, ask questions, such as What does the writer include in the
introduction? What kind of question does she use to introduce the
topic? (Rhetorical question) What expression does she use to
introduce the disadvantages? How many body paragraphs does
the article include? What does each paragraph present? What
does the conclusion include?
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (15 mins)

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a. Objectives:
- To help Ss practise using common structures in an article;
- To help Ss write a complete article about advantages and disadvantages
b. Content:
- Task 3. Write an article (120-150 words) about other advantages and disadvantages of living
in a smart city. Use the suggested ideas in 1, the sample in 2, and the outline below to help you.
(p.35)
c. Expected outcomes:
- Students can write a complete article based on the suggested ideas and given outline in which
the language is clear, short and simple
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 3. Write an article (120-150 words) about other advantages and disadvantages
of living in a smart city. Use the suggested ideas in 1, the sample in 2, and the outline
below to help you.
Suggested answer:
- T explains the writing task. Go through the
Smart cities are built on new
outline and recap the structure of an article.
technologies to improve people’s lives.
- Have Ss work individually and write their The idea of living in one of them sounds
articles based on the ideas in the unit and the very exciting. But is a life controlled by
outline given. Walk round the class and offer smart technologies good or bad for us?
help. When walking round the class to monitor, Let’s start with the advantages.
make a note of common mistakes. After all Ss Living in a smart city can reduce the
finish the writing task, write these on the negative impact on the environment.
board, making sure they are anonymous. Ask Future smart cities will be built in new
Ss to correct them as a class. urban areas with a lot of green space.
City dwellers will also care more about
- If time allows, encourage Ss to swap their
the environment, so they will try to find
writing with a partner for peer feedback. Ask
ways to make their cities greener and
them to focus on both the content and language
more sustainable, for example, by
in their comments. Encourage Ss to make some
growing vegetables in their roof gardens.
revisions based on their partners’ suggestions.
What about the disadvantages?
- Collect Ss’ writings and provide written Smart cities can also affect people’s
feedback in the next lesson. private lives. When cameras are installed
for security purposes, city dwellers will
lose their right to privacy. They may
think that someone is watching them all
the time, and feel uncomfortable.
In conclusion, there are both
advantages and disadvantages of living
in a smart city. In my opinion, the
benefits are greater, and people will find
a way to adapt to the new lifestyle and
overcome the challenges.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (10 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
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b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and gives feedback on each 1. Organisation:
other’s writing. Teacher shows a writing rubric to help Ss do …/10
the peer review. 2. Legibility: …/10
- Ss do the task as required. 3. Ideas: …/10
- After peer review, Ss give the writing back to the owner and 4. Word choice:
discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives 5. Grammar usage:
feedback on it as a model. …/10
- Teacher chooses some useful or excellent words/ phrases/ TOTAL: …/50
expressions/ word choices Ss have used to give suggestions to
other Ss.
- Teacher chooses some typical errors and corrects the whole
class without nominating the Ss’ names.
e. Assessment
- Teacher observes Ss' performance, provides help if necessary.
- 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 the next lesson – Communication and Culture.

Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 6: Writing

- Task 1. Read the ideas and tick the appropriate box.

* Useful expressions
- Task 2. Read the article below and match its parts with the correct descriptions
- Task 3. Write about advantages and disadvantages of living in a smart city.
* Cross-checking
*Homework

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Period 24 UNIT 3: CITIES OF THE FUTURE
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary related to the topic of the unit;
- Understand more about technologies in the smart cities;
- Review expressions of certainty and uncertainty.
2. Core competence
- Be able to express certainty or uncertainty;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Feel confident to express certainty and uncertainty;
- Try their best to own the latest technologies in the future.

II. MATERIALS
- Grade 11 textbook, Unit 3, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in
groups so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 future cities.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Small game: Things of the future
c. Expected outcomes:
- Students can get ready to learn more about technologies used in smart cities
d. Organisation
Nguyễn Thị Ngọc Anh
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
THINGS OF THE FUTURE
- T shows some pictures on the screen and asks Ss
some questions:
+ Have you seen these things in real life?
+ Guess what they are.
+ Which one would you like to own in the future?

1. plane 2. watch 3. motor 4.

phone

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers express certainty and uncertainty.
- To review expressions for certainty and uncertainty.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then practice
it in pairs (p.35)
- Task 2: Work in pairs. Use the models in 1 to make similar conversations about these
predictions for the future. One of you is Student A, the other is Student B. Use the expressions
below to help you. (p.35)
c. Expected outcomes:
- Students can use appropriate language to express certainty and uncertainty.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then
practice it in pairs (6 mins)
- Check if Ss know any phrases for expressing certainty or Answer key
uncertainty by asking, e.g. Do you think there will be more 1. B
high-rise buildings in the city? (I’m not so sure.) Do you 2. A

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 think more people will live in cities in the future? (Yes, I’m
sure about it.)
- Ask Ss to read through the expressions in the box and the
incomplete conversations, and check comprehension. In
stronger classes, have Ss complete the gaps based on
context clues in the conversations.
- In stronger classes, play the recording once for Ss to
check their answers. In weaker classes, play it twice, the
first time just to listen and the second time to write the
letters for the expressions they hear in the gaps.
- Check answers as a class by asking the questions and
having Ss to read out the complete answers.
- Ask Ss to practise the conversations in pairs.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which are Useful expressions
mixed together. Ss have to classify them into 2 groups:
offering help and responding to offers.
- Ss work in groups to do the task.
- Check as a class.
- T asks if Ss can add some more expressions.

Task 2: Work in pairs. Use the models in 1 to make similar conversations about these
predictions for the future. One of you is Student A, the other is Student B. Use the
expressions below to help you. (7 mins)
- T has Ss read the predictions and checks understanding. Sample conversations:
1
- Revise common expressions used to express certainty and A: I heard that in the future all
uncertainty. In weaker classes, go through the expressions vehicles such as cars and
in the table and check understanding. buses will be driverless. Do
- Put Ss into pairs. Give them a few minutes to come up you think that will be
with ideas to support their answers. possible?
B: I’m sure about it. With the
- In weaker classes, brainstorm some ideas as a class and
help of modern technologies,
write them on the board.
cars and buses will be driven
E.g: Modern technologies will allow cars to run without automatically without drivers.
drivers; Although AI robots can do many household 2
chores, there are still many things that should be done by B: Do you think AI robots will
humans. do all household chores?
- Allow Ss enough time to practise their conversations. A: I’m not really sure about it.
Then invite some pairs to role-play them in front of the Robots may not cook well
class. because they may not eat
organic food or taste things.
- Praise for good effort, clear pronunciation, fluent delivery
Only human can do this.
and interesting ideas.

e. Assessment
- Teacher obverses Ss’s work and gives feedback.
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- Teacher gives a score to evaluate Ss’ performance.

3. ACTIVITY 2: CULTURE (15 mins)

a. Objectives:
- To help Ss learn about smart cities around the world
- To help Ss relate what they have learnt in the reading text to their own culture
b. Content:
- Task 1: Read the text on page 36 and decide in which city you can do the following (p.35)
- Task 2: Work in groups. Discuss the questions. (p.36)
c. Expected outcomes:
- Students get some knowledge/ideas about technologies used in some smart cities in the world
and are able to express their opinions about some of those technologies
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text on page 36 and decide in which city you can do the following. (7
mins)
- T asks Ss some questions to find out what they already
know about the topic, e.g. Which cities in the world do Answer key:
you think are smart ones? What makes them smart? 1. Singapore
- Ask Ss what they want to know about the topic. Write 2. Toronto
their questions on the board, e.g . Which city has one of 3. London
the largest bike-sharing systems? Which city allows you 4. New York
to book an appointment with a doctor online?,…
5. Copenhagen
- Put Ss into pairs. Ask them to read the text about the
four cities and match the features with the cities.
- Walk round the class and offer help, explaining
unfamiliar words or answering questions.
- Check answers as a class by calling on pairs to write
names of cities on the board.
- Go back to the questions on the board, i.e. the things Ss
wanted to know about the topic. Ask which of the
questions they can answer now and cross them out.
Assign the rest for homework.
Extension: In stronger classes, encourage Ss to talk more
about other smart cities they know focusing on the
activities people can do in those cities.
Task 2. Work in groups. Discuss the questions. (8 mins)
- Have Ss work in pairs to discuss the technologies they Suggested answers:
would like to have in their city or neighbourhood. In Viet Nam, we would like to use
a bank card to pay for travelling
- Ask Ss some specific questions, e.g., Are the on bus. This makes the payment
technologies mentioned in the text available in Viet Nam? much easier and more convenient
Which one would you like to have in your city? Would than paying in cash. I hope our
you like to have a smart bike-sharing system or use a city will have a smart bike-
bank card to pay for travelling on the bus? sharing system soon. People will
- Call on some Ss to present their ideas in front of the not have to use their own vehicles
Nguyễn Thị Ngọc Anh
 class. for short distances. This will
reduce traffic jams and save
people’s time.
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 8 - Looking back and Project.
Board Plan

Date of teaching
Unit 3: Cities of the future
Lesson 7: Communication and Culture / CLIL
*Warm-up
* Everyday English
- Task 1: Listen and complete the conversations.
- Task 2: Make similar conversations.
* Culture
- Task 1: Read the text and decide in which city you can do the following.
- Task 2: Discussion.

*Homework
Period 25 UNIT 3: CITIES OF THE FUTURE
Lesson 8: Looking back and Project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 3;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 3, Looking back and project
- Computer connected to the Internet
Nguyễn Thị Ngọc Anh
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have Ss who talk excessively practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and help Ss recalled the vocabulary about future cities they have
learnt in the unit
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can recall the learnt vocabulary about future cities
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Lucky number Suggested words:
- Ss work in 2 teams 1. privacy
- There are 7 numbers, 2 of which are lucky ones. 2. efficiently
- If Ss choose a lucky number, they get one point
3. pedestrian zone
without answering the question.
- If they choose the other numbers, one student of a 4. liveable
group picks up a piece of paper and sees the word on 5. infrastructure
it.
- This student has to use words or actions to describe
it (without saying the word directly)
- Other Ss try to guess the words. One point for a
correct answer.
- The group having more points is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review linking a final consonant and an initial vowel in spoken English.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review stative verbs in the continuous form and linking verbs.
Nguyễn Thị Ngọc Anh
b. Content:
- Task 1: Listen and mark ( ) the consonant and vowel sounds that are linked. Then practise
saying the sentences. (p.36)
- Task 2: Complete the sentences. Use words and phrases you have learnt in this unit (p.36)
- Task 3: Choose the correct words and phrases to complete these sentences (p.36)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and mark ( ) the consonant and vowel sounds that are linked.
Then practise saying the sentences. (4 mins)
- T asks Ss to listen to the recording and mark the Answer key
consonant and vowel sounds that are linked 1. Many young people want to
live‿in the city.
- Check answers as a class by playing the recording 2. It’s‿a busy street with
and writing appropriate marks on the board. great shops‿and restaurants.
- Ask Ss to practice the sentences in pairs. Draw their 3. The government wants to
attention to the sounds that are linked. build‿a smart city in the
south‿of the country.
- Call on some Ss to read the questions out loud in 4. The apartment
front of the class. was‿expensive, but my
parents could‿afford‿it.
Task 2: Complete the sentences. Use words and phrases you have learnt in this
unit. (4 mins)
- Ask Ss to complete the sentences with suitable words Answer key
or phrases. Tell them to use the given letter as 1. traffic jams
suggestions. 2. liveable
3. sustainable
- Have Ss do this activity individually, then compare
their answers with their partners. 4. city dwellers

- Check answers by asking individual Ss to write the

missing words / phrases on the board.
Task 3: Choose the correct words and phrases to complete these sentences. (4 mins)
- Ask Ss to find and correct the mistakes in the Answer key:
sentences.
1. am thinking
- Have Ss do this activity individually, then compare
their answers with their partners. 2. unhappy
- Check answers by asking individual Ss to write the 3. tastes
sentences on the board. Have Ss explain what 4. an intelligent person
grammatical form they have used and why.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:

Nguyễn Thị Ngọc Anh

- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise giving a poster presentation.
b. Content:
- Presentation of posters about cities of the future by groups in class.
c. Expected outcomes:
- Students practise giving a poster presentation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Project: The ideal city of the future
- All groups exhibit their posters and make Students’ presentations
presentations.
- When one group makes a presentation, others listen
and complete the evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the
group which has the most votes.
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 Unit 4.

Board Plan

Date of teaching
Unit 3: CITIES OF THE FUTURE
Lesson 8: Looking back and project
*Warm-up
Lucky number
* Looking back
- Pronunciation
- Vocabulary
- Language

* Project: The ideal city of the future

*Homework

Period 26 REVIEW 1
Lesson 1: Language

I. OBJECTIVES
Nguyễn Thị Ngọc Anh
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 1, 2 and 3.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Review 1
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a - Encourage students to work in pairs and
large number of language exercises. in groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in
detail. Have excessively talkative students
practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To revise the vocabulary related to the topic of Unit 1, Unit 2 and Unit 3.
b. Content:
- Miming game: Students describe the words without saying them and then guess the words that
they have learnt in 3 units.
c. Expected outcomes:
- Students can recall the important new words that they have learnt.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

MIMING GAME Suggested words:
- Teacher lists out some key words of Unit 1, Unit 2 squat, star jump, bacteria, conflict,
and Unit 3. curious, screen time, infrastructure,
- Teacher has a volunteer come to the front then skyscraper
whispers one of the words into his/her ears.
- Ss have to draw or mime the word. The rest of the
class makes guesses. The first student who correctly
calls out the word gets a point.
- The class plays the game together.
- T checks if the answers are correct or incorrect and
leads in the lesson.
Nguyễn Thị Ngọc Anh
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss review strong and weak forms, contractions and consonant-to-vowel linking and
provide further pronunciation practice.
b. Content:
- Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs,
circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying
the conversation in pairs. (p.38)
c. Expected outcomes:
- Students can identify the strong and weak forms of auxiliary verbs, recognize contracted
forms and revise how to link final consonants to initial vowels.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Listen and complete the conversation. Then underline the weak forms of the auxiliary
verbs, circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ).
Practise saying the conversation in pairs. (p.38)
- Teacher plays the recording for Ss to listen and do Answer keys:
the activity individually. Then have them compare
their
answers in pairs.
- Teacher plays the recording again, pausing after each
sentence for Ss to check their answers.
- Teacher writes the marked sentences on the board if
necessary.
- Ss work in pairs to practise the conversation.
Extension: Teacher asks Ss to choose a text from
previous units. Mark any weak/strong/contracted
forms and linked sounds, and practise it in pairs.
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 check if students can use words and phrases related to the topics that they have learnt in
Unit 1, 2 and 3.
b. Content:
- Task 1: Choose the correct answer A, B, C or D to complete the following sentences (p.38)
- Task 2: Solve the crossword. (p.39)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Choose the correct answer A, B, C or D to complete each of the following
sentences.
(6 mins)
- Teacher asks Ss to do the activity individually, then Answer key:
compare answers in pairs. 1. A
- Individual Ss share their answers with the class. 2. B
- Teacher confirms the correct answers. 3. C
4. D
5. B
6. C
Task 2. Solve the crossword. Use words or phrases you have learnt in Units 1, 2, and 3.
The first letters are given to help you. (6 mins)
- Teacher asks Ss to do the activity individually, then Answer key:
compare answers in pairs. DOWN
- Teacher tells Ss that they have learnt all the words and 1. skyscrapers
phrases in Unit 1, 2 and 3. The first letters are given to help 2. dwellers
them find the answer more easily. ACROSS
- Individual Ss share their answers with the class. 3. treatment
- Teacher confirms the correct answers. 4. values
- Extension: Invite individual Ss to add other topic-related 5. screen time
words they have learnt from Unit 1 to Unit 3. Make sure 6. strength
there are about 15 words. Teacher writes all the words on
the board. Have Ss study them for half a minute, then the
teacher asks Ss to cover/close their eyes. Erase one word
from the board. Have Ss open their eyes and identify which
word is missing. In stronger classes, ask Ss to make
sentences with the word. Continue until the board is empty.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss review past simple and present perfect and provide further grammar practice.
- To help Ss review linking verbs and stative verbs in the continuous form and provide further
grammar practice.
- To help Ss review modal verbs must, have to and should and provide further grammar
practice.
b. Content:
- Task 1. Complete the sentences with the correct forms of the verbs in brackets. (p.39)
- Task 2. Choose the correct words or phrases. (p.39)
- Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences
(p.39)
c. Expected outcomes:
- Students know how to use the past simple or the present perfect, review linking verbs and
stative verbs in continuous form and distinguish the use of modal verbs.

Nguyễn Thị Ngọc Anh

d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Complete the sentences with the correct forms of the verbs in brackets. (4
mins)
- Teacher asks Ss to read the sentences and check Answer key:
comprehension. 1. took up
- Ss complete the sentences individually with the correct 2. has just decided
form of the verbs in brackets. 3. have won
- Teacher checks answers by having individual Ss call out 4. started
the verb forms first, then read the complete sentences. 5. have received
- Teacher confirms the correct answers. 6. have already shown

Task 2. Choose the correct words or phrases. (5 mins)

- Teacher asks Ss to do the activity individually, then Answer key:
compare answers in pairs. 1. angry
- Individual Ss share their answers with the class. 2. I’m thinking / stressed
- Teacher confirms the correct answers. 3. Do you remember
- Extension: Put Ss into two teams. Have Team 1 write 4. is getting / do you think
sentences using stative verbs describing feelings,
emotions, thoughts, or senses, e.g. I think I need a holiday.
Team 2 should write sentences using stative verbs in the
continuous form, e.g. I’m seeing my cousin tomorrow.
Then have teams swap their sentences and try to write
new sentences using the same verb, but changing its
meaning to an action or a state, e.g. I’m thinking about my
next holiday. I don’t see the house now.
Task 3. Choose the correct answer A, B, C or D to complete each of the following
sentences.
(4 mins)
- Teacher asks Ss to do the activity individually, then Answer key:
compare answers in pairs. 1. A 2. B 3. C
- Individual Ss share their answers with the class.
- Teacher confirms the correct answers. 4. D 5. C 6. B
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 reviewed in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Lesson 2. Listening and Speaking.

Board Plan

Nguyễn Thị Ngọc Anh

 Date of teaching
REVIEW 1
Lesson 1: Language
*Warm-up
Miming game
- Pronunciation
- Vocabulary
Task 1. Choose the correct answer.
Task 2. Solve the crosswords
- Grammar
Task 1. Complete the sentences.
Task 2. Choose the correct words or phrases.
Task 3. Choose the correct answer.
*Homework

Nguyễn Thị Ngọc Anh

 Period 27 REVIEW 1
Lesson 2: Skills - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise listening for main ideas and listening for specific information about life
expectancy
2. Core competence
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in detail.
class. Have excessively talkative students practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video
- Teacher asks Ss to watch a short video and try to Questions:
remember the information in the video. 1. What is the trend of life expectancy
- After the Ss listen, teacher shows each question, one all over the world?
by one. 2. Which regions in the world have
- Ss raise their hands to grab the chance to answer. high life expectancy?
- T checks if the answers are correct or incorrect and 3. Which regions in the world have
Nguyễn Thị Ngọc Anh
 leads in the lesson. low life expectancy?
Suggested answers:
Link:
1. It has been an increasing trend
https://www.youtube.com/watch?v=FttJjqfURB8
from 1738 to 2015.
2. North America, Western Europe,
Australia, Japan
3. Some parts of Africa
e. Assessment
- Teacher observes the students and gives feedback.

2. ACTIVITY 1: LISTENING (18 mins)

a. Objectives:
- To practise listening for main ideas
- To practise listening for specific information
b. Content:
- Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them.
(p.40)
- Task 2. Listen again and choose the correct answer A, B or C. (p.40)
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and reorder the key
information.
- Students can identify specific information of the listening and choose correct answers for the
questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear
them. (6 mins)
- Teacher focuses Ss’ attention on the picture. Ask, What do you think the Answer key:
listening text will be about? to elicit the topic of life expectancy. 1. C
- Teacher checks if Ss understand how to do the activity, i.e. number the 2. A
points in the correct order. 3. D
- Teacher plays the recording once for Ss to listen and put the information 4. B
in order.
- Teacher checks Ss’ answer as a class.

Task 2. Listen again and choose the correct answer A, B or C. (6 mins)

- Teacher has Ss read through the questions and the options. Make sure Ss Answer key:
understand the questions. 1. A
- Teacher elicits tips for approaching multiple choice questions, e.g. be 2. C
careful about distractors - words given in the choices that Ss hear in the 3. B
listening, but are not the answers, pay attention to paraphrases and 4. B
synonyms, e.g. over =more; above = over; get access to sth = sth is 5. C
available; break bad habit = stop doing things that are bad for health.
Nguyễn Thị Ngọc Anh
 - Teacher plays the recording and has Ss listen and choose their answers.
- Teacher asks Ss to check their answers in pairs.
- Teacher confirms the correct answers as a class.

Extra activity (6 mins)

- Teacher puts Ss into groups.
- Teacher plays the recording and has them take notes.
- Teacher gives groups a few minutes to discuss and plan their talks about
life expectancy.
- Teacher invites some groups to present their talks in front of the class.
- Teacher praises groups whose talks include correct facts and all the
points.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: SPEAKING (19 mins)

a. Objectives:
- To help Ss develop ideas for the speaking task.
- To give Ss an opportunity to take part in a group discussion, then report their discussion to the
whole class.
b. Content:
- Task 1: Work in pairs. Discuss what future cities should have so that city dwellers can live
a long and healthy life. Fill in the diagram. (p.40)
- Task 2. Work in groups. Compare your diagrams. Discuss which is the most important thing
that will help people to live a long and healthy life in the cities of the future. (p.40)
c. Expected outcomes:
- Students come up with good ideas and are able to decide on the most important thing that will
help people to live a long and healthy life in the cities of the future.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Work in pairs. Discuss what future cities should have so that city dwellers can
live
a long and healthy life. Fill in the diagram. (9 mins)
- Teacher has Ss read through the Students’ suggested answers:
instructions and write down the discussion - smart buildings with sensor technology to
question on the board if necessary. reduce waste and save resources
- Teacher asks them to work in pairs to
- AI technologies to improve people’s safety
discuss the suggestions in the diagram and
and security
add more ideas to complete it.
- Teacher walks around the class to offer - green space with more pedestrian zones and
help if necessary. cycle paths
- Teacher invites some pairs to present their
completed diagrams in front of the class.
Task 2. Work in groups. Compare your diagrams. Discuss which is the most important

Nguyễn Thị Ngọc Anh

 thing that will help people to live a long and healthy life in the cities of the future. (10
mins)
- Teacher has Ss work in groups and discuss Student’s answers
the most important thing that will help Discussion sample:
people to live a long and healthy life in the A: There are a lot of things that will help
cities of the future. people to live a long and healthy life in future
- Teacher walks around the class to offer cities. In your opinion, what’s the most
help if necessary. important thing, B?
- Teacher invites some groups to present a B: Well, I think people in future cities really
summary of their group discussion to the need green space with more pedestrian zones
class. and cycle paths.
C: I totally agree with B. These are necessary
for a healthy life. People need a space where
they can walk or cycle regularly and safely.
A: I can’t agree more. Exercising outdoors is
good for people both physically and mentally.
Report sample:
In our group, we all agree that green space
with more pedestrian zones and cycle paths is
the most important thing that will help people
to live a long and healthy life. When there are
more pedestrian zones and cycle paths in
outdoor space, city dwellers will want to
exercise more. This will help them to stay
healthy and live longer.
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 Review 1 - Lesson 3. Reading and Writing.

Board Plan

Date of teaching
REVIEW 1
Lesson 2: Skills
*Warm-up
Watch a video
Listening
- Task 1. Listen and put the information in the correct order.
- Task 2. Listen and choose the correct answer A, B or C.
- Task 3. Extra activity.
Nguyễn Thị Ngọc Anh
Speaking
- Task 1. Fill in the diagram.
- Task 2. Discussion.
*Homework

Nguyễn Thị Ngọc Anh

 Period 28 REVIEW 1
Lesson 3: Skills - Reading and Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for main ideas and specific information about the generation gap and
writing an opinion essay about ways parents use to teach their children good behaviour
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn

Assumptions
Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs and
large number of language exercises. in groups so that they can help each
other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in
class. detail. Have excessively talkative
students practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Brainstorming: Picture description and brainstorming about generation gap
c. Expected outcomes:
- Students can describe a picture and discuss the reasons for the generation gap.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Brainstorming
- Teacher shows a picture to all students

Nguyễn Thị Ngọc Anh

 Suggested answers:
Where does the generation
gap come from?
- differences in interests
- differences in habits
- differences in viewpoints
- lack of time for each other
- impose decisions on
children
- compare children with
others
- Teacher asks Ss some questions:
+ What can you see in the picture? Can you describe it?
+ What do you think about the phenomenon in the picture?
- Teacher checks Ss’ answer and delivers the task.
- Ss work in groups and discuss the question: Where does the
generation gap come from?
- Teacher asks each group to report their ideas.
- Teacher corrects the answers and gives feedback.
e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: READING (18 mins)
a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the text. Match the headings with the paragraphs (p.41)
- Task 2. Read the text again and decide whether the following statements are True or False
(p.41)
c. Expected outcomes:
- Students can understand the main ideas as well as specific information of the reading passage.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text. Match the headings (A-C) with the paragraphs (1-3) (6 mins)
- Teacher has Ss read through the three headings and Answer key:
the text. 1. C
- Teacher asks Ss to do the matching individually, then 2. A
puts them into pairs to compare their answers. 3. B
- Teacher confirms the correct answers.
- In stronger classes, ask pairs to come up with a
suitable title for the whole text. Write Ss’ ideas on the
board and have the class vote for each one.
Task 2. Read the text again and decide whether the following statements are true or
false (6 mins)
- Teacher asks Ss to read through the statements and
checks understanding of the vocabulary. Answer key:
- Teacher tells Ss to underline the key information in 1. T

Nguyễn Thị Ngọc Anh

 each statement. 2. F (they see things differently)
- Teacher checks the key words Ss have underlined, 3. F (busy schedules prevent them
e.g. 1.three causes, parents and children; 2. changes, from spending time together)
parents and children get closer; 3. busy schedules, 4. T
parents and children, spend a lot of time together; 4. 5. T
parents, not enough time, long working hours; 5.
comparing children, good for them.
- Teacher has Ss read the text again and look for the
information to decide whether each of the statements
is true or false.
- Teacher has Ss compare their answers in pairs.
- Teacher checks answers as a class.
Task 3. Extra activity (6 mins)
- Teacher divides Ss into groups.
- Teacher has each group prepare three comprehension
questions about the reading text. Call each group to
read out their questions and invite other groups to
answer, e.g. Why do parents and children see the
world differently?
- In stronger classes, ask Ss to close their books.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: WRITING (19 mins)

a. Objectives:
- To help Ss practise writing an opinion essay.
b. Content:
Write an opinion essay on the following topic: Some parents often compare their own childhood
to their children’s experiences today with the intention of teaching them good behaviours. Do
you think this is a good idea?
c. Expected outcomes:
- Students develop writing skills on the given topic. They are able to complete an essay and give
feedback on their friends’ work.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Write an opinion essay on the following topic. You may use the ideas in the reading to
help you.
- Teacher asks Ss to refer to the last paragraph Sample answer:
of the reading text and checks understanding. Many parents compare their own childhood
Ask if Ss have similar experiences and how with their children’s experiences because
they felt. they want to teach them good behaviour. In
- Teacher has Ss work in pairs to make an my opinion, parents should not make such a
outline for their essays and discuss the topic. comparison for two reasons.
- Teacher gives Ss enough time to write an Firstly, parents and their children belong to
essay of about 120-150 words. Set a time limit different generations. Parents experienced

Nguyễn Thị Ngọc Anh

 depending on the Ss’ ability level. different social changes and grew up in
- Teacher walks around the class and offers different economic conditions. These
help. changes and conditions have formed their
- If time allows, ask Ss to swap their essays points of views and behaviour. However,
with a partner for peer review. Encourage many social norms have changed over the
them to make revisions based on peer last decades. Therefore, it may be difficult to
feedback and then proofread it carefully for apply them to their children’s lives
any mechanical mistakes such as spelling, nowadays.
punctuation and capitalization. In addition, when children are compared to
- Collect Ss’ essays to mark and provide their parents, they may lose their confidence
written feedback in the next lesson. because they may think that they are not
good enough. As a result, many of them will
believe that their parents don’t believe in
their abilities and become afraid of living
independently.
In conclusion, parents shouldn’t compare
their life experiences with their children’s
experiences because of generational
differences and the negative emotional
feelings that this comparison may cause to
their children.
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 the next lesson: Unit 4 – Lesson 1.

Board Plan

Date of teaching
REVIEW 1
Lesson 3: Skills – Reading and Writing
*Warm-up
Brainstorming
Reading
- Task 1: Match the headings (A-C) with the paragraphs (1-3)
- Task 2: True or False
- Task 3: Extra activity
Writing
Write an opinion essay.
*Homework

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Period 29 REVIEW FOR MID TERM TEST

I. LANGUAGE
1. Sound
Circle A, B, C, or D to indicate the word that differs from the other three in
pronunciation in each of the following questions.
1. A. fresh B. diet C. flesh D. exercise
2. A. Yoga B. fatty C. balance D. habit
3. A. ingredient B. nutrient C. vitamin D. mineral
4. A. gap B. generation C. grandparent D. great
5. A. hold B. follow C. force D. notice
6. A. footstep B. roof C. food D. fool
7. A. believe B. extend C. respect D. gender
8. A. special B. common C. consist D. conflict
9. A. dweller B. sensor C. energy D. reduce
10. A. design B. impact C. public D. traffic
2. Vocabulary
Choose the letter A, B, C, or D to indicate the correct answer to each of the questions.
1. Women have a longer life ____________ than men.
A. story B. membership C. history D. expectancy
2. You should continue to lead a healthy life, such as eating a(n) ____________ diet, taking
exercise and keeping warm.
A. balanced B. sensitive C. poor D. unhealthy
3. It’s a good idea to stretch your ______________ after weight lifting.
A. power B. muscles C. strength D. movements
4. Phong works ______________ in the gym two or three times a week.
A. off B. over C. against D. out
5. According to the school regulations, you _______________ go to school on time on the
weekday.
A. should B. must C. have to D. can
6. Children _______________ break the rules, or quarrel with parents.
A. must B. mustn’t C. have to D. don’t have to
7. The building has many features that make it more ____________ as well as reducing heating
costs.
A. eco-friendly B. ecological C. economic D. ecologically
8. Our city has recently been voted one of the most ____________ towns in the country.
A. living B. lively C. livable D. live
9. Chemotherapy is the most common treatment ______________ cancer.
A. about B. with C. of D. to
10. Although the dish melt ____________, he refused to eat saying that he was not hungry.
A. bad B. good C. well D. worse
11. Optimistic people believe that city ____ will have a better live thanks to important
achievements in technology and medicine.
A. citizens B. locals C. dwellers D. occupants
12. Cities in poorer countries often lack basic __________ . Without it, they are unable to
function properly as cities.
A. structure B. construction C. infrastructure D. condition
13. Many teenagers do not like it when their parents impose their decision ____ them.
A. in B. on C. at D. to

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14. Lots of teenagers are so stubborn and refuse to ____ their parents' advice.
A. receive B. bring C. follow D. regard
15. Exercise __________ to always keep your body fit and your mind happy.
A. regular B. regularly C. irregular D. irregularly
16. We _________since we left school.
A. don’t meet B. haven’t met C. hasn’t met D. didn’t meet
Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the
underlined word(s) in each of the following questions.
17. Having an extended family, however, did not always guarantee a role.
A. close family B. traditional family C. nuclear family D. large family
18. The basic challenge for sustainable agriculture is to maximise the use of locally available
and renewable resources.
A. long-term B. short-term C. beneficial D. harmful
19. Jane found herself in conflict with her parents over her future career.
A. disagreement B. harmony C. controversy D. combat
Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined
word(s) in each of the following questions.
20. This kind of fruit helps to boost the immune system.
A. decrease B. reduce C. increase D.
maintain
21. In Vietnam, life expectancy for both men and women has increased significantly over the
last ten years.
A. living standard B. longevity C. life skills D. lifeline

II. READING
1. Read the passage. Circle the best answer A, B, or C to each of the questions.
Is the generation gap in America no longer a severe problem as it used to be? Dating
back to the 1960s when teenagers tended to lash out the values and goals of their parents as
well as rebel against the authority figures, the incendiary conflicts between older and younger
generations increased sharply. It’s because teenagers' world wasn’t any longer limited in a
narrow society that wasn’t mobile, and instead of going to church every weekend, they were
exposed to various forms of social media like television and radios. They got access to huge
sources of new ideas, which liberated them from old-fashioned and boring lifestyles whereas
many older people were conservative and didn’t accept differences disturbing their normal life.
Over time, however, the tension between generations has been alleviated due to the improved
mutual understanding of baby boomers, Millennials and even Zillennials in many fields of life.
According to recent research, the largest generational discrepancies between young and old in
the United States are the use of technology and taste in music. Nevertheless, in terms of
technological use, many older people gradually learn how to use a laptop or smartphone to surf
the Internet from their children and especially their grandchildren due to their recognition of
huge technological benefits. Regarding the musical differences, unlike in the past, older
generations nowadays appear to give fewer critical remarks on what type of music teens should
listen to and begin to accept the variety of music tastes when living under the same roofs.
1. What is the passage mainly about?
A. The development of the generation gap in America nowadays.
B. The alleviation of the generation gap in America nowadays.
C. The eradication of the generation gap in America in the past.
D. The reduction of the generation gap in America in the past.
Nguyễn Thị Ngọc Anh
2. What does the word they in line 6 mean?
A. Teenagers. B. Forms of social media. C. Parents. D. Older
generations
3. According to the passage, what types of social media provided young people with new ideas
in the 1960s?
A. The Internet and television. B. The Internet and radios.
C. The television and printed newspaper. D. The television and radios.
4. Why did the older generation refuse to access new things?
A. Because they thought those things were tedious.
B. Because they loved to go to church every weekend.
C. Because they didn’t want to change their normal life.
D. Because they weren’t able to learn technological devices.
5. What can be inferred from the passage?
A. Nowadays there is no longer a generation gap.
B. The generation gap didn’t remain after the 1960s.
C. Teaching older people to use modern devices can bridge the gap between generations.
D. Younger Americans are forced to change their taste in music nowadays.

2. Read the following text and choose the correct answer.

The family dynamic evolves as a teen matures and can test the parent-teen relationship.
With both sides feeling mixed emotions, this time can be challenging.
Puberty brings lots of emotions for teens and is a time of readjustment for the whole
family. Parents have a huge influence on a young child’s values and interests, and so it can
often feel hard for them to separate from their teen, who wants to develop their own identity and
to have new freedoms. This may lead to conflict, as both parents and teens need time to figure
out how to adapt the relationship.
As teens get older, it is important for them to take on responsibilities. This highlights the
valuable contribution each family member makes to a home and teaches teens about what it’s
like to be an adult. Setting clear rules about routine and home life helps teens to know what’s
expected of them - even if they do complain or resist. Expectations go both ways, however, and
so constant communication and flexibility, when necessary, will help avoid conflict.
It is important for parents and teens to overcome life’s many distractions in order to
spend quality time together. For parents, maintaining a close relationship with a teen who is
preprogrammed to separate from them can be tricky, but it helps to be present and willing.
Talking about the things that are going well is as helpful as discussing areas of conflict.
1. What is the main idea of the passage?
A. Puberty of teenagers B. Teens’ romantic relationship
C. Parent-teen relationship D. Teens’ responsibilities
2. According to the passage, who are pointed out to considerably influence young child?
A. their peers B. their teachers C. their parents D. famous
people
3. The word “this” in paragraph 2 refers to ________.
A. Puberty brings lots of emotions for teens
B. Parents have a huge influence on a young child’s values and interests
Nguyễn Thị Ngọc Anh
C. Both parents and teens need time to adapt the relationship
D. Parents cannot separate from their teens who want to be free
4. The word “willing” is CLOSET in meaning to ________.
A. shocked B. ready C. strict D. sympathetic
5. Which of the following is NOT TRUE about the solution as teens get older?
A. Complain and resist B. Communicate constantly
C. Set rules about routine and home life D. Ask teens to take on responsibilities

3. Read the text and choose the correct answers.

We all know the importance of exercise as a healthy habit. But what's the best time to
exercise? Research has shown that morning, afternoon, or evening workouts have their own
benefits. When you work out in the morning, you burn more fat. In fact, those who start their
exercise routine on an empty stomach can burn about 20 percent more body fat than those
exercising later in the day. Morning exercise also helps many people sleep better at night.
Afternoon or evening workouts can also bring benefits. Remember that your
temperature is the highest between 2 p.m, and 6 p.m. This temperature helps increase your
muscle strength and endurance. In the afternoon or evening, your reaction time is
at its quickest, while your heart rate and blood pressure are the lowest. Exercising at this time
decreases your chances of injury while improving your performance. So, depending on your
schedule and preferences, you can choose the best time to work out.
1. What is the text mainly about?
A. Workouts at different times and their benefits. B. Drawbacks of afternoon workouts.
C. Advantages of evening workouts. D. Benefits of morning workouts and
injuries.
2. Which of the following is a benefit of a morning workout?
A. You put on weight. B. You gain more body fat.
C. You have a better night's sleep. D. You have an empty stomach.
3. The word 'endurance' in paragraph 2 means ___.
A. the ability to see problems and solve them quickly without others' support
B. the ability to continue doing something painful or difficult for a long period of time
C. the ability to work both on your own and in a group
D. the ability to live a balanced life
4. Which of the following is a benefit of an afternoon or evening workout?
A. Your body temperature is the lowest. B. Your reaction time is slow.
C. Your heart rate and blood pressure are the highest. D. You can avoid the risk of injury.
5. The word 'its' in paragraph 2 refers to____.
A. afternoon B. reaction time C. evening D. heart rate

4. Choose the word or phrase among A, B, C or D that best fits the blank space in the
passage.
Everyone knows that exercise is good for the body and the mind. We all want to keep fit
and look good, but too many of us take (1) _______ the wrong sport and quickly lose interest.
So now fitness experts are advising people to choose an activity that matches their character.

Nguyễn Thị Ngọc Anh

For instance, those (2) _______ like to be with other people often enjoy golf or squash, or
playing for a basketball, football, or hockey team. (3) _______, you may prefer to go jogging or
swimming if you’re happier on your own.
Do you like competition? Then try something like running, or a racket sport such as
tennis. If, on the other hand, (4) _______ isn’t important to you, then activities like dancing can
be an enjoyable (5) _______ without the need to show you’re better than everyone else.
Finally, think about whether you find it easy to make yourself do exercise. If so, sports
like weight training at home and cycling are fine. If not, book a skiing holiday, Taekwondo
lessons, or a tennis court. You’re much more likely to do something you’ve already paid for!
1. A. down B. out C. in D. up
2. A. who B. whose C. which D. what
3. A. therefore B. thus C. however D. while
4. A. winners B. winning C. win D. won
5. A. challenge B. victory C. defeat D. score

5. Choose the word or phrase among A, B, C or D that best fits the blank space in the
passage.
Driving along the motorway in busy traffic, the driver suddenly presses a button on his
steering wheel. The car is now driving itself. This may (1) ________ like something from the
future, but driverless cars are already in reality on California’s roads. Many cars can already
park themselves on the roadside, brake automatically when the car needs to slow down, and
warn the driver (2) ________ they are slipping out of the right lane, so going
driverless is just the next step towards automated driving. Driverless cars are equipped with fast
broadband, allowing them to overtake other cars (3) ________, and even communicate with
traffic lights as they approach junctions. Being stuck in traffic jams could become a thing of the
past, as driverless cars will be able to drive at speed (4) ________ to each other. More than fifty
million people die or are injured in road accidents every year, and the majority of these
accidents is caused by human (5) ________ . Google’s driverless car sticks to the speed limit
and doesn’t get tired. Why wouldn’t it be a great idea if all cars were driverless?
1. A. look B. sound C. feel D. sense
2. A. if B. where C. why D. what
3. A. nicely B. quickly C. harmlessly D. safely
4. A. too closer B. much closer C. very closely D. so
closest
5. A. inaccuracy B. offence C. error D. crime

6. Read the following passage and mark the letter A, B, C, or D to indicate the correct
word or phrase that best fits each of the numbered blanks from 1 to 5.
Living a healthy life is very important for our well-being. When we are healthy, we feel
(1) _________ and can do things we enjoy. Eating healthy foods, like fruits and vegetables,
helps our bodies stay strong and gives us energy. It is also important to exercise regularly, like
(2) _______ sports or going for walks, to keep our bodies active and fit. Getting enough sleep at
night helps us feel rested and ready for the day. Taking (3) _________ of our bodies and staying
away from things (4) _________ can harm us, like smoking or too much junk food, is important
Nguyễn Thị Ngọc Anh
too. When we live a healthy life, we can have more fun, (5) _________ happier, and enjoy life
to the fullest.
(Adapted from Reading Explorer)
1. A. well B. good C. badly D. bad
2. A. doing B. making C. playing D. having
3. A. charge B. care C. note D. advantage
4. A. where B. who C. when D. that
5. A. be B. are C. getting D. Ø

III. WRITING
1. Error Identification
Mark the letter A, B, c, or D to indicate the underlined part that needs correction in each of
the following questions.
Question 1: After being closed for a long period of time, the house became dirty and smelled
awfully.
A. being closed B. a long period of C. became dirty D. smelled awfully
Question 2: All the members of committee felt happily about the ultimate decision.
A. All B. members of C. felt happily D. ultimate decision
Question 3: I feel both excited and nervously because I have got a date with Lara tomorrow.
A. feel B. excited C. nervously D. date with
Question4: He looks so worriedly. What’s wrong with him?
A.looks B. worriedly C. wrong D. with
Question5: I think about buying a flat in Ha Noi.
A. think B. buying C. a D. in
Question6: My uncle is having a big house in the city centre.
A. is having B. a c. in D. city
Question7: Are you remembering when the sensors were installed in the city?
A.the B. installed C. Are you remembering D. sensors
Question8: I am seeing your point, but I don’t think there’s anything we can do at the moment.
A.don’t think B. anything but D. am seeing

B. TỰ LUẬN:
Word Form
Complete the sentences with the correct forms of the words in brackets.
1. Born and raised in America, John celebrates and values…………………..…….
(INDIVIDUAL).
2. Future cities will use …………………………….. energy in order to be sustainable.
(RENEW)
3. Those who were born and grew up in the era of technology are called……………….….
natives. (DIGIT)
4. There are at least three …………………….…..…living under the same roof in my family.
(GENERATIONAL)
5. The elderly are more …………………..…… about their eating habit.
(CONSERVATIVELY)
6. Just taking vitamin tablets will not turn an ……………….……. diet into a good one.
(HEALTH)
7. Life ……………………..…. for both men and women has improved greatly in the past 20
years. (EXPECT)

Nguyễn Thị Ngọc Anh

8. The virus affects the body’s immune system so that it cannot fight………………..…….
(INFECT)

PERIOD 30 MID TERM TEST

I. LISTENING
Listen to a talk on life expectancy in Viet Nam and answer the questions. Write NO
MORE THAN THREE WORDS AND/OR A NUMBER. You will listen TWICE.
1. What was the average life expectancy of a man in Viet Nam in 2017?
2. What was the expected life expectancy rate of a woman in Viet Nam in 1990?
3. How many reasons are mentioned as causes of high fatality rates relating to road accidents?
4. What is another considerable cause that decreases the life expectancy of Vietnamese besides
road accidents?
5. What has the government enforced to prevent the increase of the number of smoking adults?
II. PHONETICS
Find the word which has a different sound in the part underlined.
6. A. child B. choose C. charm D. school
7. A. cookbook B. closing C. muscle D. clothing
8. A. volumes B. takes C. laughs D. develops
Choose the word which has a different stress pattern from the others.
9. A. aquatic B. respectful C. extended D. impolite
10. A. release B. avoid C. global D. event
III. GRAMMAR AND VOCABULARY
Choose the best answer A, B, C or D to complete the sentences.
11. The government changes to the voting system recently.
A. proposes B. was proposing C. proposed D. has proposed
12. His face looks funny. He something in the kitchen now.
A. tasting B. tasted C. is tasting D. taste
13. She is the person who me since I was a child.
A. has taken care of B. took care of C. takes care of D. take care of
11. Australia ASEAN’s first Dialogue Partner in 1974 and since then the
country with the organisation in a wide socio-economic range.
A. become, cooperate B. has become, cooperated
C. became, has cooperated D. became, cooperated
12. The proposal to support the government’s effort to reduce energy use in public
buildings.
A. is seeming B. seems to C. seemingly D. seems
Mark the letter A, B, C, or D to indicate the word(s) CLOSEST in meaning to the underlined
word(s) in each of the following sentences.
13. Old people have an active lifestyle and are cared for by their families.
A. independent B. simple C. energetic D. passive
14. You will be unhealthy if you eat too many snacks.
A. harmful B. nutritious C. sick D. injured
Mark the letter A, B, C, or D to indicate the word(s) OPPOSITE in meaning to the
underlined word(s) in each of the following sentences.

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 15. Spending more time outdoors can boost the body's strength and ability to function well
A. power B. health C. weakness D. injury
16. Getting enough sleep can reduce stress and improve your mood.
A. decrease B. relieve C. ease D. increase
Make the correct form of the words in the brackets.
17. Many people are trying to adopt a lifestyle these days. (HEALTH)
18. Stay healthy by eating well and exercising . (REGULAR)
19. Just taking vitamin tablets will not turn an diet into a good one.
(HEALTH)
20. She stays so although she is 70 years old now (ACT)
21. A diet contains an adequate amount of all the nutrients required by the body
to grow, remain healthy and be disease-free (BALANCE)
22. These exercises are a great way to increase while maintaining
flexibility. (STRONG)
IV. READING

Choose the word or phrase among A, B, C or D that best fits the blank space in the following
passage.
Everyone knows that exercise is good for the body and the mind. We all want to keep fit and
look good, but too many of us take (26) the wrong sport and quickly lose
interest. So now fitness experts are advising people to choose an activity that matches their
character.
For instance, those (27) like to be with other people often enjoy golf or squash,
or playing for a basketball, football, or hockey team. (28) , you may prefer to go
jogging or swimming if you’re happier on your own.
Do you like competition? Then try something like running, or a racket sport such as tennis. If, on
the other hand, (29) isn’t important to you, then activities like dancing can be
an enjoyable (30) without the need to show you’re better than everyone else.
Finally, think about whether you find it easy to make yourself do exercise. If so, sports like
weight training at home and cycling are fine. If not, book a skiing holiday, Taekwondo lessons, or
a tennis court. You’re much more likely to do something you’ve already paid for!

26. A. down B. out C. in D. up

27. A. who B. whose C. which D. what

28. A. therefore B. thus C. however D. while

29. A. winners B. winning C. win D. won

30. A. challenge B. victory C. defeat D. score
Read the following text and choose the correct answer.
The family dynamic evolves as a teen matures and can test the parent-teen relationship. With
both sides feeling mixed emotions, this time can be challenging.
Puberty brings lots of emotions for teens and is a time of readjustment for the whole family.
Parents have a huge influence on a young child’s values and interests, and so it can often feel
hard for them to separate from their teen, who wants to develop their own identity and to have
new freedoms. This may lead to conflict, as both parents and teens need time to figure out how
to adapt the relationship.
As teens get older, it is important for them to take on responsibilities. This highlights the
Nguyễn Thị Ngọc Anh
valuable contribution each family member makes to a home and teaches teens about what it’s
like to be an adult. Setting clear rules about routine and home life helps teens to know what’s

expected of them - even if they do complain or resist. Expectations go both ways, however, and
so constant communication and flexibility, when necessary, will help avoid conflict.
It is important for parents and teens to overcome life’s many distractions in order to spend
quality time together. For parents, maintaining a close relationship with a teen who is
preprogrammed to separate from them can be tricky, but it helps to be present and willing.
Talking about the things that are going well is as helpful as discussing areas of conflict.
31. What is the main idea of the passage?
A. Puberty of teenagers
B. Teens’ romantic relationship
C. Parent-teen relationship
D. Teens’ responsibilities
32. According to the passage, who are pointed out to considerably influence young child?
A. their peers
B. their teachers
C. their parents
D. famous people
33. The word “this” in paragraph 2 refers to .
A. Puberty brings lots of emotions for teens
B. Parents have a huge influence on a young child’s values and interests
C. Both parents and teens need time to adapt the relationship
D. Parents cannot separate from their teens who want to be free
34. The word “willing” is CLOSET in meaning to
A. shocked
B. ready
C. strict
D. sympathetic
35. Which of the following is NOT TRUE about the solution as teens get older?
A. Complain and resist
B. Communicate constantly
C. Set rules about routine and home life
D. Ask teens to take on responsibilities
V. WRITING
Rewrite the following sentences as long as the meaning is unchanged, using the given
words.
36 . This is the most beautiful city that I have ever
visited. I have .
37. Tom began playing the piano 4 years ago.
Tom has .
38. My advice is that you try to avoid all junk
food. You .
39. They don’t allow me to stay overnight at my friend's
house. They don’t let .
40. That electric car’s so expensive that I don’t think I can buy
it. It’s such .
----- THE END -----

Nguyễn Thị Ngọc Anh

PERIOD 31 FEEDBACK AND CORRECTION

1. approximately 70 years
2. 72 years
3. 5 / five
4. smoking
5. special consumption tax

6. D 7. C 8. A 9. D 10. C
11. D 12. C 13. A 14. C 15. D
16. C 17. C 18. C 19. D 20. healthy
21. regularly 22. unhealthy 23. active 24. balanced 25. strength
26. D 27. A 28. C 29. B 30. A
31. C 32. C 33. D 34. B 35. A
36. never visited such a beautiful city
37. played the piano for 4 years
38. should/ought to avoid all junk food
39. me stay overnight at my friend's house
40. an expensive car that I don’t think I can buy it

Nguyễn Thị Ngọc Anh

Kiến thức: Cụm động từ
Giải thích: Vị trí còn trống cần điền một giới từ đi với động từ “take” để tạo thành cụm động từ
“take up”: “bắt đầu làm điều gì mới”.
Tạm dịch: Tất cả chúng ta đều muốn giữ dáng và trông đẹp, nhưng quá nhiều người trong
chúng ta bắt đầu chơi sai môn thể thao và nhanh chóng mất hứng thú.
Đáp
án:
D.
27.
Kiến thức: Đại từ quan hệ
Giải thích: Vị trí còn trống cần một đại từ quan hệ chỉ người.
A. who: người mà (chỉ người)
B. whose: của ai (dùng như hình thức sở hữu cách)
C. which: cái mà (chỉ vật)
D. what: cái gì
Tạm dịch: Ví dụ, những người thích ở bên người khác thường thích chơi gôn hoặc bóng quần,
hoặc chơi cho đội bóng rổ, bóng đá hoặc khúc côn cầu.
Đáp
án:
A.
28.
Kiến thức: Liên từ
Giải thích:
A. therefore: do đó
B. thus: do đó
C. however: tuy nhiên
D. while: trong khi đó
“However” được dùng để nối hai ý mang nghĩa trái ngược nhau. Ở đây câu trước có nói về
những người thích dành thời gian để ở cùng người khác (like to be with other people), còn ở
câu này nói về những người thích ở một mình (you’re happier on your own). Thêm vào đó, vị trí
đứng của “However” có thể là ở đầu câu và theo sau là một dấu phẩy.
Tạm dịch: Tuy nhiên, bạn cũng có thể thích chạy bộ hoặc bơi lội hơn nếu bạn cảm thấy vui
hơn khi ở một mình.
Đáp
án:
C.
29.

Nguyễn Thị Ngọc Anh

Kiến thức: Từ loại
Giải thích: Vị trí còn trống cần điền một danh động từ làm chủ ngữ cho câu.
Tạm dịch: Mặt khác, nếu chiến thắng không quan trọng đối với bạn…
Đáp
án:
B. 30.
Kiến thức: Từ vựng
Giải thích:
A. challenge: thử thách
B. victory: chiến thắng
C. defeat: đánh bại
D. score: điểm
Tạm dịch: … thì các hoạt động như khiêu vũ có thể là một thử thách thú vị mà không cần phải
chứng tỏ bạn giỏi hơn những người khác.
Đáp án: A.
Tạm dịch đoạn văn:
Mọi người đều biết rằng tập thể dục rất tốt cho cơ thể và tinh thần. Tất cả chúng ta đều muốn
giữ dáng và trông đẹp, nhưng quá nhiều người trong chúng ta chơi sai môn thể thao và nhanh
chóng mất hứng thú. Vì vậy hiện nay các chuyên gia thể dục đang khuyên mọi người nên chọn
một hoạt động phù hợp với tính cách của mình.
Ví dụ, những người thích ở bên người khác thường thích chơi gôn hoặc bóng quần, hoặc chơi
cho đội bóng rổ, bóng đá hoặc khúc côn cầu. Tuy nhiên, bạn cũng có thể thích chạy bộ hoặc
bơi lội nếu bạn cảm thấy vui vẻ hơn khi ở một mình.
Bạn có thích sự cạnh tranh? Thế thì hãy thử làm điều gì đó như chạy bộ hoặc chơi một môn thể
thao dùng vợt như quần vợt. Mặt khác, nếu chiến thắng không quan trọng với bạn thì các hoạt
động như khiêu vũ có thể là một thử thách thú vị mà không cần phải chứng tỏ bạn giỏi hơn
những người khác.
Cuối cùng, hãy nghĩ xem liệu bạn có thấy việc tập thể dục có dễ dàng hay không. Nếu vậy, các
môn thể thao như tập tạ ở nhà và đạp xe đều được. Nếu không, hãy đặt một kỳ nghỉ trượt tuyết,
học Taekwondo hoặc sân tennis. Bạn có nhiều khả năng làm điều gì đó mà bạn đã trả tiền!
31.
Kiến thức: Đọc hiểu

Nguyễn Thị Ngọc Anh

Giải thích: Ý chính của đoạn văn là gì?
A. Tuổi dậy thì của thanh thiếu niên
B. Mối quan hệ lãng mạn của thanh thiếu niên
C. Mối quan hệ giữa cha mẹ và con cái
D. Trách nhiệm của thanh thiếu niên
Đáp
án:
C.
32.
Kiến thức: Đọc hiểu
Giải thích: Theo đoạn văn, ai được chỉ ra là có ảnh hưởng đáng kể đến trẻ nhỏ?
A. đồng nghiệp của họ
B. giáo viên của họ
C. cha mẹ của họ
D. người nổi tiếng
Thông tin: Parents have a huge influence on a young child’s values and interests.
Tạm dịch: Cha mẹ có ảnh hưởng rất lớn đến các giá trị và sở thích của trẻ nhỏ.
Đáp
án:
C.
33.
Kiến thức: Đọc hiểu
Giải thích: Từ “this” ở đoạn 2 đề cập đến .
A. Tuổi dậy thì mang lại nhiều cảm xúc cho thanh thiếu niên
B. Cha mẹ có ảnh hưởng rất lớn đến giá trị và sở thích của trẻ nhỏ
C. Cả cha mẹ và con cái đều cần thời gian để thích nghi với mối quan hệ
D. Cha mẹ không thể tách rời con cái muốn tự do
Thông tin: it can often feel hard for them to separate from their teen, who wants to develop
their own identity and to have new freedoms. This may lead to conflict.
Tạm dịch: họ thường cảm thấy khó tách khỏi con mình, những người muốn phát triển bản sắc
riêng và có những quyền tự do mới. Điều này có thể dẫn đến xung đột.
Đáp
án:
D.
34.
Kiến thức: Đọc hiểu
Giải thích: Từ “willing: sẵn sàng” gần nghĩa với:

Nguyễn Thị Ngọc Anh

A. shocked: ngạc nhiên
B. ready: sẵn sàng
C. strict: nghiêm khắc
D. sympathetic: cảm thông
Thông tin: For parents, maintaining a close relationship with a teen who is preprogrammed to
separate from them can be tricky, but it helps to be present and willing.
Tạm dịch: Đối với cha mẹ, việc duy trì mối quan hệ thân thiết với một đứa trẻ đã được lập
trình sẵn để tách khỏi chúng có thể khó khăn, nhưng sự hiện diện và sẵn sàng sẽ giúp ích.
Đáp
án:
B. 35.
Kiến thức: Đọc hiểu
Giải thích: Điều nào sau đây KHÔNG ĐÚNG về giải pháp khi thanh thiếu niên lớn lên?
A. Khiếu nại và phản kháng
B. Giao tiếp liên tục
C. Đặt ra các quy tắc về thói quen và cuộc sống gia đình
D. Yêu cầu thanh thiếu niên đảm nhận trách nhiệm
Thông tin: As teens get older, it is important for them to take on responsibilities. Setting clear
rules about routine and home life helps teens to know what’s expected of them. Expectations go
both ways, however, and so constant communication and flexibility, when necessary, will help
avoid conflict.
Tạm dịch: Khi thanh thiếu niên lớn lên, điều quan trọng là họ phải đảm nhận trách nhiệm. Đặt
ra các quy tắc rõ ràng về thói quen và cuộc sống gia đình giúp thanh thiếu niên biết những gì
được mong đợi ở họ. Tuy nhiên, kỳ vọng đi theo cả hai hướng, do đó, việc liên lạc thường
xuyên và linh hoạt khi cần thiết sẽ giúp tránh xung đột.
Đáp
án: A.
Dịch
bài
đọc:
Động lực của gia đình phát triển khi một thiếu niên trưởng thành và có thể thử thách mối quan hệ
giữa cha mẹ và con cái. Với việc cả hai bên đều có những cảm xúc lẫn lộn, thời điểm này có thể
là một thử thách.
Tuổi dậy thì mang lại nhiều cảm xúc cho thanh thiếu niên và là thời điểm thích nghi lại của cả
gia đình. Cha mẹ có ảnh hưởng rất lớn đến các giá trị và sở thích của trẻ nhỏ, do đó, họ

Nguyễn Thị Ngọc Anh

thường cảm thấy khó tách khỏi con mình, những người muốn phát triển bản sắc riêng và có
những quyền tự do mới. Điều này có thể dẫn đến xung đột vì cả cha mẹ và con cái đều cần thời
gian để tìm ra cách thích ứng với mối quan hệ.
Khi thanh thiếu niên lớn lên, điều quan trọng là họ phải đảm nhận trách nhiệm. Điều này nêu
bật sự đóng góp quý giá của mỗi thành viên trong gia đình đối với mái ấm gia đình và dạy cho
thanh thiếu niên về việc trở thành người lớn là như thế nào. Đặt ra các quy tắc rõ ràng về thói
quen và cuộc sống gia đình giúp thanh thiếu niên biết những gì được mong đợi ở họ - ngay cả
khi họ phàn nàn hoặc chống cự. Tuy nhiên, kỳ vọng đi theo cả hai hướng, do đó, việc liên lạc
thường xuyên và linh hoạt khi cần thiết sẽ giúp tránh xung đột.
Điều quan trọng là cha mẹ và thanh thiếu niên phải vượt qua nhiều phiền nhiễu trong cuộc
sống để dành thời gian chất lượng cho nhau. Đối với cha mẹ, việc duy trì mối quan hệ thân
thiết với một đứa trẻ đã được lập trình sẵn để tách khỏi chúng có thể khó khăn, nhưng sự hiện
diện và sẵn sàng sẽ giúp ích. Nói về những điều đang diễn ra tốt đẹp cũng hữu ích như thảo
luận về những vấn đề xung đột.
36.
Kiến thức: Cấu trúc tương đương
Giải thích: Cấu trúc câu hiện tại hoàn thành với “never”: “S + have/has + never + V-p2”: chưa
từng làm gì trước đây.
Tạm dịch: Tôi chưa bao giờ đến thăm một thành phố xinh đẹp như vậy.
Đáp án: never visited such a beautiful city.
37.
Kiến thức: Cấu trúc tương đương
Giải thích: “S + began/started + V-ing + time + ago” = “S + have/has + V-p2 + for + time”.
Tạm dịch: Tom đã chơi piano được 4 năm.
Đáp án: played the piano for 4
years. 38.
Kiến thức: Cấu trúc tương đương
Giải thích: Cấu trúc câu chỉ lời khuyên: “S + should/ought to + V-inf”: Bạn nên làm gì.
Tạm dịch: Bạn nên tránh tất cả đồ ăn vặt.
Đáp án: should / ought to avoid all junk food.
39.

Nguyễn Thị Ngọc Anh

Kiến thức: Cấu trúc tương đương
Giải thích: Cấu trúc “don’t allow + O + to + V-inf = don’t let + O + V-inf”: không cho phép ai
làm gì.
Tạm dịch: Họ không cho tôi qua đêm ở nhà bạn
tôi. Đáp án: me stay overnight at my friend's
house. 40.
Kiến thức: Cấu trúc tương đương
Giải thích: Cấu trúc “ S + tobe + so + adj + that + clause” = “It is + such + a/an + adj + N +
that + clause”.
Tạm dịch: Đó là một chiếc xe đắt tiền đến nỗi tôi không nghĩ mình có thể mua được nó.
Đáp án: an expensive car that I don’t think I can buy it.

Nguyễn Thị Ngọc Anh

Nguyễn Thị Ngọc Anh
Nguyễn Thị Ngọc Anh
Nguyễn Thị Ngọc Anh
 Period 32 UNIT 4: ASEAN AND VIET NAM
LESSON 1: GETTING STARTED - AT THE AYVP OFFICE

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic ASEAN and Viet Nam.
- Gain vocabulary to talk about AYVP.
- Get to know the language aspects: Gerunds as subjects and objects.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Proud of our country and responsible for the regional issues

II. MATERIALS
- Grade 11 textbook, Unit 4, Getting Started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
to officially ask for something Ứng dụng,
such as a job, a place on a course, ứng tuyển
1. Apply (v) /əˈplaɪ/
or a loan, usually by completing a
special form or writing a letter

all the people who live in a Cộng đồng

particular area, or a group of
2. Community (n) /kəˈmjunɪt̬ i/ people who are considered as a
unit because of their shared
interests or background

something that you contribute or Sự đóng

3. Contribution do to help produce or achieve góp, cống
/kɑntrəˈbjuʃən/
(n) with other people, or to help make hiến
something successful

to do/ a person who does Tình

4. Volunteer (v/n) /vɒlənˈtɪər/ something that you do not have to nguyện/
do, often without having been tình
Nguyễn Thị Ngọc Anh
 asked to do it and/or without nguyện
expecting payment viên

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in
groups so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language
deliver a speech
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 ASEAN.
- To set the context for the listening and reading part.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Map quiz: Guessing the countries.
c. Expected outcomes:
- Students can identify countries in ASEAN and their shapes.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Map quiz Lists of countries:
- Teacher shows the shape of the countries. ● Viet Nam
- Ss work in 4 groups. Each group raises their hands ● Brunei
to take turns and guess what country it is. The group ● Cambodia
with all correct answer will get a bonus. ● Thailand
- The team with the highest points is the winner. ● Laos
● Malaysia
● Philippines
● Singapore
● Myanmar
● Indonesia

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
Nguyễn Thị Ngọc Anh
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can comprehend the new words and prepare for the listening and reading of Getting
Started.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. apply (v)
- Teacher explains the meaning of the new vocabulary by 2. community (n)
pictures. 3. contribution (n)
- Teacher checks the students' understanding. 4. volunteer (v, n)
- Teacher reveals that these 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 AYVP.
- To help Ss identify the functions and goals of AYVP.
b. Content:
- Task 1. Listen and read (p.42)
- Task 2. Read the conversation again and write T (True) or F (False). (p.43)
- Task 3. Match each word with its definition. (p.43)
- Task 4. Complete the sentences using words and phrases from exercise 1. (p.43)
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 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. Questions:
- What can you see in the picture?
- Who are the speakers?
- What do you think they are
discussing?

Suggested answers:
- Girls, books, photos, AVVP, ASEAN
logo
Nguyễn Thị Ngọc Anh
 - The girls are the speakers.
- They are discussing ASEAN.
Task 2. Read the conversation again and write T (True) or F (False). (5 mins)
- Teacher tells Ss to read the conversation again and
work independently to find the answers. Remind Ss Answer key:
to underline the information and correct the false 1. F (It was her cousin.)
statements. 2. T
- Ss work independently to find the answers. 3. F
- Teacher has Ss compare the answers in pairs 4. F (She should be over 18.)
before checking with the whole class.
- Teacher checks the answers as a class and gives
feedback.
Task 3. Match each word with its definition. (5 mins)
- Teacher has Ss look at the box 1-4, a-d. Answer key:
- Ss work in pairs and solve Task 3 using 1. c 2. d
background knowledge. 3. b 4. a
- Check answers as a class.
Task 4. Complete the sentences using words and a phrase from Task 1. (5 mins)
- Teacher tells Ss to read sentences, locate the key
words in the question and the text. Focus attention Answer key:
on the V-ing forms. 1. Taking part
- Teacher asks Ss to complete the sentences, using 2. promoting - helping
the correct verb form. 3. checking
- Check answers as a class. 4. meeting
- Elicit the gerunds

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 information about the AYVP.
b. Content:
- Role-play
c. Expected outcomes:
- Students can recall the information they have listened and read, then give a short talk about the
AYVP.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Role-play
- Teacher asks Ss to work in groups. Students’ own creativity
- In each group, 1 - 2 students play the role of the
AYVP office’s staff. Others play the role of high
school students asking for detailed information about
the AYVP programme.
- Ss have 5 minutes to prepare for the role play.
Nguyễn Thị Ngọc Anh
 - 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.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Language.
- Prepare for the Project (Lesson 8).

Board Plan

Date of teaching
Unit 4: ASEAN and Viet Nam
Lesson 1: Getting started
*Warm-up
Map quiz
* Vocabulary
1. apply (v)
2. community (n)
3. contribution (n)
4. volunteer (v)
- Task 1: Listen and read.
- Task 2: True or False.
- Task 3: Match each word with its definition.
- Task 4: Complete the sentences.
Extra activity: Role-play
*Homework

Nguyễn Thị Ngọc Anh

 Period 33 UNIT 4: ASEAN AND VIET NAM
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 ASEAN and Viet Nam;
- Recognise and practise elision of vowels;
- Review the use of gerunds.
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
- Proud of our country and responsible for the regional issues

II. MATERIALS
- Grade 11 textbook, Unit 4, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Elision of vowels
Elision is the omission of sounds or syllables in fast, informal speech. Weak vowels, such as
the schwa sound /ə/, can be omitted before /l/, /n/, or /r/. As a result, the words have one less
syllable than the spelling suggests.

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- 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 a speech - 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)
Nguyễn Thị Ngọc Anh
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the elision of vowels.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Matching game
c. Expected outcomes:
- Students can have an overview of elision.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Matching game Suggested answers:
- Ss work in 4 groups. Each group is given a big-sized tonight /tˈnaɪt/
piece of paper and markers. police /pˈliːs/
- Teacher shows the board with separate vocabulary and potato /pˈteɪtoʊ/
phonetic transcriptions. history /ˈhɪstri/
- All groups look at the board and do the matching. every /ˈevri/
- Teacher checks the answers of each group.
- The group that has the most correct answers is the
winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise elision of the vowels.
b. Content:
- Task 1: Listen and repeat. Pay attention to the elision of the vowels in the words in the second
column. (p.43)
- Task 2: Listen and repeat. Pay attention to the words with elision. (p.43)
c. Expected outcomes:
- Students can identify and omit weak vowels correctly.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the elision of the vowels in the words in
the second column. (5 mins)
- Teacher asks Ss to listen to the recording and has them pay Elision is the omission
attention to the omission of vowels. of sounds or syllables in
- Teacher asks Ss to listen to the recording again, but this time, fast, informal speech.
has them repeat the words. Weak vowels, such as
- Teacher asks Ss to read the notes in the Remember! Box the schwa sound /ə/, can
which is above the conversation. Check understanding by be omitted before /l/, /n/,
or /r/. As a result, the
Nguyễn Thị Ngọc Anh
 asking individual Ss to briefly explain the omission of vowels. words have one less
syllable than the spelling
suggests.
Task 2: Listen and repeat. Pay attention to the words with elision. (7 mins)
- Teacher asks Ss to read quickly through the sentences. Check Answer key:
Ss’ understanding. 1. c(o)rrect
- Teacher asks Ss to look at the words with elision. 2. libr(a)ry
- Teacher has Ss work in pairs to take turns to read each 3. fam(i)ly - diff(e)rent
sentence aloud. 4. diction(a)ry -
hist(o)ry
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 ASEAN.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the word and phrases with their meanings. (p.44.)
- Task 2: Complete the sentences using the words and phrases in task 1. (p.44)
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 each word with its meaning. (6 mins)
- Teacher tells Ss that the words / phrases in the activity are
related to ASEAN. Answer key:
- Teacher has Ss match each word with its meaning. 1. b
- In weaker classes, do the first one as an example before 2. c
asking Ss to match the rest individually or in pairs. 3. d
- Check answers as a class. 4. a
Task 2. Complete the sentences using the words and phrases in task 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 Answer key:
sentences. 1. leadership skills
- Teacher checks answers as a class. Have Ss call out the 2. contribution
word they have used in each sentence first. 3. cultural exchange
- Teacher confirms the correct answers. Ask Ss to explain 4. current issues
the meaning of each word using the definitions in Activity
1.

Nguyễn Thị Ngọc Anh

 - Teacher asks some Ss to read the complete sentences.
e. Assessment
- Teacher observes Ss' performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise gerunds as subjects and objects.
- To help Ss practise using gerunds in sentences.
b. Content:
- Task 1: Rewrite the following sentences using gerunds. (p.44)
- Task 2: Work in pairs. Take turns to make sentences about your partner, using gerunds. He or she
should tell you if they are true. (p.44)
c. Expected outcomes:
- Students can use gerunds in sentences.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Rewrite the following sentences using gerunds. (6 mins)
- Have Ss read the complete sentences and understanding. Answer key:
- In weaker classes, do the first sentence as an example 1. Applying for ASEAN
focusing on the gerund. If necessary, highlight the verb scholarship online
phrase in each sentence that Ss need to change to gerunds in 2. listening to music
the second sentence. (e.g., to apply for => applying for…) 3. helping me translate
- Have Ss do the activity individually, then work in pairs to the documents
compare answers. 4. starting a youth
- Check answers as a class. Confirm the correct answers by programme
asking individual Ss to write them on the board. 5. Participating in the
conference last year
Task 2. Work in pairs. Take turns to make sentences about your partner, using
gerunds. He or she should tell you if they are true. (7 mins)
- Teacher lets Ss work in pairs.
- Teacher asks Ss to talk to their partner and share about Student’s answer
daily objects. It can be a conversation between two people or
two separate talks from the pair.
- Teacher requires Ss to use gerunds as subjects and objects.
- Teacher encourages Ss to apply the vocabulary they have
learnt in the lesson as well as applying elision of vowels.
e. Assessment
- Teacher observes Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
Nguyễn Thị Ngọc Anh
- 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 4: ASEAN AND VIETNAM
Lesson 2: Language
*Warm-up
Matching game
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and repeat.
* Vocabulary
- Task 1: Match the word and phrases with their meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Rewrite the sentences.
- Task 2: Make sentences.

*Homework

Period 34 UNIT 4: ASEAN AND VIETNAM

Lesson 3: Reading – ASEAN news
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 in news items about
ASEAN countries.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
-3. Personal qualities
- Proud of our country and responsible for the regional issues

II. MATERIALS
- Grade 11 textbook, Unit 4, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Nguyễn Thị Ngọc Anh
Language analysis
Form Pronunciation Meaning
1. relation (n) /rɪˈleɪʃən/ the connection between people, groups,
organizations, or countries

2. eye-opening (adj) /ˈaɪˌəʊpənɪŋ/ surprising, and teaching you new facts about life,
people, etc.

3. represent (v) /ˌreprɪˈzent/ to speak, act, or be present officially for another

person or people

4. live stream (n) /ˈlaɪvstriːm/ a broadcast of the video and sound of an event over
the internet as it happens

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge Provide students with the meaning and
about some lexical items. pronunciation of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging
2. Students may have underdeveloped
environment for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
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 categories of news;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Labelling game
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’ CONTENTS

ACTIVITIES
Labelling game
- Students work in 4 groups
- There are some news headlines and some
categories: Sport, Laws, Education, etc…
- Ss raise hands to get a turn and put the
headlines in the correct category.
-Teacher leads into the new lesson.

Nguyễn Thị Ngọc Anh

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

2. ACTIVITY 1: PRE-READING (10 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:
- Questions discussion
- Vocabulary pre-teaching
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. Discuss the questions. (5 mins)
- Ask Ss to work in pairs to discuss the questions.
Questions:
- Tell Ss that there are no right or wrong answers and
encourage Ss to answer the questions based on their 1. Where do you most often read
own experiences. the news?
- To help Ss answer the second question, teacher can 2. What is your favourite news
bring a newspaper and show the different news section: Politics, Education,
sections to the class. Sports, or Culture?
- Focus Ss’ attention on a short piece of news in a
newspaper or online and elicit the text type of the
reading
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. relation (n)
by pictures. 2. eye-opening (adj)
- Teacher checks students’ understanding with the 3. represent (v)
“Rub out and remember” technique. 4. live stream (n)
- 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: WHILE-READING (20 mins)

a. Objectives:
- To help Ss practise skimming texts to choose the best title
- To help Ss practise the skill of 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 news items and choose the most suitable headline for each one. There is ONE
extra headline. (p.45)
Nguyễn Thị Ngọc Anh
- Task 3. Read the news items again and match the highlighted words with their meanings. (p.45)
- Task 4. Read the news items again and answer each question below with no more than FOUR words
and/or a number. (p.46)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Read the news items and choose the most suitable headline for each one. There
are TWO extra headlines. (6 mins)
- Ask Ss to read the three news items once to get an overall
idea. Answer key:
- Have Ss work in groups to discuss the best headline for 1. D 2. A 3. C
each news item and compare answers.
- Check answers and confirm the correct ones.
Task 3. Read the news items again and match the highlighted words with their
meanings. (7 mins)
- Have Ss read the text focusing on the highlighted words and
looking for context clues. Answer key:
- Then ask Ss to look at the four definitions. 1. c 2. d 3. b 4. a
- Have Ss discuss the context clues and compare answers in
pairs.
- Check answers as a class.
Task 4. Read the article again. Complete the diagrams with information from the text.
Use no more than two words for each gap (7 mins)
- Ask Ss to read the questions and underline the key words in
each of them. Answer key:
- Check whether Ss have got the right key words (e.g., 1.
1. 121 (students)
How many, students, visited, AKC; 2. How long,
participants, stay, the ship; 3. What, participants, discuss, 2. 50 days
youth issues; 4. When, talk show, women, sport; 5. Where,
3. current social issues
talk show, live).
- Tell Ss to read through news items to locate the answers, 4. (in) December
then read again, this time pay attention only to the parts of the
5. (on) the ASEAN webpage
text that contain the answers. Remind them that the answers
should be no more than THREE words and/or a number
- Have Ss work in pairs or groups to compare answers.
- Check answers as a class by asking individual Ss to write
them on the board.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (7 mins)

a. Objectives:
- To check students’ understanding of the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
Nguyễn Thị Ngọc Anh
- To give students authentic practice in using target language.
b. Content:
- Group discussion
c. Expected outcomes:
- Students can use the ideas and language in the reading to talk about their opinions and give reasons.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Work in groups. Discuss the following
questions.
- Ask Ss to discuss the news items they want to Do you want to find more information
explore more and their reasons. about any of the news items in 2?
- Have Ss work in groups to discuss the question. Which one? Why?
- For weaker classes, T may suggest Ss choose one
piece of news from Activity 2 and work out the
interesting information from that news individually.
Then they work in pairs and share their ideas.
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 the next lesson – Speaking.

Board Plan

Date of teaching
UNIT 4: ASEAN AND VIETNAM
Lesson 3: Reading – ASEAN news
*Warm-up
- Task 1. Discuss the questions.
* Vocabulary
1. relation (n)
2. eye-opening (adj)
3. represent (v)
4. live stream (n)
- Task 2. Read and choose the most suitable headliné.
- Task 3. Match the words with their meanings.
- Task 4. Answer the questions.
- Task 5. Discussion

*Homework

Nguyễn Thị Ngọc Anh

 Period 35 UNIT 4: ASEAN AND VIETNAM
Lesson 4: Speaking
Discussing necessary qualifications for joining a programme

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about necessary skills and experience to join a programme.
- Memorize vocabulary to talk about joining a programme.
2. Competences
- Gain some language expressions to ask for and give opinions.
- Talk about the steps to ask for and give opinions.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Hard work: Study and work harder to improve and develop their abilities to meet the
qualifications for joining international programmes

II. MATERIALS
- Grade 11 textbook, Unit 4, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. current (adj) /ˈkʌrənt/ of the present time

2. issue (n) /ˈɪʃuː/ a subject or problem

3. solution (n) /səˈluːʃən/ the answer to a problem

4. skill (n) /skɪl/ an ability to do an activity or job well

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on ASEAN.
- To set the context for the speaking part;
Nguyễn Thị Ngọc Anh
- To help Ss warm up and get ready for the lesson by providing some background information.
b. Content:
- ASEAN quiz
c. Expected outcomes:
- Students can answer questions from the quiz.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

ASEAN quiz
- Teacher shows the questions with multiple choices.
- Ss works in 4 groups. Each group raises their hands
to take turn and answer the questions.
- The team with the highest points is the winner.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
- To give Ss an opportunity to understand skills and experience to join a programme.
- To provide Ss with some basic information about joining a programme.
b. Content:
- Vocabulary pre-teaching
- Task 1. Read the types of skills and experience participants in the SSEAYP should have. Match
them with the possible reasons. (p.46)
- Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs. (p.46)
- Task 3. Work in pairs. Talk about the most important skill or experience for SSEAYP
participants. use the ideas in Task 1, and the model and tips in Task 2 to help you. (p.47)
c. Expected outcomes:
- Students can identify some skills and experience that SSEAYP participants should have.
- Students can express opinions about the skills or experience SSEAYP participants need.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (4 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary with different 1. current (adj)
techniques (pictures, actions, synonyms …) 2. issue (n)
- Teacher checks students’ understanding with the “Rub out and 3. solution (n)
remember” technique. 4. skill (n)
- Teacher asks Ss to take notes in their notebooks.
Task 1. Read the types of skills and experience participants in the SSEAYP should
have. Match them with the possible reasons. (5 mins)
Nguyễn Thị Ngọc Anh
 - Ask Ss to work individually and read the list of skills and experience Suggested
from 1 to 6, then match them with the possible reasons (a-f). answers:
- Check answers as a class and ask Ss to give the explanation for their 1. c 2. a 3. e
answers.
4. f 5. b 6.
d
Task 2. Use the sentences in the box to complete the conversation. Then practise it in
pairs.
(7 mins)
- Ask Ss to work in pairs and complete the conversation with the
sentences in the box.
- Check answers by asking pairs of Ss to read the complete Suggested
conversation. answers:
- Focus on the sentences in the box and ask Ss what they are used for, 1. C 2. E 3.
e.g. to ask for and give an opinion A
- Ask Ss to read through the explanations and examples in the Tips 4. B 5. D
box and elicit more expressions.
- Have Ss practise the conversations in pairs.
Task 3. Work in pairs. Talk about the most important skill or experience for
SSEAYP
participants. Use the ideas in Task 1, and the model and tips in Task 2 to help you. (9
mins)
- Ask Ss to refer to the ideas in Task 1, and the model and phrases in
Students’
Task 2 when they plan their conversations.
practice
- Have Ss discuss and plan their conversations in pairs. Walk around
and offer help if necessary.
- Invite some pairs to role-play their conversations in front of the class.
- Praise pairs who formulate their opinions clearly, give reasons,
express agreement, or disagreement, and speak fluently.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (13 mins)

a. Objectives:
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4. Work in groups. Discuss the skills and experience SSEAYP participants should have.
Rank them in order of importance (1 - most important to 6 - least important). Report to the whole
class. (p.47)
c. Expected outcomes:
- Students can use the language and ideas from the unit to discuss in groups and share them to the
whole class.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. discuss the skills and experience SSEAYP participants
Nguyễn Thị Ngọc Anh
 should have.
Rank them in order of importance (1 - most important to 6 - least important). Report
to the whole class. (13 mins)
- Ask Ss to work in groups of four or five. Ask them to Suggested answer:
discuss the skills and experience SSEAYP participants My group thinks that the fіrst
should have. They may refer to the suggested ideas in task important skill for
1. participants to join SSEAYP
- Suggest ways for Ss to do the task, each group member is having teamwork skills
can rank the list and then they compare with other because there will be many
members or they can discuss first, then rank their ideas. group activities and
- Provide Ss with some useful expressions of ranking, e.g., performances during the trip.
The first/second important skill is…, One of the most The second one is having a
important skill is… good profіciency of English
- Ask a representative from each group to report the so that they can communicate
group’s ranking to the class. Ask them to explain or give with other members on the
reasons for their ranking. ship. Other skills and
experience, in our opinion,
are fairly important but
optional.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 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 the next lesson – Listening.

Board Plan

Date of teaching
UNIT 4: ASEAN AND VIETNAM
Lesson 4: Speaking
*Warm-up
ASEAN Quiz
* Vocabulary
1. current (adj)
2. issue (n)
3. solution (n)
4. skill (n)
- Task 1: Match the two parts with the possible reasons.
- Task 2: Complete the conversation.
- Task 3: Talk about the most important skill or experience for SSEAYP
participants.
- Task 4: Discussion.
*Homework

Nguyễn Thị Ngọc Anh

Period 36 UNIT 4: ASEAN AND VIETNAM
Lesson 5: Listening – ASEAN School Tour Programme

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about ASEAN school tour programme;
- Memorize vocabulary to talk about cultural exchange events.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Hard work: Study and work harder to improve and develop their abilities so they are able to join
international programmes

II. MATERIALS
- Grade 11 textbook, Unit 4, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
a particular area or part of the world, or any of
1. region (n) /ˈriːdʒən/ the large official areas into which a country is
divided

the period of your life when you are young, or

2. youth (n) /juːθ/
the state of being young

to speak, act, or be present officially for

3. represent (v) /ˌreprɪˈzent/
another person or people

an occasion or situation that makes it possible

4. opportunity (n) /ˌɒpəˈtʃuːnəti/ to do something that you want to do or have to
do

5. (to) come up with

/kʌm ʌp wɪθ/ to suggest or think of an idea or plan
(v)

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that

Nguyễn Thị Ngọc Anh

 they can help each other.
- Give short, clear instructions and help if
necessary.
Students cannot follow the speed of - Make sure they understand the meaning and
the recording. pronunciation of important words.
- Teach them the skill of underlining key words
in the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on studying abroad.
- To set the context for the listening part.
b. Content:
- A quiz about the life of an exchange student.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video and answer the questions
- Teacher shows the video about the life of an Link:
exchange student. https://www.youtube.com/watch?
- Questions are shown one by one, the whole class v=u13tvhe8l9w
compete to answer the questions.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (10 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:
-Vocabulary pre-teaching
- Task 1: Work in groups. Look back at the first news item in the reading text on page 45. Discuss the
following questions. (p.47)
c. Expected outcomes:
- Students understand the meaning and can pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in groups. Look back at the first news item in the reading text on
page 45. Discuss the following questions. (5 mins)

Nguyễn Thị Ngọc Anh

 - Ask some questions to see if Ss remember the news
Questions:
items or write some proper names or numbers (121,
Would you like to participate in
ASEAN-Korea Centre) to see if they can remember
the ASEAN School Tour
the news item about AKC on page 45.
Programme?
- Put Ss in groups and discuss the questions. Why/ Why not?
- Call on some Ss to report their group discussion.
- Tell Ss that they are going to listen to a conversation
related to an ASEAN programme.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. region (n)
with different techniques (pictures, actions, synonyms 2. youth (n)
…) 3. represent (v)
- Teacher checks students’ understanding with the 4. opportunity (n)
“Rub out and remember” technique. 5. (to) come up with
- Teacher asks Ss to take notes on their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (15 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information on cultural exchange events.
b. Content:
- Task 2. Listen to a conversation between two students. What are they talking about? (p.47)
- Task 3. Listen to the conversation again and choose the correct answers A, B, or C. (p.47)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a conversation between two students. What are they talking
about? (7 mins)
- Teacher tells Ss that they are going to listen to a conversation Answer key:
- Teacher has them read the 3 options and checks A. Preparing for a
understanding. cultural exchange
- Teacher plays the recording and has Ss choose the topic of event.
the talk.
- Play the recording and ask Ss to listen and check if their
guesses are correct.
- Check answers as a class. Ask Ss to think about what words
in the listening suggest that the event is a cultural exchange -
foreign students, visit, learn about their culture, etc.
Task 3. Listen to the conversation again and choose the correct answers A, B, or C.
Nguyễn Thị Ngọc Anh
 (8 mins)
- Ask Ss to read the multiple-choice questions and check their
understanding. Answer key:
- In stronger classes, have Ss do the activity based on what 1. B 2. A 3. C
they remember from the first listening and their notes. 4. C 5. B
- In weaker classes, play the recording and pause after each
after is given to give Ss more time to choose the correct
answer.
- Have Ss work in pairs to compare answers.
- Check answers as a class. If necessary, play the recording
again and pause at the sentences that contain the answers or
clues.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (12 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
- To revise opinion phrases in Speaking section.
b. Content:
- Task 4. Work in groups. Discuss the following questions. (p.47)
c. Expected outcomes:
- Students can use the language and ideas from the unit to come up with interesting activities.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Discuss the following questions. (p.47)
- Teacher puts Ss in groups and has each group brainstorm
Question:
the activities. They should also think of the reasons why
they would like to include those activities in the plan. - Can you think of any
- Teacher reminds Ss to refer to the vocabulary/ phrases to suitable activities for the
ask for and give opinion. In weaker classes, do the event at Lan and Phong’s
brainstorming with all Ss and write the best ideas on the school?
board. - How will they benefit the
- Teacher invites some groups to share their ideas in front participants?
of the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- 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
Nguyễn Thị Ngọc Anh
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.

Board Plan

Date of teaching
Unit 4: ASEAN AND VIET NAM
Lesson 5: Listening
*Warm-up

* Vocabulary
1. region (n)
2. youth (n)
3. represent (v)
4. opportunity (n)
5. (to) come up with

- Task 1. Discuss the following questions.

- Task 2. Listen to a conversation. What are they talking about?
- Task 3. Listen and choose the correct answers.
- Task 4. Discussion.

*Homework

Period 37 UNIT 4: ASEAN AND VIET NAM

Lesson 6: Writing – A proposal for a welcome event

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a proposal for an event;
- Apply structures to express suggestions and requests.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Proud of our country and culture, respect friends from other countries and respect the cultural
diversity

II. MATERIALS
- Grade 11 textbook, Unit 4, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Nguyễn Thị Ngọc Anh
 Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and 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’ comprehension of formal language.
- To set the context for the writing part.
b. Content:
- A quiz game to get to know and understand formal requests.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

“Left or Right?” Key:
- Teacher shows the questions one by one, the whole 1. Will you get me a cup of coffee?
class compete to answer the questions. - Informal
- After each question, teacher pauses for a moment 2. Would you mind bringing me
to ask Ss to raise their hands to answer. some files?
- Teacher leads in the lesson by linking formal - Formal
requests to proposals. 3. I’m hungry. Can you come over?
- Informal
4. Could you possibly give me a lift
to work ?
- Formal

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (15 mins)

a. Objectives:
- To get students to know the structure of a proposal.
- To help students revise some common expressions in writing a proposal.
b. Content:
- Task 1: Read the following proposal and match the headings (1–4) with the paragraphs (A–D)
(p.48)
- Task 2. Work in groups. You want to propose an ASEAN poster making event to welcome a group
of ASEAN students. Discuss and add more ideas to the following notes. (p.48)
c. Expected outcomes:
- Students identify the structure and get familiar with the language of a proposal.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the following proposal and match the headings (1–4) with the paragraphs
(A–D) (7 mins)
Nguyễn Thị Ngọc Anh
 - Introduce the context of the writing task and check
Ss if they have had similar experiences by asking
some questions such as: Have you ever taken part in Answer key:
cultural exchanges / traditional games festivals? Have 1. B 2. D 3. A 4. C
you ever submitted a proposal for school events?
- Ask Ss to read the proposal individually and match
the headings.
- Ask Ss to work in pairs and check answers with a
partner.
- Check answers as a class.
- Have Ss study the Tips box and ask questions to
check Ss’ understanding of the structure and language
of this text type, e.g. What does a proposal give
details about? What information does the ‘To’ line
give?
Task 2. Work in groups. You want to propose an ASEAN poster making event to
welcome a group of ASEAN students. Discuss and add more ideas to the following
notes. (8 mins)
- Ask Ss to look at the notes in the table and elicit the Suggested answers:
meaning of any difficult words.
- Put Ss into groups and ask them to discuss the notes Title: ASEAN poster making event
and add more ideas to the table. Place: the School Hall
- Invite some groups to read their ideas and have the Date: Sunday
rest of the class comment on them or ask questions. Duration: One day
- In weaker classes, write some of the good ideas as Participants: ASEAN students and
prompts for Ss’ writing. representatives of some classes
Activities: poster design;
presentations on national cultures;
presentations and discussions on
current issues in ASEAN; eating
lunch together, making posters
Goals: to help students from the
ASEAN countries meet and build a
community; to learn about each
other’s culture.
Benefits: developing ability to
work with people from other
countries, helping young people
from ASEAN meet and build a
community…
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (15 mins)
a. Objectives:
- To help Ss generate ideas for their writing.
- To help Ss practise writing a proposal for an event.
b. Content:
- Task 3. Write a proposal (120–150 words) about a welcome event. Use the suggested ideas in 2, the
sample in 1, and the outline below to help you. (p.49)
Nguyễn Thị Ngọc Anh
c. Expected outcomes:
- Students can write a complete proposal in which the language is clear, short and simple.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 3. Write a proposal (120–150 words) about a welcome event. Use the suggested
ideas in 2, the sample in 1, and the outline below to help you. (15 mins)
- Tell Ss that they are going to write a Suggested answer:
proposal based on the ideas they have
brainstormed in Activity 2. Title: ASEAN poster making event
- Go through the outline with the To: The Hanoi High School Youth Union Board
useful expressions and check Date: 10 January 20__
understanding. In weaker classes, give Prepared by: Grade 11 students
examples of how to complete the
sentences and encourage Ss to use the Introduction
sentences, e.g., We would like to We would like to propose an ASEAN poster
propose an ASEAN poster making making event to welcome a group of students from
event to welcome a group of students ASEAN countries who are coming to visit our
from ASEAN countries who are school on 3rd of March.
coming to visit our school on 3rd of Details about the event
March. The event will take place in the school Hall from 9
- Give Ss a time limit. In weaker a.m. until 5 p.m. We will organise all the activities
classes, put Ss in pairs or groups to and invite all ASEAN students and representatives
help each other. Walk round the class of other classes. In the morning, students will take
to provide help when necessary. part in training workshops on poster design,
- Collect Ss’ proposals and give face- presentations and discussions on current issues in
to-face feedback in private or give ASEAN, and group brainstorming activities. We’ll
them back with some written also arrange for packed lunch boxes to be delivered
feedback. at 1 p.m. so participants can eat in the school hall.
In the afternoon, the teams will make their posters.
Goals and benefits
The event will help young people from ASEAN
countries meet and build a community. Participants
will also have a chance to learn about each other’s
culture. We believe that the event will help develop
students’ ability to work with people from other
countries and create shared values.
Conclusion
We really hope you will consider our proposal as
we think that it will be beneficial to both local
students and the visiting ASEAN students.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (8 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
Nguyễn Thị Ngọc Anh
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Cross-checking Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss 2. Legibility: …/10
do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and
and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to give
suggestions to other Ss
- Teacher chooses some typical errors and corrects them
as a whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
4. CONSOLIDATION (2 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 the next lesson – Communication and Culture.
Board Plan

Date of teaching
Unit 4: ASEAN and Viet Nam
Lesson 6: Writing
*Warm-up
- Task 1: Match the headings.
- Task 2: Discuss and add more ideas.
- Task 3. Write a proposal about a welcome event.
* Cross-checking

*Homework

Nguyễn Thị Ngọc Anh

 Period 38 UNIT 4: ASEAN AND VIETNAM
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit.
- Compare New Year Festivals in ASEAN.
- Review expressions for giving compliments and responding.
2. Core competence
- Be able to give compliments and responding;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to give compliments and respond.
- Relate what they have learnt about New Year Festivals in ASEAN to their own culture.

II. MATERIALS
- Grade 11 textbook, Unit 4, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. Lunar New Year (n) /ˌluːnə ˌnjuː ˈjɪər/ the beginning of the year according to
the calendars of China, Viet Nam, and
some other East Asian countries, when
there are celebrations for several days

2. ancestor (n) /ˈænsestər/ a person related to you who lived a

long time ago

3. Buddhist (adj) /ˈbʊdɪst/ having to do with Buddhists or

Buddhism

4. monk (n) /mʌŋk/ a member of a group of religious men

who do not marry and usually live
together in a monastery

5. cell (n) /sel/ the smallest unit of living matter that

can exist on its own. All plants and
animals are made up of cells.

Assumption
Nguyễn Thị Ngọc Anh
 Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in
groups so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language
deliver a speech
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 Lunar New Year.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching, Q&A
c. Expected outcomes:
- Students can classify how Lunar New Year is celebrated by Asians from all over the world.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Video: How Asians Celebrate Lunar New Link:
Year Worldwide https://www.youtube.com/watch?v=F
- Ss work in groups and watch the video. FCljlSbWzw
- There are 4 questions which relate to the video.
- T asks Ss to raise their hands and answer the
questions.
- The group which gets the more correct answer
is the winner.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers give and respond to compliments;
- To review expressions for giving and responding to compliments
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p.49)

Nguyễn Thị Ngọc Anh

- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One of
you is Student A, the other is Student B. Use the expressions below to help you. (p.49)
c. Expected outcomes:
- Students can use appropriate language to give compliments and respond to them in certain
situations.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Listen and complete the conversation with the expressions in the box. Then
practise it in pairs. (6 mins)
- Have Ss look at the four options a-d. Check if Answer key
they understand their meaning and use, e.g., 1. C (You gave the best presentation!)
phrases to give compliments (You gave the best 2. A (I’m glad you like it)
presentation., It’s excellent.) and respond to
3. D (It’s excellent)
compliments (I’m glad you like it., I appreciate
the compliment.) 4. B (I appreciate the compliment)
- Ask Ss to read the conversation and fill in the
blanks with suitable sentences
- Play the recording for Ss to listen and check
their answers.
- Have Ss read the expressions the speakers use
to give and respond to compliments.
- Put Ss in pairs to practise the conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions to Useful expressions
prepare for Task 2. - Giving compliments
- Go through the useful expressions in the box ● Nice work! Well done!
and remind Ss to use them in their ● You did a really good job!
conversations. ● This is excellent. you are so good
with ...!
● You are a great presenter!
● I love your ...!
- Responding to compliments
● Thanks for saying that.
● I appreciate that.
● Thank you. That means a lot to
me.
● I’m grateful for the kind words.
● I’m (so) pleased to hear that.
Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Use the expressions below
to help you. (7 mins)
- Ask Ss to read through the situations and Suggested answers:
check understanding. Ask them if they have 1.
been in similar situations, e.g. if they have been B: I’ve read your report on ASEAN. Well

Nguyễn Thị Ngọc Anh

 praised for writing an excellent report or for done! You’ve done a lot of research and
organising a organised all the
workshop or another event. information very clearly.
- Ask Ss to work in pairs to make similar A: I’m so pleased to hear that you like it.
conversations for the two situations, using Thank you.
expressions for making and responding to 2.
suggestions.
A: I have attended the workshop on skills
- Give each pair a few minutes to plan their
for future leaders in ASEAN. It was so
conversations. In weaker classes, they choose
well organised.
one situation and swap roles. In stronger
classes, they can make two conversations. B: Thank you. That means a lot to me.
- Allow Ss enough time to practise their A: And I love the eye-catching and
conversations. Then invite some pairs to role- informative handouts. You and the
play their conversations in front of the class. organising team must have
- Praise for good effort, clear pronunciation, put a lot of effort to prepare for this
fluent delivery and use of compliments. workshop.
B: I really appreciate your kind words

e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.

3. ACTIVITY 2: CULTURE (12 mins)

a. Objectives:
- To introduce words / phrases related to Lunar New Year in ASEAN.
- To help Ss practise the words in meaningful contexts.
- To help Ss relate what they have learnt about Lunar New Year to real-life situations.
b. Content:
- Task 1: Read the text and complete the table below (p.50)
- Task 2: Work in pairs. Discuss the similarities and differences between the New Year Festivals in
Viet Nam and other ASEAN countries. (p.50)
c. Expected outcomes:
- Students can identify and describe how different ASEAN countries celebrate New Year festivals.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Read the text and complete the table below (6 mins)
- Ask Ss if they know any New Year Festivals in Answer key:
ASEAN. Elicit some questions to get more ideas, Lunar Buddhist
e.g., when it is celebrated, what they often do in New Year calendar
that festival. Then introduce the festivals that Locatio Viet Nam, Laos,
they are going to read about in this section. n Singapore, Cambodia,
- In weaker classes, pre-teach some of the more Indonesia Thailand &
difficult words and phrases, e.g., festivities, and parts of Myanmar

Nguyễn Thị Ngọc Anh

 ancestors, scare... Malaysia
- Ask Ss to read the text and complete the table Time January or April
individually. February
Activiti honour offer rice to
- Invite individual Ss to share their tables to the es ancestors, Buddhist
class. Alternatively, draw the table on the board get together monks to
and have individual Ss complete the three with show respect
sections. Confirm the correct answers. family and and receive
friends, wishes for
have a big good
family luck and
meal, and health,
wish one decorate
another homes, cook
prosperity traditional
for the year dishes, and
to come; splash each
parades, other with
street water; art
parties and performance
art s, folk
performanc games, and
es dancing
Task 2. Discuss in pairs. What would you say to these people? (5 mins)
- Ask Ss to work in pairs and work out the Suggested answer:
similarities and differences between the New Like some ASEAN countries, such as
Year in Viet Nam and other ASEAN countries Singapore and the Philippines, Viet Nam
based on the categories in the table in 1. celebrates Lunar New Year. During this
festival, Vietnamese people also observe
- Ask some pairs to share their findings with the customs, such as honouring ancestors,
whole class. and having family gatherings and big
meals, but we do not have parades or
street parties like other countries.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: EXTRA ACTIVITY (6 mins)

a. Objectives:
- To help Ss gain some knowledge about the importance of Lunar New Year to Vietnamese people.
- To help Ss be aware of Vietnamese tradition in celebrating Lunar New Year.
b. Content:
- Discussion.
c. Expected outcomes:
- Students can recall past simple or the present perfect, gerunds and apply them to give a short talk on
the given topic.
Nguyễn Thị Ngọc Anh
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Answer the following questions (6 mins)
1. Is Lunar New Year important to Vietnamese people? Students’ creativity
2. What are the traditions of Lunar New Year?
List out some activities you would do in the Tet Holiday.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 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 8 - Looking back and project.

Board Plan
Date of teaching
UNIT 4: ASEAN AND VIETNAM
Lesson 7: Communication and Culture / CLIL
*Warm-up
* Everyday English
- Task 1: Complete the conversation.
- Task 2: Make similar conversations.
* CLIL
- Task 1: Complete the table.
- Task 2: Discussion
* Further Practice
Importance of Lunar New Year to Vietnamese
*Homework

Nguyễn Thị Ngọc Anh

 Period 39 UNIT 4: ASEAN AND VIET NAM
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 4;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Respect other cultures
- Show responsibility when doing the project with their groups
II. MATERIALS
- Grade 11 textbook, Unit 4, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in
speaking, writing and co-operating groups so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of ASEAN
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Odd one out!
c. Expected outcomes:
- Students can identify some basic knowledge about ASEAN countries.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Game: Odd One Out! Suggested words:
- Ss work in 2 teams 1. B 2. C 3. A
- There are 6 questions shown one-by-one. 4. B 5. B 6. C
- Ss raise their hands to answer the questions.
- The group having more points is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss revise words with elision.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review how to use gerunds.
b. Content:
- Task 1: Listen and underline words with elision. Then practise saying the sentences in pairs (P. 50)
- Task 2: Choose the correct words to complete the sentences. (p.50)
- Task 3: Circle the underline part that is incorrect in each of the following sentence. Then correct it
(p.50)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and underline words with elision. Then practise saying the sentences in
pairs (4 mins)
- Have Ss read the sentences and underline words with Key:
elision first. 1. There are no c(o)rrect answers
- Call two Ss to write their underlined words on the on her test paper.
board. 2. He’s going to fly to Bangkok
- Then play the recording, pausing after each sentence t(o)night.
for Ss to check their answers.
3. The participants were
- Play the recording again for Ss to repeat the
prob(a)bly excited about the
sentences.
palace hist(o)ry.
- Put Ss in pairs and practise saying the sentences.
4. I b(e)lieve that members
expressed diff(e)rent opinions
about the issue.

Task 2: Choose the correct words to complete the sentences. (4 mins)

- Ask Ss to read the sentences quickly and check if KEY:
they don’t know any words. 1. an eye-opening
- Have Ss do this activity individually and write their 2. contribution
answers.
Nguyễn Thị Ngọc Anh
 - Ask individual Ss to write their answers on the board, 3. leadership
and check answers as a class. 4. cultural
Task 3: Circle the underline part that is incorrect in each of the following sentences.
Then correct it. (4 mins)
- Ask Ss to find the mistake in each sentence Answer key:
individually first. 1. C (discuss => discussing)
- Then have them discuss and compare answers in 2. A (Organise => Organising)
pairs, before checking answers as a class. 3. B (to translate => translating)
4. B (participate => participating)
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise
giving a presentation.
b. Content:
- Presentation of posters about features of an ASEAN country.
c. Expected outcomes:
- Students can present their posters about ASEAN.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Work in groups. Find information about a member country of ASEAN. Present your
research to the class. You can make a poster, a video, or presentation slides.
- As Ss have prepared for the project throughout the unit, the focus of Students’
this lesson should be on the final product, which is an oral presentation, a presentations
video, or a poster.
- Have Ss work in their groups. Give them a few minutes to get ready for
their poster presentations. Ask them to decide who is going to stand next
to the group poster and answer questions about it, and what questions the
rest of the group can ask as they walk around the classroom and view
other groups’ posters.
- Give Ss a checklist for peer and self-assessment. Explain that they will
have to tick the appropriate items while listening to their classmates’
presentations and write comments if they have any. The presenters
should complete their self-assessment checklist after completing their
presentation.
- If necessary, go through the criteria for assessing their talk to make
sure Ss are familiar with them.
- Invite two or three groups to give their presentations. Encourage the
rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also give Ss
marks for their presentation as part of their continuous assessment.
- All groups exhibit their posters and make presentations.
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 - When one group makes a presentation, others listen and complete the
evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the group
which has the most votes.

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 Unit 5.
Board Plan

Date of teaching
Unit 4: ASEAN and Vietnam
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project: The colours of ASEAN
*Homework

Period 40 UNIT 5: Global warming

Lesson 1: Getting started - A presentation about global warming

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Global warming.
- Gain vocabulary to talk about global warming
- Get to know the language aspects: participle and past participle clauses.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Have responsibility for protecting the environment
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 5, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Nguyễn Thị Ngọc Anh
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. global warming (n) /ˌɡləʊbəl a gradual increase in world temperatures
ˈwɔːmɪŋ/

2. consequence (n) /ˈkɒnsɪkwəns/ a result of a particular action or situation,

often one that is bad or not convenient

3. temperature (n) /ˈtemprətʃər/ the measured amount of heat in a place or in

the body

4. atmosphere (n) /ˈætməsfɪər/ the mixture of gases around the earth

5. fossil fuel (n) /ˈfɒsəl ˌfjʊəl/ fuels, such as gas, coal, and oil, that were
formed underground from plant and animal
remains millions of years ago

6. carbon dioxide (n) /ˌkɑːbən the gas formed when carbon is burned, or
daɪˈɒksaɪd/ when people or animals breathe out
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 global warming.
- To set the context for the listening and reading part.
b. Content:
- Earth quiz
c. Expected outcomes:
- Students can have an overview of global warming.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Earth quiz Questions:
- Teacher shows the quiz. 1. Most places on Earth are warmer
Nguyễn Thị Ngọc Anh
 - Ss work in 4 groups. Each group raises their than they were 100 years ago.
hands to take turns and answer the multiple-choice 2. Where have some of the strongest
questions. The groups get points for every correct and earliest impacts of global warming
answer. occurred?
- The group with the highest points is the winner. 3. How do scientists collect evidence
about climate?
4. Which of the following gases does
not trap heat?
5. As average global temperature rises,
___
6. Which greenhouse gas is the main
driver of Earth’s current warming?
Key:
1. True
2. In the Northern latitudes
3. All of the above
4. Nitrogen
5. average rainfall increases
6. Carbon dioxide

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to gain 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

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. Global warming (n)
- Teacher explains the meaning of the new vocabulary 2. Consequence (n)
by pictures. 3. Temperature (n)
- Teacher checks students’ understanding. 4. Atmosphere (n)
- Teacher reveals that these words will appear in the 5. Fossil fuel (n)
reading text and asks students to open their textbook 6. Carbon dioxide (n)
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 identify words and phrases related to global warming used in the text.
Nguyễn Thị Ngọc Anh
- To help Ss identify the causes and consequences of global warming.
b. Content:
- Task 1: Listen and read. (p.52)
- Task 2: Read the conversation again and complete the diagram, using the following phrases. (p.53)
- Task 3: Match the words to make phrases. (p.53)
- Task 4: Complete the sentences using words and phrases from exercise 1. (p.53)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the book (p.52) as Questions:
well as the conversation and answer the questions. - What can you see in
- Ss answer the questions in pairs. the picture?
- Teacher plays the recording twice. Ss listen and read. - How many people
- Teacher checks Ss’ prediction. T calls 2 Ss to read the are there in the
conversation aloud. conversation?
- What do you think
they are discussing?
Suggested answers:
- the Earth, the Sun
- 3 people
- They are discussing
global warming
Task 2. Read the conversation again and complete the diagram, using the following
phrases. (5 mins)
- Ask Ss to work individually first and complete the diagram Answer key:
with the phrases. Encourage them to read the conversation 1. c
again. 2. a
- Then put them in pairs to compare their answers. 3. d
- Check answers as a class. Encourage Ss to provide evidence 4. b
from the conversation for their answers.
E.g: Number 1 goes with choice c because Nam says, ‘burnt for
energy, fossil fuels release large amounts of carbon dioxide’.
Number 2 goes with choice a, and the evidence is in Mai
explanation ‘they act like the glass in a greenhouse. Trapping
too much of the sun’s heat, they stop it from escaping back into
space’.
Task 3. Match the words to make phrases. (5 mins)
- Have Ss look at the words in the two columns. Explain that Answer key:
these words are used to make phrases mentioned in the 1. c
conversation in Activity 1. 2. e
- Ask Ss to match the words individually. 3. b
- Check answers as a class. 4. a
- Elicit the meaning of any words or phrases Ss don’t know or 5. d
find hard to understand.
Task 4. Complete the sentences using words and a phrase from Task 1. (5 mins)
- Tell Ss to read the incomplete sentences and check Answer key:
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 comprehension. 1. Burnt
- Have Ss work individually. Encourage them to find the verb 2. Trapping
phrases in the conversation. 3. adding
- Check answers by having individual Ss read the sentences.
- Ask them if they can name the grammar structure, i.e. present
participle and past participle clauses.

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 effects of global warming.
b. Content:
- Discussion
c. Expected outcomes:
- Students can identify one effect of global warming that they have personally experienced.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5: Discussion
What is one effect of global warming that you have Students’ own answers
personally experienced? (Students can tell more if
possible)
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
- Prepare for the next lesson
Board Plan

Date of teaching
Unit 5: Global warming
Getting started - A presentation about global warming
*Warm-up

* Vocabulary
1. Global warming (n)
2. Consequence (n)
3. Temperature (n)
4. Atmosphere (n)
5. Fossil fuel (n)

Nguyễn Thị Ngọc Anh

 6. Carbon dioxide (n)
- Task 1: Listen and read.
- Task 2: Complete the diagram.
- Task 3: Match the words to make phrases.
- Task 4: Complete the sentences.
- Task 5: Discussion

*Homework

Period 41 UNIT 5: GLOBAL WARMING

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use sentence stress appropriately to speak with a natural rhythm.
- Understand and use words and phrases related to global warming.
- Use present participle and past participle clauses correctly.
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
- Be aware of global issues and protect the environment
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 5, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Present participle Past participle
The present participle is used to form a The past participle is a verb form usually
participle clause when the participle and the ending in -ed, which normally has a passive
verb in the main clause have the same subject meaning.
and the action is done by the same person or Similar to present participles, past
thing. participles can form past participle clauses,
The present participle is a verb form ending in but with a passive meaning.
-ing and it has an active meaning.

Assumption

Nguyễn Thị Ngọc Anh

 Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 global warming.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can get further understanding of global warming.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link:
- Ss work in 4 groups. https://ed.ted.com/lessons/climat
- Teacher shows a video about causes and effects of e-change-earth-s-giant-game-of-
global warming. tetris-joss-fong
- All teams watch the video and answer questions.
- Teacher checks the answers of each group. Suggested questions and
- The group that has the most correct answers is the answers:
winner. 1. Which game was mentioned?
- Tetris
2. What else do we call carbon
dioxide?
- Greenhouse gas
3. Why do people cut down
trees?
- To make room for agriculture
4. How much has the amount of
CO2 increased in the
atmosphere since 1750?
- By 40%

Nguyễn Thị Ngọc Anh

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise sentence stress appropriately.
b. Content:
- Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (p.53)
- Task 2: Underline the stressed words in the sentences. Listen and check. Then practise saying the
sentences with a natural rhythm. (p.53)
c. Expected outcomes:
- Students can say the given sentences with a natural rhythm.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (5 mins)
- Play the recording and ask Ss to listen to the
sentences. Have them pay attention to the sentence
stress (the stressed words in bold) and rhythm (the
combination of stressed and unstressed syllables).
- Play the recording again, pausing after each sentence
for Ss to repeat.
- Have Ss read the notes in the Remember! box.
Check understanding by asking individual Ss to briefly
explain what words to stress in their spoken sentences
to sound natural and fluent.
- Ask Ss to work in pairs, taking turns to read the
sentences. Call on some Ss to read them out loud.
Task 2: Underline the stressed words in the sentences. Listen and check. Then practise
saying the sentences with a natural rhythm. (7 mins)
- Ask Ss to read the information in the Remember! box Answer key:
carefully. 1. The village was completely
- Have them quickly look through the sentences, destroyed by floods.
underline the stressed words, and practise saying the 2. Some gases are released in the
sentences with a natural rhythm. air through human activities.
- Play the recording for Ss to check if they have 3. Has the earth's temperature
correctly underlined the stressed words. In stronger increased in the past few years?
classes, ask Ss to mark the word stress, e.g ˈvillage, 4. Some environmental disasters
comˈpletely, deˈstroyed. will become more frequent.
- Check answers as a class.
- Play the recording again, pausing after each sentence
for Ss to repeat.
- Ask Ss to work in pairs, taking turns to practise
reading the sentences. Call on some Ss to read them
out loud.
Nguyễn Thị Ngọc Anh
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 and phrases related to global warming.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.54)
- Task 2: Complete the sentences using the words and phrases in task 1(p.54)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words with their meanings. (6 mins)
- Teacher tells Ss that the words / phrases in the activity are Answer key:
related to global warming. 1. e
- Teacher has Ss match each word with its meaning. 2. c
- In weaker classes, do the first one as an example before 3. d
asking Ss to match the rest individually or in pairs. 4. a
- Check answers as a class. 5. b
Task 2. Complete the sentences using the words and phrases in task 1. (6 mins)
⮚ - Tell Ss to read the sentences carefully and decide which Answer key:
word in Activity 1 can be used to complete each of the 1. renewable
sentences. Tell them to change the forms of some words if 2. waste
necessary. 3. released
⮚ - Ask Ss to work individually to complete the sentences. 4. coal
Remind them to use the context clues to help them decide 5. fossil fuels
on each word. Then put Ss into pairs to compare their
answers with a partner.
⮚ - In weaker classes, have Ss look up the words in the
glossary if necessary.
⮚ - Check answers as a class by having Ss call out the missing
word first, then read the whole sentence.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
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 - To help Ss recognise and practise present participle clauses.
- To help Ss recognise and practise past participle clauses.
b. Content:
- Task 1: Find and correct the mistakes in the following sentences. (p.55)
- Task 2: Rewrite these sentences using past participle clauses. (p.55)
c. Expected outcomes:
- Students can use participle clauses in sentences.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Find and correct the mistakes in the following sentences. (6 mins)
- Focus Ss’ attention on the structure of the present Answer key:
participle clause (a verb form ending in -ing). 1. Was waiting → Waiting
2. Saw → Seeing
- Ask Ss to paraphrase the 2 examples in the Remember!
box: 3. were planting → planting

‘Trapping too much of the sun’s heat, greenhouse gases

stop it from escaping back into space’ => ‘As / Since
greenhouse gases trap too much of the sun’s heat, they stop
it from escaping back into space.’
‘Walking on the beach, they picked up litter.’ => ‘While
they were walking on the beach, they picked up litter.’
- Ask Ss to focus on the subject in each sentence and ask
questions to elicit that the participle and the verb in the
main clause have the same subject and the actions are done
by the same person or thing.
- Have Ss correct the sentences individually or in pairs.
- Check answers as a class.
Task 2. Rewrite these sentences using past participle clauses. (7 mins)
⮚ - Ask Ss to read the explanation and examples in the Suggested answer:
Remember! box carefully and check their understanding. 1. Not kept cool in hot
Tell them to pay attention to the form of the past participle weather, farm animals can
(a verb form usually ending in -ed) and two main uses of suffer from heat stress.
past participle clauses (i.e. giving the reason for an action 2. Worried about the
and expressing a condition). consequences of
⮚ - Have Ss study the example before asking them to do the deforestation, some farmers
activity individually. Walk round the class and offer help if stopped burning trees to
necessary. create farmland.
⮚ - Put Ss into pairs and have them compare their sentences. 3. Produced in huge amounts,
carbon dioxide causes air
⮚ Check answers as a class.
pollution and climate change.
⮚ - In weaker classes, have Ss write the sentences on the
board and explain the paraphrases.
e. Assessment
- Teacher’s observation on Ss’ performance.

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- 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 5: GLOBAL WARMING
Lesson 2: Language
*Warm-up
Video watching
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Underline the stressed words.
* Vocabulary
- Task 1: Match the words with their meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Find and correct the mistakes.
- Task 2: Rewrite these sentences.

*Homework

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 Period 42 UNIT 5: GLOBAL WARMING
Lesson 3: Reading - The UN Climate Change Conference

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for general ideas and for specific information in the news about the UN Climate Change
Conference.
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
- Be aware of global issues and find solutions for them
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 5, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge Provide students with the meaning and
about some lexical items. pronunciation of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging
2. Students may have underdeveloped
environment for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups
skills.
so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on climate change;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Describing game
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’ CONTENTS

ACTIVITIES
Nguyễn Thị Ngọc Anh
 Describing game
- Students work in 3 groups
- Students look at the pictures and describe the
situations before and after.
- Ss raise hands to take turns describing the
pictures.
-Teacher leads into the new lesson.

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

2. ACTIVITY 1: PRE-READING (5 mins)

a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Task 1. Work in pairs. Look at the pictures and discuss the environmental problems you see. (p.55)
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Work in pairs. Look at the pictures and discuss the environmental problems
you see.
(5 mins)
- Ask Ss to work in pairs to discuss the pictures Questions:
and identify the environmental problems. What can you see in the pictures?
- Ask some guiding questions. Do you think human activities like
- Invite individual Ss to share their answers with farming can cause any negative
the class. impacts on the environment?
- Introduce the topic of the reading text. How does deforestation contribute to
global warming?
Have you heard about global efforts
to deal with climate change?

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (22 mins)

a. Objectives:
- To help Ss practise reading for main ideas in an article about the climate change conference.
b. Content:
- Task 2. Read the article and choose the best title for it. (p.55)
- Task 3. Read the article again. Match the highlighted words with their meanings. (p.56)
- Task 4. Read the article again and choose the correct answers A, B, or C. (p.56)
c. Expected outcomes:
- Students can understand the content of the text and complete the tasks successfully
Nguyễn Thị Ngọc Anh
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the article and choose the best title for it. (8 mins)
- Have Ss read the whole text quickly to get an overall idea. In
Answer key:
weaker classes, go through the answer options and check
C - Main goals of
understanding.
this year’s COP
- Ask Ss to work in pairs to compare their answers. Walk round the
class and provide help if necessary.
- Remind them that incorrect headings for a section are often
“irrelevant” (i.e., not mentioned in the section), “too narrow” (i.e.,
only representing part of the section) or “too general” (i.e., not
specific to that section only).
- In weaker classes, have Ss read the article and find the most
important pieces of information and summarise them. This can help
them recognise the right title.
- Check answers as a class.
Task 3. Read the article again. Match the highlighted words with their meanings. (7
mins)
- Ask Ss to read the article. Focus their attention on the context of
Answer key:
the highlighted words and have them look for clues offering direct or
1. d
indirect suggestions about their meanings, e.g. CO2 in paragraph 2
2. c
suggests that emissions are gases while methane is a gas as in
3. b
paragraph 5 it is defined ‘a greenhouse gas’. Preposition between
4. a
used after balance prompts equal things in a situation.
- Check answers as a class.
- Ask Ss to make sentences with each of the words to check
understanding if time allows.
Task 4. Read the article again and choose the correct answers A, B, or C. (7 mins)
- Have Ss read the multiple-choice questions. Check Ss’
understanding and explain new or difficult vocabulary if necessary. Answer key:
- Ask Ss to read the article again. Have Ss work individually to 1. C
answer the questions. Encourage them to discuss and compare their
answers with a partner. 2. A

- Check answers as a class. Have Ss explain the answers by 3. C

providing evidence from the article, e.g. Choices A and B in 4. B
question 1 are (the paraphrases of) key goals 2 and 3 while choice C
is not (Paragraph 5 says, ‘The last key goal is to reduce methane 5. B
emissions’).

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (9 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
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- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Discussion (p.56)
c. Expected outcomes:
- Students can use the ideas and language in the reading passage to talk about their opinions
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Discussion Suggested solutions
- Ask Ss to work in groups of three or four. 1) Use less energy at home
- Tell Ss to brainstorm and suggest some possible 2) Plant trees
solutions to global warming. Have Ss think about 3) Walk, bike, or use public
things they can do as individuals to help fight global transport
warming. 4) Eat more vegetables and less
- Suggest that Ss make use of graphic organisers for meat
brainstorming, e.g., spidergrams. An example is at 5) Choose eco-friendly products
https://www.savecoastalwildlife.org/solutions-to- 6) Switch to green power
global-warming 7) Follow 4Rs: Reduce, reuse,
- Ask Ss from different groups to share their ideas repair, recycle
with the rest of the class. Encourage them to explain
how each action will help limit of stop global
warming, e.g., Use less energy at home (less
greenhouse gas emissions); Plant trees (more oxygen,
less CO2)
- Praise for workable solutions and fluent delivery.
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
- Write a short paragraph about effective methods to live healthily and increase life expectancy.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 3: Reading
The UN Climate Change Conference
*Warm-up

- Task 1: Look at the pictures and discuss the environmental problems.

Nguyễn Thị Ngọc Anh

 - Task 2: Choose the best title.
- Task 3: Match the highlighted words with their meanings.
- Task 4: Choose the correct answers.
- Task 5: Discussion

*Homework

Period 143 UNIT 5: GLOBAL WARMING

Lesson 4: Speaking – Human activities and global warming

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Present ideas clearly in a discussion.
- Talk about human activities and global warming.
- Gain some language expressions to ask for and give opinions.
2. Competences
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Have responsibility for protecting the environment
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 4, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that
they can help each other.
- Give short, clear instructions and help if
necessary.

III. PROCEDURES
1. WARM-UP (6 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on cause-effect relation.
- To set the context for the speaking part;
- To help Ss get ready for the lesson by providing some background information.
b. Content:
- Matching game
c. Expected outcomes:
- Students can follow the instructions to perform the task successfully.
Nguyễn Thị Ngọc Anh
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Matching game Key:
- Teacher shows some causes and effects of global 1. Ice on the poles is melting - Sea
warming on the screen. level is rising
- Ss works in 4 groups. The groups raise hands to 2. The snow fell all night - Schools
take turns to match the causes with the correct and factories are closed today.
effects. 3. It rained all week - The town was
- The group with the highest points is the winner. flooded
4. Lightning struck the tree - It burned
and blocked the road

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (12 mins)

a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Introducing tips to give instructions.
- Task 1. Match the activities (1–3) with their possible effects on the environment (a–f). (p.56)
- Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs. (p.57)
c. Expected outcomes:
- Students can use key language more appropriately when they speak.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the activities (1–3) with their possible effects on the environment (a–f).
(5 mins)
- Ask Ss to have a look at the activities and their possible effects Suggested answers:
on global warming. Check understanding. Explain any new 1. c, e
words or phrases. 2. a, d
- Have Ss match the activities with their effects on the 3. b, f
environment. Ask them to discuss and compare answers with a
partner.
- Check answers as a class.
Task 2. Use the sentences in the box to complete the conversation. Then practise it in
pairs. (7 mins)
- Ask Ss to focus on the sentences in the box and make sure they
understand their meaning. Have Ss read through the incomplete
discussion about the reasons why cutting down or burning
Suggested answers:
forests is the most serious problem causing global warming.
1. B
- In weaker classes, ask questions to elicit the answers. e.g.
2. D
Mark starts the conversation by asking Mai for her opinion.
3. A
Which of the options in the box expresses her opinion? Mark
4. C
wants to know why she thinks that or the reasons. Which of the
options is a suitable answer?

Nguyễn Thị Ngọc Anh

 - Check answers as a class.
- Have Ss read the explanations and examples in the Tips box.
Focus their attention on the tips useful for presenting ideas
clearly in a discussion and ask which of the tips and which
words / phrases Mai has used (all the tips; words / phrases: I
think, There are two main reasons, First).
- Ask Ss to practise the conversation in pairs.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (10 mins)

a. Objectives:
- To provide a model conversation in which speakers discuss which human activity contributes most to
global warming and practise presenting ideas clearly.
- To give Ss an opportunity to personalise the model conversation and discuss other causes of global
warming.
b. Content:
- Task 3 Work in pairs. Talk about the other human activities that contribute to global warming. Use
the ideas in task 1, the model and the tips in task 2 to help you. (p.57)
c. Expected outcomes:
- Students can present their ideas clearly.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in pairs. Talk about the other human activities that contribute to
global warming. Use the ideas in task 1, the model and the tips in task 2 to help you.
- Explain the task and remind Ss of the tips for presenting ideas
clearly in a discussion. Students’ practice
- Ask Ss to work in pairs. They should talk about other human
activities and how they contribute to global warming.
- Remind Ss to use the expressions in the Tips box to state ideas,
agree or disagree and introduce arguments.
- Walk round to provide help if necessary.
- Encourage them to swap roles so that each student has a chance
to ask and answer about human activities and global warming.
- Invite some pairs of Ss to role-play their conversation in front
of the whole class. Praise for good effort, clear pronunciation,
well-structured questions and interesting answers.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: FREE PRACTICE (15 mins)

a. Objectives:
- To give Ss an opportunity to take part in a group discussion about global warming, then report their
discussion to the whole class.
Nguyễn Thị Ngọc Anh
b. Content:
- Task 4. Work in groups. Decide which human activity contributes to global warming the most.
Report to the whole class. (p.57)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about global warming and report to the
class.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Decide which human activity contributes to global
warming the most. Report to the whole class.
- Ask Ss to work in groups to prepare a discussion about human
activities and global warming. Students’ practice.
- Tell groups to choose a group leader whose role is to keep the
discussion going and ensure that everyone has a chance to speak.
Remind group members that they need to listen without interrupting
their classmates, wait for their turn to speak, take notes, and
contribute ideas.
- Walk round the class to provide help when necessary and
encourage quiet group members to get involved.
- Invite some groups to present their discussion in front of the class
and answer any questions from the rest of the class.
- Praise groups who present their opinions and arguments clearly.
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 the next lesson – Listening.

Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 4: Speaking – Human activities and global warming
*Warm-up
Matching game

- Task 1: Match the activities with their effects.

- Task 2: Complete the conversation.
- Task 3: Talk about the other human activities that contribute to global warming.
- Task 4: Decide which human activity contributes to global warming the most.

*Homework

Nguyễn Thị Ngọc Anh

Nguyễn Thị Ngọc Anh
 Period 44 UNIT 5: GLOBAL WARMING
Lesson 5: Listening – Black carbon and global temperature

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- listen for main ideas and specific information in a talk about black carbon and global
temperature
- Memorise vocabulary to talk about climate change.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 5, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. soot (n) /sʊt/ a black powder composed mainly of carbon,
produced when coal, wood, etc. is burned

2. soil (n) /sɔɪl/ the material on the surface of the ground in which
plants grow; earth

3. crop (n) /krɒp/ a plant such as a grain, vegetable, or fruit grown in

large amounts on a farm, or the total amount
gathered of such a plant

4. melt (v) /melt/ to turn from something solid into something soft or
liquid

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary - Provide vocabulary and useful language before
to deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
necessary.
Students cannot follow the speed of - Make sure they know the pronunciation and
the recording. understand the meaning of important words.
Nguyễn Thị Ngọc Anh
 - Teach them the skill of underlining key words in
the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic.
- To set the context for the listening part.
b. Content:
- Climate change quiz
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Climate change quiz Questions (PPT slides):
- Teacher shows the questions about 1. True or False: Wasting less food is a way
climate change. to reduce greenhouse gas emissions.
- Questions are shown one by one, the 2. Which of the following is a greenhouse
whole class compete to answer the gas?
questions. 3. What is the greenhouse effect?
- After the game, Ss with the highest 4. What can you do to help fight climate
point is the winner. change?
- Teacher leads in the lesson. Key:
1. True
2. All of the above
3. When the gases in our atmosphere trap
heat and block it from escaping our planet
4. All of the above

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (10 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:
- Pre-teach vocabulary related to the content of the lesson.
- Task 1: Work in pairs. Match the words with their meanings. (p.57)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
Nguyễn Thị Ngọc Anh
 - Teacher explains the meaning of the new vocabulary with 1. soot (n)
different techniques (pictures, actions, synonyms …) 2. soil (n)
- Teacher checks students’ understanding with the “Rub out and 3. crop (n)
remember” technique. 4. melt (v)
- Teacher asks Ss to take notes in their notebooks.
Task 1. Work in pairs. Match the words with their meanings. (5 mins)
Key:
- Ask Ss to look at the picture and try to elicit the pollutant, e.g.
1. c
Open fires release black carbon or soot.
2. a
- Write the phrase ‘black carbon’ on the board. Ask Ss if they
3. d
know its meaning. Tell them it is also known as ‘soot’.
4. b
- Ask Ss to do the activity by matching the words with their
meanings. Walk round the class and provide help if necessary.
Point out the part of speech (v, n) and explain any difficult words
or phrases.
- Check answers as a class. Make sure Ss understand the words by
asking Ss to make sentences with them.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (15 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
b. Content:
- Task 2. Listen to a talk and choose the main idea. (p.57)
- Task 3. Listen to the talk again. Choose the correct answers A, B, or C (p.57)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTEN

TS
Task 2. Listen to a talk and choose the main idea. (7 mins)
Answer
- Tell Ss that they are going to listen to a talk about black carbon. Have Ss
key:
read the title options and check understanding.
C
- Ask them to read the three ideas and check their understanding. In weaker
classes, make sure Ss understand more difficult vocabulary such as
produce, contribute, sources, emissions, affect. Pre-teach them if
necessary.
- Ss listen to the recording and do as instructed.
- T reminds Ss that incorrect choices are often “irrelevant” (i.e., not
mentioned in the talk), “too narrow” (i.e., only representing part of the talk)
or “too general” (i.e., too broad or too vague).
- Check answers as a class. Explain why C is the correct answer (i.e., black
carbon emissions come from several sources and affect the earth’s
temperature) and why other answers are incorrect (i.e., A, B aree ko
Nguyễn Thị Ngọc Anh
 ‘irrelevant’ or not mentioned).
Task 3. Listen to the talk again and choose the correct answers A, B, or C. (8 mins)
- Give Ss some time to read through the questions and underline key words
Answer
to help them work out the answers. Check if they understand all the
key:
vocabulary.
1. B
- In stronger classes, ask Ss if they can answer the questions without
2. B
listening to the conversation again.
3. C
- In weaker classes, pre-teach some difficult vocabulary such as consist of,
4. A
previously thought, last, increase, speed of melting.
- Play the recording once in stronger classes and twice in weaker classes.
- If time allows, ask Ss to discuss their answers in pairs.
- Check answers as a class. Play the recording, pausing at the places where
Ss can find the answers, e.g. choice B is the answer to question 1 (‘these
huge fires are the world’s biggest source of soot’), choice C is the answer
to question 2 (‘it only lasts for a few days or weeks’), choice C is the
answer to question 3 (‘when black carbon falls onto ice or snow, it warms
the surface and increases the speed of melting’), choice A is the answer to
question 4 (‘offering me the opportunity to talk about black carbon’, ‘So
what do you think we should do’).

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (12 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To give Ss an opportunity to use the ideas and language in the listening to talk about sources of
black carbon in their city or neighbourhood.
- To give students authentic practice in using target language.
- To revise opinion phrases in the Speaking section.
b. Content:
- Task 4. Work in groups and answer the questions. (p.57)
c. Expected outcomes:
- Students can use the language and information from the unit to present their own ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups and answer the questions. (p.57)
- Ask Ss to work in groups. Have Ss decide if black Question:
carbon is found in their city or neighbourhood and give
- Is black carbon found in your
reason(s) for their answer. Tell Ss to note down their
city or neighbourhood?
ideas.
- If so, where does it come from?
- In weaker classes, do the brainstorming with all Ss and
write the best ideas on the board.
Student’s practice
Nguyễn Thị Ngọc Anh
 - Invite some Ss from each group to present a summary of
their discussions to the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- 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 the next lesson –Writing.
Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 5: Listening – Black carbon and global temperature
*Warm-up

* Vocabulary
- Task 1: Match the words with their meanings.
- Task 2: Choose the main idea.
- Task 3: Choose the correct answers A, B, or C.
- Task 4: Answer the questions.

*Homework
Period 45 UNIT 5: GLOBAL WARMING
Lesson 6: Writing – A leaflet about ways to reduce black carbon emissions

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a leaflet about ways to reduce black carbon emissions.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be aware of global issues and protect the environment
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 5, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Nguyễn Thị Ngọc Anh

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and 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’ comprehension of leaflet.
- To set the context for the writing part.
b. Content:
- LEFT/RIGHT quiz.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz - “Left or Right?”
- Teacher shows the questions one by one, the whole (PPT slides)
class answer the questions. Posters/ booklets/ poster/ banner/
- After each question, teacher pauses for a moment leaflet
to ask Ss to raise their hands to answer.
- Teacher leads in the lesson by linking formal
request to proposal.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (15 mins)

a. Objectives:
- To help Ss build up ideas that they can later use for their writing.
- To familiarise Ss with the structure and language of a leaflet.
b. Content:
- Task 1: Work in pairs. Match the ways to reduce black carbon emissions (1–3) with the reasons (a–
i) for doing so. (p.58)
- Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use the tips on page
59 to help you. (p.58)
c. Expected outcomes:
- Students understand the reasons to reduce black carbon emissions.
- Students can identify the structure and language of a leaflet.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Match the ways to reduce black carbon emissions (1–3) with
the reasons (a–i) for doing so. (8 mins)
Nguyễn Thị Ngọc Anh
 - Have Ss work in pairs. Tell them to look at the ways to reduce
black carbon emissions and the reasons. Answer key:
- Explain any new words. Ask Ss to do the matching, then discuss 1. a, c, d
and check their answers with a partner.
- Check answers as a class. 2. f, g, i
3. b, e, h
Task 2. Work in pairs. Label the parts of the leaflet with the words in the box. Use
the tips on page 59 to help you. (7 mins)
- Ask Ss to work in pairs and study the five-part structure of the Key:
sample leaflet. 1. a 2. b 3. d
- Tell them to read the tips for writing a leaflet and check their 4. c 5. e
understanding.
- In weaker classes, explain any new or difficult words, either in
the tips or in the sample (e.g. slogan, call for action, renewable
energy, warming effect, run out, solid fuels, switch to, organic
waste etc.).
- Ask Ss to look at the leaflet and label its parts, using the words in
the box.
- Walk round the class to provide help if necessary.
- Check answers as a class.
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (10 mins)

a. Objectives:
- To help Ss practise writing a leaflet about ways to reduce black carbon emissions.
b. Content:
- Task 3. You are organising your school's Green Fair. Write about 120–150 words to complete the
leaflet in 2. Use the suggested ideas in 1, and the tips above to help you. (p.59)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. You are organising your school's Green Fair. Write about 120–150 words to
complete the leaflet in 2. Use the suggested ideas in 1, and the tips above to help you.
(12 mins)
- Explain the task. Ask Ss to refer back to the suggested SAMPLE
ideas in 1, and study the sample paragraph and tips in 2 How dangerous is using solid
carefully. Make sure Ss understand the structure and the fuels at home?
language of a leaflet. Many people still use solid fuels
- In weaker classes, provide the first paragraph of the like coal and wood for heating
suggested answer below as a model by reading it aloud and cooking. However, when
or displaying it on the board. Check Ss’ understanding. burnt at home, they produce
- Explain that they can use the ideas suggested in 1 black carbon and other
when they develop their paragraphs. pollutants. The tiny pieces of
- Remind Ss that writers often provide detailed black carbon released from
explanations or examples to support each idea in a indoor stoves can enter the
paragraph. Set a time limit for Ss to write in class. human body and cause serious
Nguyễn Thị Ngọc Anh
 - In weaker classes, put Ss in pairs or groups to help health problems. Household air
each other. Walk round the class to provide help. pollution kills millions of people
- If time allows, encourage Ss to swap their writing with every year.
a partner for peer feedback. Ask them to focus on the Use soot-free fuels!
content, language, and structure in their comments.
Encourage Ss to make some revisions based on their Renewable energy is the future!
partners’ suggestions before they produce a final draft. Renewable energy is clean and
- Collect Ss’ paragraphs and give face-to-face feedback free of black carbon and
in private, or give them back with some written greenhouse gases, so it does not
feedback. pollute the environment.
Renewable energy can replace
fossil fuels because it is
convenient and reliable. Fossil
fuels will be used up in this
century while renewable energy
will never run out because it
comes from the Earth’s natural
sources.
Power the planet with renewable
energy!

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (10 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss 2. Legibility: …/10
do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and
and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to give
suggestions to other Ss
- Teacher chooses some typical errors and corrects as the
whole class without nominating the Ss’ names.
Nguyễn Thị Ngọc Anh
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 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 the next lesson – Communication and Culture.

Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 6: Writing – A leaflet about ways to reduce black carbon emissions
*Warm-up

- Task 1: Match the ways to reduce black carbon emissions with the reasons.
- Task 2: Label the parts of the leaflet.
- Task 3: Complete the leaflet.

* Cross-checking

*Homework

Period 46 UNIT 5: GLOBAL WARMING

Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- To review expressions for giving warnings and responding.
- Understand the environmental impact of farming and how to reduce it
2. Core competence
- Be able to give warnings and responding;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to share the awareness to help the Earth when necessary.
- Protect their surrounding environment.

II. MATERIALS
- Grade 11 textbook, Unit 5, Communication and Culture / CLIL
Nguyễn Thị Ngọc Anh
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. atmosphere (n) /ˈætməsfɪə(r)/ the mixture of gases that surrounds the earth

2. crop (n) /krɒp/ the amount of grain, fruit, etc. that is grown in one
season

3. deforestation /ˌdiːˌfɒrɪˈsteɪʃn the act of cutting down or burning the trees in an

(n) / area

4. farming (n) /ˈfɑːmɪŋ/ the activity of working on a farm or organizing the

work there

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work
that they can help each other.
in groups.
- 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 a speech - 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 impact of farming on the
environment.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can identify keywords and information from the video to answer the questions.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES

Nguyễn Thị Ngọc Anh

 Video watching Link:
- Ss work in groups and watch the video. https://www.youtube.com/watch?v=7
- There are 3 questions which relate to the I0v3LhKhQg
video.
- T asks Ss to raise their hands and answer the Suggested answer:
questions.
1. False
- The group which gets the most correct answers
is the winner. 2. 6 kilograms
Questions: 3. We can consume fewer animal
1. Farm animals contribute less to the emission products or even go meat free.
of CO2 than vehicles. True or False?
2. How many kilograms of plant protein are
used in order to produce 1 kilogram of animal
protein?
3. What can we do to reduce greenhouse gas?

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To help Ss learn about ways to reduce the impact of farming on global warming.
- To provide Ss with a model conversation in which people give and respond to warnings.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p 59)
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One of
you is Student A, the other is Student B. Use the expressions below to help you. (p 59)
c. Expected outcomes:
- Students can use expressions for giving and responding to warnings.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box.
Then practise it in pairs. (6 mins)
- Ask Ss if their family have ever used a coal-burning stove Answer key
for cooking or / and heating. 1. D
- Tell Ss that they are going to listen to a conversation 2. C
between two friends, Jane and Nga, about using a coal- 3. B
burning stove. While listening, they should complete the 4. A
conversation with the expressions they hear.
- Give Ss some time to skim through the conversation and
look for context clues for the missing expressions. In
stronger classes, encourage them to work out the answers
based on the context clues before they listen.
- Play the recording for Ss to do the activity.
Nguyễn Thị Ngọc Anh
- Check answers as a class. In weaker classes, play the
recording again, pausing after each blank to confirm the
correct answers.
- Put Ss into pairs and have them practise the
conversation.
Useful expressions (5 mins)
- Teacher gives students a list of expressions to prepare for Useful expressions
Task 2 - Giving warnings
● I wouldn’t… if I
were you!
● Watch out (for
something)!
● I (must) warn you
…
● mind your …
- Responding to
compliments
● Thanks for (the)
warning.
● I’ll be (more)
careful (next
time). Thanks.
● Oh, really? I
didn’t know that.
Thanks so much
Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Use the expressions
below to help you. (7 mins)
- Tell Ss that the words they used to fill in the gaps in Situations:
Activity 1 are part of expressions for giving and 1. Student A is burning
responding to warnings. rubbish. Student B is
- Ask Ss to read the list of useful expressions and check warning him/her about
their understanding. the dangers of open
- Put Ss in pairs and explain the task: to role-play waste
conversations like the one in Activity 1 but based on the burning to people's
two situations. Ss should play the roles given in this health and the
activity. environment.
- Give Ss a few minutes to plan their conversations before 2. Student B is building a
they role-play it (e.g., who will be Student A, who will be campfire. Student A is
Student B, and have them underline key words in the task warning him/her about
question). Have them write down some prompts to help the risk of starting a
them. Encourage them to swap roles. forest fire and the health
- Walk round the class and provide help when necessary. risks.
- Invite some pairs to role-play their conversations in front
of the class. Praise for good effort, appropriate use of
giving and responding to warnings and fluent delivery.

Nguyễn Thị Ngọc Anh

e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.

3. ACTIVITY 2: CLIL - REDUCING THE ENVIRONMENTAL IMPACT OF FARMING

(20 mins)
a. Objectives:
- To help Ss learn about ways to reduce the impact of farming on global warming.
b. Content:
- Task 1: Read the text and tick (✓) the pictures that show ways to reduce global warming. (p.60)
- Task 2: Work in groups. Discuss the following questions. (p.60)
c. Expected outcomes:
- Students understand and can relate what they have learnt about farming and global warming to their
country.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Pre-teach vocabulary (4 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new 1. atmosphere (n)
vocabulary by pictures. 2. crop (n)
- Teacher checks students’ understanding and reveals
3. deforestation (n)
that these words will appear in the reading text and
asks students to open their textbook to discover 4. farming (n)
further.
Task 1. Read the text and tick (✓) the pictures that show ways to reduce global
warming. (6 mins)
- Ask Ss some questions to find out what they already
know about the topic. Questions:
- Ask Ss what they want to know about the topic. - Know:
Write their questions on the board. Do you think farming causes
- Put Ss into pairs and have them study the pictures. global warming? Does it harm
Ask them to tell you what they see in each one. the environment? Does it emit
- Ask Ss to read the text and tick the pictures that any greenhouse gases? Which
illustrate the ways of limiting global warming greenhouse gas comes from
mentioned in the text. farming?
- Explain or elicit any new or difficult words, e.g. - Want to know:
face masks, be intended to, coal plants, flooded rice Which farming activities
fields. In stronger class, encourage Ss to guess their contribute to global warming?
meaning from context. How does raising farm animals
- Check answers as a class by calling on pairs to make the planet hotter? Why can
speak out or write the answers on the board. growing rice heat the earth’s
atmosphere? How can land-use
- Go back to the questions on the board, i.e. the things
increase the global temperature?
Nguyễn Thị Ngọc Anh
 Ss wanted to know about the topic. Ask which of the What has been done to reduce
questions they can answer now and cross them out. the impact of farming on global
Assign the rest for homework. warming?

Answer key:
1, 4
Task 2. Work in groups. Discuss the following questions. (10 mins)
- Tell Ss to read the text again and list the information Questions:
about the farming activities raising farm animals, - What farming activities in Viet
growing rice, and land-use, which contribute to Nam do you think have a
global warming. Ask Ss if these activities in Viet negative impact on the global
Nam have a negative impact on global warming. temperature?
- Put Ss in groups and give them enough time to - What do you think are the
discuss their answers. alternatives to those activities?
- Ask some groups to share their ideas with the whole
class. Praise for good effort, clear pronunciation,
well-structured and interesting answers.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 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 8 - Looking back and project.

Board Plan

Date of teaching
UNIT 5: GLOBAL WARMING
Lesson 7: Communication and Culture / CLIL
*Warm-up

* Everyday English
- Task 1: Complete the conversation.
- Task 2: Make similar conversations.
* CLIL
- Vocabulary
- Task 1: Read the text and tick the pictures
- Task 2: Discussion.

Nguyễn Thị Ngọc Anh

 *Homework

Period 47 UNIT 5: GLOBAL WARMING

Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 5;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 5, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of global warming.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Quiz

Nguyễn Thị Ngọc Anh

c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz (PPT slides) Key:
- Teacher shows the questions about global warming. 1. True
- Questions are shown one by one, the whole class 2. China
compete to answer the questions.
3. 14%
- After the game, Ss with the highest point is the
winner. 4. Electricity & heat production
- Teacher leads in the lesson. 5. 2023

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss revise sentence stress and rhythm.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss revise the use of present participle and past participle clauses.
b. Content:
- Pronunciation: Listen and underline the stressed words. Then practise saying the sentences with a
natural rhythm. (p.60)
- Vocabulary: Choose the correct word or phrase to complete each sentence. (p.61)
- Grammar: Rewrite the sentences using present or past participle clauses. (p.61)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Pronunciation: Listen and underline the stressed words. Then practise saying the
sentences with a natural rhythm. (4 mins)
- Ask Ss to work individually. Have them read the Key:
sentences silently and underlining the stressed words. 1. Forests are helpful in cooling
- Play the recording, pausing after each sentence so down our planet.
that Ss can listen and check if they have underlined the 2. Plants can store a lot of
correct words. carbon in their roots,
- Check answers as a class by asking individual Ss to branches, and leaves.
call out the stressed words in each sentence. 3. Oceans can also remove
- Play the recording again for Ss to repeat each carbon from the atmosphere
sentence chorally. If time allows, have Ss practise and store it.
reading the sentences, focusing on sentence stress and 4. Oceans may start releasing
rhythm. the carbon they store as

Nguyễn Thị Ngọc Anh

 global temperatures rise.
Vocabulary: Choose the correct word or phrase to complete each sentence. (4 mins)
- Have Ss read each sentence and decide which word Key
best completes it. Make sure that they know all the 1. coal
words. 2. releasing
- In weaker classes, have Ss work in pairs or groups. 3. Renewable energy
- Check answers as a class. 4. fossil fuels
Grammar: Rewrite the sentences using present or past participle clauses. (4 mins)
- Explain to Ss that they are going to review the use of Key:
present and past participle clauses.
1. Being a fіrefighter
- In weaker classes, have Ss review the grammar rules
in the Language lesson before they do the exercise. If 2. Frightened by the forest fires
necessary, write the incomplete sentences on the board 3. Flooded with water after the
and explain the structures. heavy rain
- Walk round the class to provide help if necessary. 4. destroying all the wildlife there
- If time allows, ask Ss to work in pairs to compare
answers.
- Check answers as a class.
- In stronger classes, ask individual Ss to read the
completed sentences and explain which participle
clause they have used.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their communication and collaboration skills, and to
practise reporting survey results in an oral presentation.
b. Content:
Project: What can we do every day to help limit global warming
c. Expected outcomes:
- Students practice working on a project.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Work in groups. Carry out a survey to find out how people in your area are
reducing the negative impact of their daily activities on the environment and
trying to limit global warming. Report your survey results to the class.
- As Ss have prepared for the project throughout the unit, the focus Students’
of this lesson should be on the final product, which is a presentation presentations
of survey results.
- Have Ss work in their groups. Give them a few minutes to prepare
for the presentation.
- Give Ss a checklist for peer and self-assessment. Explain that they
Nguyễn Thị Ngọc Anh
 will have to tick (√) appropriate items while listening to their
classmates’ presentation and write comments if they have any. The
presenters should complete their self-assessment checklist after
completing their presentation.
- If necessary, go through the criteria for assessing their talk to make
sure Ss are familiar with them.
- Invite two or three groups to give their presentations. Encourage
the rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also
give Ss marks for their presentation as part of their continuous
assessment.
e. Assessment
- T gives comments and feedback to all the presentations, and awards a prize to the group which has
the most votes.

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 Unit 6.

Board Plan

Date of teaching
Unit 5: GLOBAL WARMING
Lesson 8: Looking back and project
*Warm-up

* Looking back
- Pronunciation
- Vocabulary
- Language
* Project
What we can do every day to help limit global warming

*Homework

Period 48 REVIEW 2
Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
Nguyễn Thị Ngọc Anh
 - Review the language they have learnt in Unit 4-5.
- Review the vocabulary and grammar they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Review 2
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may find the lesson boring - Encourage students to work in pairs and in groups
due to a large number of language so that they can help each other.
exercises. - Provide feedback and help if necessary.
- Explain expectations for each task in detail. Have
Some students will excessively talk in excessive talking students practice.
the class. - Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Name ASEAN countries
c. Expected outcomes:
- Students can recall the previous knowledge and develop interest in the lesson
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Name ASEAN countries
- Teacher asks Ss to work in 4 big groups.
- Teacher gives each group a set of pictures of
ASEAN countries’ flags.
- Students work in groups and write the name of
the countries.
- The fastest group with correct answers will be
the winner.

e. Assessment
- Teacher observes the groups, listens to Ss’ answers and gives feedback.
Nguyễn Thị Ngọc Anh
2. ACTIVITY 1: PRONUNCIATION (10 mins)
a. Objectives:
- To check if Ss can identify word stress and sentence stress, and provide further pronunciation
practice;
- To check if Ss can identify words with elision and provide further pronunciation practice.
b. Content:
- Task 1: Read the following sentences. Underline the stressed words in each one. Then mark the
stressed syllables in these words. Listen and check. (p.62)
- Task 2: Underline words with elisions in the following sentences. Listen and check. (p.62)
c. Expected outcomes:
- Students can revise different aspects of pronunciation learnt in Unit 4 and 5.
d. Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the following sentences. Underline the stressed words in each one. Then
mark the stressed syllables in these words. Listen and check. (5 mins)

- Teacher asks Ss to read the sentences, underline the Answer key:

stressed words and then mark the stressed syllables. 1. The earth is ‘getting ‘warmer
and ‘warmer.
- Teacher has Ss work in pairs to compare their 2. There will be more floods and
answers. storms in the ‘coming years.
- Teacher plays the recording for Ss to listen and 3. ‘ASEAN has helped its
repeat and check their answers. ‘members to a’chieve eco’nomic
growth.
- Teacher checks answers as a class. Write the 4. The ‘burning of coal and oil
marked sentences on the board, if necessary. re’leases a lot of ‘carbon di’oxide
into the air.
Task 2: Underline words with elisions in the following sentences. Listen and check. (5
mins)
- Teacher asks Ss to read the sentences and underline Answer key:
the words with elision in each one. 5. The young ASEAN leaders had
many diff(e)rent ideas.
- Teacher plays the recording for Ss to listen and 6. It’s very easy to use digital
repeat and check their answers. cam(e)ras.
- Teacher calls on some Ss to write their answers on 7. She’s giving a talk about the
the board. hist(o)ry of choc(o)late.
8. We’ll have our discussion on
- Extension: Put Ss in pairs and ask each pair to ASEAN in the libr(a)ry t(o)night.
think of at least 3 sentences and write them down
on a piece of paper. Then the pairs take turns to
read out their sentences. Have the rest of the class
write down the sentences, and mark the sentence
stress and any words with elision.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: VOCABULARY (10 mins)

a. Objectives:
Nguyễn Thị Ngọc Anh
- To check if Ss can understand and use topic-related words and phrases from Units 4 and 5 in
meaningful contexts.
b. Content:
- Task 1. What are the missing letters? Complete the sentences using the pictures to help you.
The first sentence is done for you. (p.62)
- Task 2. Complete the sentences using these words and phrases. (p.63)
c. Expected outcomes:
- Students can complete the tasks on vocabulary.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. What are the missing letters? Complete the sentences using the pictures to help
you.
The first sentence is done for you. (5 mins)
- Teacher asks Ss to work individually, then compare Answer key:
answers in pairs. Encourage them to use the pictures as 2. emissions, deforestation
clues. 3. fossil fuels, greenhouse
gases
- Teacher checks answers as a class. Call on individual Ss to
spell the words or write them on the board.
- Extension: Play a game to revise other key words Ss have
learnt in Unit 5, e.g., coal, waste, carbon, global warming.
Have a volunteer come to the front. Whisper one of the
words into his / her ear and have the student draw the word
on the board or mime it. In weaker classes, ask the student
to write the first two or three letters on the board. Ask the
rest of the class to make guesses. Give a point to the first
student who correctly calls out the word. Continue with
other words until all Ss have a go. The winner is the
student with most points.
Task 2. Complete the sentences using these words and phrases. (5 mins)
- Teacher has Ss work in pairs. Tell them to read the
Answer key:
sentences carefully and decide which word or phrase can be
1. current issues
used to complete each of the sentences. Explain that they
2. greenhouse gas
have to use context clues to decide on the suitable word or
phrase. 3. leadership skills
4. contribution
- Teacher reminds Ss that they have learnt these words or 5. Pollutants
phrases in Units 4 and 5
- Teacher checks answers as a class and has Ss call out the
word or phrase they have chosen for each sentence first.
- Teacher then asks individual Ss to read the whole
sentences. Confirm the correct answers.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

Nguyễn Thị Ngọc Anh

4. ACTIVITY 3: GRAMMAR (20 mins)
a. Objectives:
- To check if Ss can use gerunds, to-infinitives and present participle clauses
- To check if Ss can use gerunds and participle clauses.
b. Content:
- Task 1: Put the verbs in brackets in the correct forms. (p.63)
- Task 2: Rewrite the sentences using gerunds or participle clauses. (p.63)
- Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then correct
it. (p.63)
c. Expected outcomes:
- Students can do the given tasks on grammar.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Put the verbs in brackets in the correct forms. (6 mins)

- Teacher quickly reviews when gerunds, to-infinitives and Answer key:

present participles are used. In stronger classes, elicit the 1. buying
uses from Ss and ask them to give you some examples. 2. Feeling
- Teacher asks Ss to complete the sentences with the correct 3. to reduce
form of verbs in brackets. 4. wearing
- Teacher answers as a class and ask Ss to identify the verb 5. to work
forms: gerunds, to-infinitives or participles.

Task 2: Rewrite the sentences using gerunds or participle clauses. (7 mins)

- Teacher has Ss work in pairs. Tell them to read the Answer key:
sentences carefully and decide which word should be used 1. Used in this way
to complete each sentence. 2. Going on the ASEAN
- Teacher calls on Ss to read their complete sentences. tour
Confirm the correct answers with the whole class. 3. Cutting down the trees
4. Warmed by the Sun
5. preparing the guest list
Task 3: Circle the underlined part that is incorrect in each of the following sentences.
Then correct it. (7 mins)
- Teacher has Ss work individually. Tell them to read each Answer key:
sentence carefully and decide which option is incorrect. 1. C → collecting
- Teacher calls on Ss to share their answers in pairs. 2. C → injuring
- Teacher checks as a class and confirms the correct answers. 3. A → Embarrassed
For weaker classes, ask Ss to correct the mistakes in each 4. B → getting
sentence. 5. B → cheered

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
Nguyễn Thị Ngọc Anh
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Review 2 - Skills (1)

Board Plan

Date of teaching
Review 2
Lesson 1: Language
* Warm-up: Name ASEAN countries
Pronunciation
Task 1: Underline the stressed words.
Task 2: Underline words with elision.
Vocabulary
Task 1: Find the missing letters.
Task 2: Complete the sentences.
Grammar
Task 1: Put the verbs in brackets in the correct forms.
Task 2: Rewrite the sentences.
Task 3: Find the mistakes.
* Homework

Period 49 REVIEW 2
Lesson 2: Skills (1) - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise listening for general ideas and specific information
- Use the learnt ideas and language to discuss and practise problem-solving skills
2. Core competence
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn

Assumptions

Nguyễn Thị Ngọc Anh

 Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs
large number of language exercises. and in groups so that they can help each
other.
- Provide feedback and help if
necessary.
Some students will excessively talk in the - Explain expectations for each task in
class. detail. Have excessive talking students
practise.
- Continue to explain task expectations
in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link:
- Teacher asks Ss to watch a short video and try to https://www.youtube.com/watch?v
remember the information in the video. =7qQ0fDOOYxk
- After Ss listen, teacher shows the questions one by Suggested answers:
one. 1. Global warming and abnormal
- Ss raise their hands to grab the chance to answer. weather such as torrential rain
- T checks if the answers are correct or incorrect and and drought.
leads in the lesson. 2. (One of the main causes of
Questions: global warming is) CO2
1. Which environmental problems are mentioned in 3. Three main ways:
the video? + Fully mastering
2. What is one of the main causes of global warming? combustion technology to
3. What can be done to reduce CO2 emissions? completely burn fuel
+ Convert unused energy
into electricity
+ Optimize thermal
control

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: LISTENING (18 mins)
a. Objectives:
- To practise listening for main ideas

Nguyễn Thị Ngọc Anh

- To practise listening for specific information
b. Content:
- Task 1. Listen to a conversation between Nick and Ann. What are they talking about?
- Task 2. Listen again. Decide whether the following statements are true (T) or false (F).
- Extra activity
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and reorder the key information.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen to a conversation between Nick and Ann. What are they talking about?
(8 mins)
- Teacher focuses Ss’ attention on the picture and asks them what it Answer keys: B
shows, e.g., it shows that people can reduce CO2 emissions by
recycling and using green energy such as solar and wind power.
- Teacher tells Ss that they are going to hear a conversation between
Nick and Ann. Ask Ss to look through the list of topics and guess
what the two friends are going to talk about. Encourage them to
note down their guesses in their notebooks.
- Teacher calls on some Ss to share their predictions.
- Teacher plays the recording for Ss to listen for the first time and
check if their guesses are correct.
- Teacher confirms the correct answer. Ask Ss to give the clues that
help them work out the answer, e.g., words which are repeated
many times in the recording such as greenhouse gases, CO2,
reduce…
- For weaker classes, provide some strategies for listening for the
main idea if Ss can’t find the answers after the first time of listening
such as: listen to the keywords, the first sentences in the
conversation, linking words…
Task 2. Listen again. Decide whether the following statements are true (T) or false (F).
(10 mins)
- Teacher asks Ss to look at the sentences, and underline the
keywords (e.g.,1: planet, not warm, as usual; 2: Methane, increase, Answer keys:
population growth; 3: emissions from cows, changed, usable 1. F
energy; 4: scientists, green oceans, reduce, CO2; 5: NZT project, 2. T
involves, transport, storage, CO2). 3. T
4. F
- Teacher plays the recording and has Ss write down their answers. 5. T
- Teacher has Ss work in pairs to compare their answers.
- Teacher checks answers as a class.
- In weaker classes, play the recording again, pausing after the
clues. In stronger classes, ask Ss to provide the clues for their
answers, e.g., Statement 1 is false. Nick says, ‘the winter is not as
Nguyễn Thị Ngọc Anh
 cold as usual’ and Ann responds agreeing to him, ‘Yep, our planet
is getting warmer’.
Task 3. Extra activity (6 mins)
- Teacher puts Ss into groups. Students’ own ideas
- Teacher plays the recording and has them take notes. and presentations
- Teacher gives groups a few minutes to discuss and plan their talks
about ways to reduce greenhouse gas emissions.
- Teacher invites some groups to present their talks in front of the
class.
- Teacher praises groups whose talks include correct facts and all
the points.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: SPEAKING (20 mins)

a. Objectives:
- To give Ss an opportunity to use the ideas and language from the Listening in a group discussion
and practise problem-solving skills.
b. Content:
- Work in groups. Discuss the technologies can be used in Vietnam.
c. Expected outcomes:
- Students come up with good ideas and are able to decide on the most important things that will help
people to live a long and healthy life in the cities of the future.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in groups. Discuss if the following technologies mentioned in the
Listening can be used in Viet Nam. Think about how they can help slow global
warming. (9 mins)

Nguyễn Thị Ngọc Anh

 - Teacher asks Ss to recap the technologies mentioned Example:
in the Listening. If necessary, write the three points onA: I think turning methane
the board and have Ss add more details related to each emissions from cows into energy
one. is a great technology and it can
- Teacher asks Ss to work in groups of 3 or 4 to share be applied in Viet Nam. This will
their ideas. Remind them of the useful expressions in help save the local environment
Unit 4, page 47 and ask them to refer to the and provide more energy
technologies listed on the page. sources to the people in those
areas.
- Teacher walks round the class and gives support if
necessary. Encourage them to use the suggested useful B: I agree with you. There are
expressions from Unit 4, page 47. more dairy farms in Viet Nam
now as the demand for milk and
- Teacher invites some groups to present a summary of
beef has increased. I also think
their discussion to the class. Encourage the rest of the
that growing plants in the ocean
class to ask questions.
is worth trying. Our country has
- Teacher praises for good effort, interesting ideas and a long coastline.
fluent delivery.
A: Yes, you're right. These
underwater green carpets will
help remove carbon from the
atmosphere and limit global
warming.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 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 Review 1 - Skills - Reading and Writing.

Board Plan

Date of teaching
REVIEW 2
Lesson 2: Skills - Listening & Speaking
*Warm-up
Watch a video
* Listening
- Task 1. Listen to a conversation. What are they talking about?
- Task 2. True or false.

Nguyễn Thị Ngọc Anh

 - Task 3. Extra activity
* Speaking
- Discuss the technologies which can be used in Viet Nam.
*Homework

Period 50 REVIEW 2
Lesson 3: Skills (2) - Reading and Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for the main idea and specific information
- Practise writing a proposal for a youth event
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a - Encourage students to work in pairs and
large number of language exercises. in groups so that they can help each
other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in
class. detail. Have excessively talkative
students practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Picture description and brainstorming about going green.
Nguyễn Thị Ngọc Anh
c. Expected outcomes:
- Students can describe a picture and discuss ways to go green.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
- Teacher shows a picture to all students

- Teacher asks Ss some question: Suggested answers:

+ What can you do to go green? - cycling or going to school or work
- Ss’ answer and deliver the task.? by public transport
- Teacher asks each group to report their ideas. - planting trees
- Teacher corrects the answers and gives - organising clean-up events in the
feedback. community
- recycling plastic products
- turning off the devices when not in
use
- reducing the use of fossil fuels

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: READING (16 mins)
a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the text and choose the best title for it.
- Task 2. Read the text again and answer each question below with no more than three words.
c. Expected outcomes:
- Students can identify the main ideas as well as specific information of the reading passage.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text and choose the best title for it. (1-3) (6 mins)
- Teacher has Ss read the three options first. Answer keys:
B
- Teacher then asks Ss to read the whole text once to get an overall
idea.
- Teacher puts Ss into pairs to do the activity. Remind them to pay
attention to the first sentences of two paragraphs, which help them
Nguyễn Thị Ngọc Anh
 to find the answer. (ASEAN Youth Forum (AYF) is a programme
for young people in ASEAN…; AYF has had meetings in all
ASEAN countries…)
- Teacher checks answers as a class. Explain why option A and C
are wrong (option A is about activities in ASEAN and option C is
about the forum of ASEAN while the whole text is about ASEAN
Youth Forum)
Task 2. Read the text again and answer each question below with no more than three
words. (10 mins)
- Teacher asks Ss to read the questions and underline the key
words in the questions. Answer keys:
1. sustainable and
- Teacher checks whether Ss have got the right key words (e.g., 1. caring
What kind, community; 2. What, AYF, hold; 3.; where, online 2. meetings and
conversations; 4. Which countries, had meetings; 5. What, AYF workshops
conference, aim). 3. Youth: Open Space
- Teacher tells Ss to read through the text to locate the answers. 4. all ASEAN
Remind them to answer each question with no more than THREE members
words. 5. regional unity
- Teacher calls on some Ss to write their answers on the board.
- Teacher checks answers as a class.
Extension: Put Ss into pairs. Ask each pair to prepare two
incomplete sentences based on the reading text and write them on
cards or pieces of paper, e.g., AYF is _____ for young people in
ASEAN. Collect the cards, shuffle them and spread them, face
down, on a table in front of the class. Have Ss close their books.
Invite pairs to take turns to come to the table and turn over a card.
They should read the sentence and try to complete it. Give pairs a
point for each correct completion. If their answer is wrong, call
another pair to give their answer.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class give feedback on their friends’ performance.

3. ACTIVITY 2: WRITING (21 mins)

a. Objectives:
- To help Ss practise writing a proposal.
b. Content:
Write a proposal (120–150 words) to Youth: Open Space for a youth event to slow climate change in
ASEAN countries.
c. Expected outcomes:
- Students develop writing skills on the given topic. They are able to complete a proposal and give
feedback on their friends’ work.
Nguyễn Thị Ngọc Anh
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Write a proposal (120–150 words) to Youth: Open Space for a youth event to slow
climate change in ASEAN countries.
- Teacher explains the context: Ss are going to submit a Sample answer:
proposal to the organisation that they have read about in the
reading text above.
- Teacher tells Ss that they can use the suggested ideas and
outline in the box. Remind them to pay attention to word
choice, linking words, sentence structures and punctuation.
- Teacher gives Ss enough time to complete their proposals.
Walk around the class and offer help.
- In stronger classes, encourage them to use their own ideas. In
weaker classes, read the sample answer below and write some
key words from it as prompts on the board.
- Teacher calls on some Ss to read their paragraphs to the class.
Encourage the rest of the class to ask questions or make
comments.
- Teacher collects Ss’ proposals to mark and provide written
feedback in the next lessons.

Sample answer:
Title: ASEAN GREEN WEEK
To: Youth – Open Space
Time: The first week of August/ every year
Prepared by: Students from Chu Van An High school
Introduction: Climate change is a serious problem in ASEAN because it is
one of the regions most affected by it. We’d like to organise an
ASEAN Green Week to help limit climate change in ASEAN
Event summary: countries.
The event will take place in all ASEAN member countries
during the first week of August. The young people in ASEAN
will be the main participants in this event. They will take part in
activities such as cycling or going to school or work by public
Goals and benefits transport, planting trees and organising clean-up events in the
community.
This event aims at reducing the amount of carbon dioxide,
which is the main cause of global warming, and raising young
people’s awareness of environmental protection in ASEAN. It
Conclusion will help ASEAN countries adopt healthier lifestyles and live in
a cleaner environment.
We really hope you will consider our proposal as we think that
climate change is a pressing issue in ASEAN that needs to be
solved as soon as possible.

Nguyễn Thị Ngọc Anh

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 the next lesson: Unit 6 – Lesson 1.

Board Plan

Date of teaching
REVIEW 2
Lesson 3: Skills – Reading and Writing
*Warm-up
Brainstorming
* Reading
- Task 1: Read the text and choose the best title for it.
- Task 2: Answer the questions.
* Writing
Write a proposal to Youth: Open Space for a youth event to slow climate change in
ASEAN countries.
*Homework

Period 51 REVIEW FOR END-OF-TERM TEST

ĐỀ CƯƠNG TIẾNG ANH LỚP 11 -HỌC KỲ 1 -NĂM HỌC 2023-2024

Nội dung : Từ unit 1 đến language của unit 5
I. Trắc nghiệm
1. Listening : 10 câu ( 2 điểm )
2. Pronunciation : 2 câu ( 1 câu âm nhấn , 1 câu ngữ âm ) ( 0,4 điểm )
3. Grammar : 3 câu ( Thì HTHT/QKĐ, modal verb , stative verb) ( 0,6 điểm )
4. Vocabulary : 5 câu ( 1 câu giới từ , 1 câu giao tiếp , 3 câu từ vựng ) ( 1 điểm )
5. Reading : 10 câu ( 2 điểm ) ( A long and healthy lifestyle , ASEAN )
II. Tự luận
1. Word form : 2 câu ( 0,4 điểm )
2. Sentence transformation : 3 câu ( 0,6 điểm )( modal verb, gerund , present participle clause )
3. Writing : Write a proposal ( 1 điểm )
Choose the word which has a different stress pattern from the others.
1. A. aquatic B. respectful C. extended D. impolite
Nguyễn Thị Ngọc Anh
2. A. release B. avoid C. global D. event
3. A. footprint B. allow C. limit D. modern
4. A. consequence B. fitness C. disease D.balanced
5. A. behave B. differ C. argue D. follow
6. A. population B. operation C. infrastructure D. exhibition
7. A. regular B. energy C. position D. diagram
8. A. qualified B. eye-opening C. current D. promote
9.A. Thailand B. compliment C. decorate D. presentation
Find the word which has a different sound in the part underlined.
1. A. gap B. generation C. grandparent D. great
2. A. believe B. extend C. respect D. gender
3. A. development B. promote C. compliment D. community
4. A. exhibit B. vehicle C. housing D. honest
5. A. sugar B. consume C. muscle D. obesity
6. A. recipe B. digital C. liveable D. interactive
7. A. vegetable B. hygiene C. sugary D. longevity
8. A. suggest B. goal C. program D. organize
Choose the best answer
1. I think parents _______limit their children’s screen time to project their eyesight.
A. mustn’t B. shouldn’t C. don’t have to D. should
2. You should cut _______the amount of unhealthy fat you take in daily.
A. down on B. on C. away D. on down
3. Nam ______muscles since he _______working out at the gym . He looks really fits now.
A. built / has started B. built/ started C. has built/ has started D. has built / started
4. After catching the virus , she became weaker and didn’t have the _______to do any exercise.
A. muscle B. treatment C. ingredient D. strength
5. Many young people suffer _________mental health problems.
A. by B. of C. from D. with
6. I think you ______talk to your parents about it . I’m sure they’ll give you the best advice.
A. don’t have to B. should C. mustn’t D. shouldn’t
7. ________are used to treat infections caused by bacteria.
A. antibodies B. antibiotics C. viruses D. vaccines
8. My mother wanted to become a dancer , but she _________follow in her parents’ footsteps and
became a medical doctor.
A. has to B. had to C. must D. shouldn’t
9. My father ___ late at work last month. He felt exhausted.
A. stayed B. stay C. has stayed D. will stay
10. Check the _______of all food products to understand what you are eating.
A. ingredients B. menus C. parts D. energy
11. Having a _______diet is very important for a long and healthy life.
A. balanced B. regular C. fat D. sugary
12. Tom : Mum, _____go to Nam’s birthday party this Saturday evening?
Tom’s mum : Yes , certainly.
A. shall I B. can I C. am I D. Do I
13. Life _______for smokers is shorter than for people who don’t smoke.
A. expectancy B. routine C. strength D. expectation
14. The doctors have discussed his treatment ____ hours, but haven’t made a final decision.
A. ago B. since C. in D. for
15. Gen Zers are very _________as they always come up with new ideas or things.
A. experienced B. traditional C. creative D. curious
16. To stay healthy , you need to _________for at least 30 minutes a day.
Nguyễn Thị Ngọc Anh
A. run on B. run out C. work out D. work on
17. My mother has practiced yoga _______more than ten years .
A. for B. since C. after D. in
18. Educational games can help bridge the _______between children , parents , and grandparents .
A. generation gap B. extended family C. nuclear family D. common behaviour
19. It is impossible to avoid daily _____when you live with your extended family.
A. attitudes B. views C. characteristics D. arguments
20. All participants in the programme need to have leadership _________and volunteer experience.
A. work B. skills C. aim D. support
21. Write the word or phrase for the definition
A person who does a job with no payment for it.
A. participant B. volunteer C. youth D. representative
22. Laura is always nervous when she travels by air.
A. Laura has never travelled by air because she feels nevrous
B. Laura feels safe when she travels by air.
C. Laura always feels nervous , so she never travels by air.
D. Travelling by air always makes Laura nervous.
23. Find the mistake in the sentence
My grandma suggested to grow vegetables in our roof garden.
A. in B. roof C. suggested D. to grow
24. Find the mistake in the sentence
There should be more workshops aimed at develop life skills in teenagers.
A. develop B. in C. be D. workshops
25. You have made a great __________to the success of the school eco-project.
A. donation B. development C. participation D. contribution
26. Some studies claim that ___________to heavy mental music is good for your health.
A. listened B. be listening C. listen D. listening
27. The children are interested in ___________games in the evening.
A. played B. playing C. to play D. play
28. Choose the odd one out
A. experience B. knowledge C. reason D. skill
29. Find the mistake in the sentence.
Make a picture dictionary is a good way to learn new vocabulary.
A. Make B. is C. good D. to learn
30. The main __________of the charity is to provide free meals to children in need.
A. exchange B. relation C. community D. goal
31. What do you think about _____________________________
A. starting a volunteer project at our school ? B. prepare the slides for our presentation ?
C. organise a writing competition at our school ? D. give a very interesting presentation ?
32. They have finished ______________the presentation on the generation gap.
A. prepared B. to preparing C. preparing D. to prepare
33. Teacher : Your speaking skills have improved a lot , Hoa .
Hoa: Thank you . _______________.
A. I love your speaking B. You are so good at speaking
C. I’m so pleased to hear that. D. I will work harder
34. Nam : Your performance at the ASEAN Art Festival was amazing.
Mai: ____________, Nam . I practised for it really hard to build my confidence.
A. It was excellent B. I’m glad you like it.
C. I’m a good speaker. D. Well-done
35. You should take up a habit of playing sports because it’s good _______ your health a lot.
A. to B. on C. for D. about

Nguyễn Thị Ngọc Anh

36. Write the word or phrase for the definition
Things happening now and affecting groups of people .
A. current issues B. special event C. communication D. cultural exchange
37. Kate : ___________. I was impressed with your speech.
Lan : Thank you . That means a lot to me.
A. You are a great presenter. B. Thanks for saying that.
C. I love your drawing. D. I’m grateful for the kind words.
38. Both mental and _______ health should be taken care of carefully.
A. body B. nutritious C. mind D. physical
39. Generation gap refers ________ the difference in the ways of thinking and perception in the people of
two different generations
A. about B. at C. on D. to
40. Global warming is the __________in the earth’s atmosphere caused by greenhouse gases .
A. pollution B. heat C. increase D. balance
41. Most people here use public ________ such as trains and electric buses.
A. places B. transport C. system D. technology
42. Australia ______ ASEAN’s first Dialogue Partner in 1974 and since then the country ______ with the
organisation in a wide socio-economic range.
become/ cooperate B. has become/ cooperated C. became/ cooperated D. became/ has cooperated
43 . The students also took part in a variety of cultural activities such as singing traditional songs and
making ASEAN posters.
cooprated in B. made friends with C. shook hands in D. participated in
44.I __________ that smart cities offer a better quality of life .
was thinking B. am thinking C. think D. had thought
45.________a sedentary lifestyle is found to result in a person’s risk of obesity.
Having B. Have C. Had D. To have

Period 52 REVISION FOR END-OF-TERM TEST

Make the correct form of the words in the brackets.

1. Many people are trying to adopt a ___________ lifestyle these days. (HEALTH)
2. Stay healthy by eating well and exercising ____________________________. (REGULAR)
3. Those who were born and grew up in the era of technology are called ________natives. ( DIGIT )
4. Just taking vitamin tablets will not turn an ________ diet into a good one. (HEALTH)
5. A _____________ diet contains an adequate amount of all the nutrients required by the body to grow,
remain healthy and be disease-free (BALANCE)
6. Today , young people have greater __________________to decide their own future. ( FREE )
7. This exercise is a great way to increase ________while maintaining flexibility. (STRONG)
8. All ASEAN members contribute to the economic and cultural__________of the region.( DEVELOP)
9. Body shaming can lead to mental health problems and is no longer _________acceptable . ( SOCIETY
)
10. Food with a lot of sugar is not very good for your skin, so you should cut down on _____________
desserts and drinks. (SUGAR)
Rewrite the following sentences, using the suggestions.
1. Mai did research on climate change . Mai became interested in environmental studies.
Doing ___________________________________________________________________
2. If I were you, I would take part in the welcome event.
You should ___________________________________________________________________.
3. Let’s go swimming together this afternoon!
Nguyễn Thị Ngọc Anh
Why don’t _________________________________________________________?
4. The last time I saw her was in 2021.
I haven’t _________________________________________________________
5.My father travels to many ASEAN countries . This is what his job involves
My father’s job involves_______________________________________________
6. It’s not advisable for parents to compare their children to others’.
Parents should _________________________________________________________________.
7. It is forbidden for students to cheat in the exam
Students musn’t ______________________________________________________________.
8. Students can play traditional games to learn about Vietnamese culture.
Students can learn ____________________________________________________________
9. Sunlight is widely used for cooking and heating . It can reduce the use of fossil fuels.
Used widely _________________________________________
10. I made friends with people from different cultures at the ASEAN festival . It was a great experience.
______________________was a great experience.
11. Some farmers burn crop waste and kill the useful bacteria living in the soil.
________________________________, some farmers kill the useful bacteria living in the soil.
12. My advice is that you do morning exercise regularly.
You ___________________________________________________________________.

- Students develop writing skills on the given topic. They are able to complete a proposal and give
feedback on their friends’ work.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Write a proposal (120–150 words) to Youth: Open Space for a youth event to slow
climate change in ASEAN countries.
- Teacher explains the context: Ss are going to submit a Sample answer:
proposal to the organisation that they have read about in the
reading text above.
- Teacher tells Ss that they can use the suggested ideas and
outline in the box. Remind them to pay attention to word
choice, linking words, sentence structures and punctuation.
- Teacher gives Ss enough time to complete their proposals.
Walk around the class and offer help.
- In stronger classes, encourage them to use their own ideas. In
weaker classes, read the sample answer below and write some
key words from it as prompts on the board.
- Teacher calls on some Ss to read their paragraphs to the class.
Encourage the rest of the class to ask questions or make
comments.
- Teacher collects Ss’ proposals to mark and provide written
feedback in the next lessons.

Sample answer:
Title: ASEAN GREEN WEEK
Nguyễn Thị Ngọc Anh
 To: Youth – Open Space
Time: The first week of August/ every year
Prepared by: Students from Chu Van An High school
Introduction: Climate change is a serious problem in ASEAN because it is
one of the regions most affected by it. We’d like to organise an
ASEAN Green Week to help limit climate change in ASEAN
Event summary: countries.
The event will take place in all ASEAN member countries
during the first week of August. The young people in ASEAN
will be the main participants in this event. They will take part in
activities such as cycling or going to school or work by public
Goals and benefits transport, planting trees and organising clean-up events in the
community.
This event aims at reducing the amount of carbon dioxide,
which is the main cause of global warming, and raising young
people’s awareness of environmental protection in ASEAN. It
Conclusion will help ASEAN countries adopt healthier lifestyles and live in
a cleaner environment.
We really hope you will consider our proposal as we think that
climate change is a pressing issue in ASEAN that needs to be
solved as soon as possible.

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 the next lesson: Unit 6 – Lesson 1.

Board Plan

Date of teaching
REVIEW 2
Lesson 3: Skills – Reading and Writing
*Warm-up
Brainstorming
* Reading
- Task 1: Read the text and choose the best title for it.
- Task 2: Answer the questions.
* Writing
Write a proposal to Youth: Open Space for a youth event to slow climate change in

Nguyễn Thị Ngọc Anh

 ASEAN countries.
*Homework

Period 51 REVIEW FOR END-OF-TERM TEST

CẤU TRÚC ĐỀ THI:
- Speaking (2đ): gv chủ động tiến hành theo lớp
-Listening (2đ): Hs nghe 2 phần
Phần trắc nghiệm bài thi:
-Trọng âm (1 câu/ 0,2đ)
-Phát âm (1 câu/ 0,2 đ)
-Từ vựng (4 câu/ 0,8 đ) gồm: word- meaning, collocation, definition…
-Ngữ pháp (4 câu/ 0,8 đ) gồm: past simple, present perfect, modal verbs, Stative verbs in the continuous
form, linking verbs, gerunds, participle clauses)
-Sắp xếp câu thành đoạn văn ngắn, hội thoại, bức thư… theo logic (2 câu/ 0,4 đ)
-Đọc hiểu (2 bài/ 10 câu/ 2 đ)
Phần tự luận:
- Từ loại (2 câu/ 0,4 đ)
- Viết lại câu (4 câu/ 0,8 đ)
- Sắp xếp câu (2 câu/ 0,4 đ)
ĐỀ CƯƠNG ÔN TẬP
PART 1: PRONUNCIATION
Mark the letter A, B, C, or D on your answer sheet to indicate the word whose underlined part differs
from that of the other three in pronunciation in each of the following questions.
Question 1: A. virus B. habit C. fitness D. illness
Question 2: A. germ B. grow C. gone D. Gap
Question 3: A. treat B. great C. meat D. lead
Question 2: A. regular B. general C. vegetable D. energy
Question 4: A. adapt B. ability C. attend D. argument
Question 5: A. honesty B. hire C. honey D. hunt
Question 6: A. path B. article C. interact D. apple
Question 7: A. cycle B. privacy C. community D. centre
Mark the letter A, B, C, or D on your answer sheet to indicate the word that differs from the other three
in the position of stress in each of the following questions.
Question 1: A. disease B. homework C. muscle D. treatment
Question 2: A. recipe B. energy C. poisoning D. infection
Question 3: A. escape B. release C. destroy D. limit
Question 4: A. industry B. atmosphere C. conference D. emission
Question 5: A. conflict B. freedom C. value D. result
Question 6: A. influence B. media C. digital D. extended
Question 7: A. sensor B. urban C. dweller D. advice
Question 8: A. efficient B. livable C. negative D. interesting
PART 2: VOCABULARY AND GRAMMAR
Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the
following questions.
Question 1: Many people find that they need to ______ sugary drinks and sodas to better manage their
weight.
A. turn down B. get over C. work out D. give up
Nguyễn Thị Ngọc Anh
Question 2: People who ______ from high levels of stress are more likely to experience mental health
issues
A. prevent B. suffer C. expect D. deny
Question 3: For the past ten years, Iceland __________ in the first rank of educational achievement and
improvement in women's economic conditions.
A. have been B. has been C. has had beeing D. had been
Question 4: John and Daisy are talking about culture identity.
- John: "I think that people should protect their health carefully."- Daisy: “ ________ ”
A. Let's go! B. I'd rather you didn't.C. Of course not! D. There is no doubt about it.
Question 5: You _________ copy during exams because that is illegal.
A. should B. have to C. ought to D. mustn’t
Question 6: A balanced diet rich in essential _______ is key to maintaining a long and healthy life.
A. labels B. tools C. nutrients D. organisms
Question 7: The younger generation is often ______about how their grandparents lived without modern
technology.
A. digital B. worried C. curious D. critical
Question 8: He___________ more concerned about his social status since he started working there.
A. has been becoming B. has become C. became D. will become
Question 9: We go to bed right after dinner because we _________ get up early tomorrow.
A. have to B. mustn't C. should D. don't have to
Question 10: Parents sometimes face _______with their children about career choices.
A. agree B. agreeable C. agreements D. disagreements
Question 11: Because of the new school policy, students ________ wear uniforms.
A. can B. should C. must D. have to
Question 12: As cities become smarter, city _______ will enjoy improved public services and greater
connectivity.
A. neighbours B. individuals C. suburbs D. dwellers
Question 13: Now, the room ________ pleasant thanks to the fragrant bow.
A. is smelling B. was smelling C. has smelled D. smells
Question 14: Automated systems will help businesses _______ more efficiently, saving time and
resources.
A. provide B. operate C. predict D. include
Question 15: You__________eat plenty of fruit or vegetables every day because they are good for your
health.
A. oughtn't to B. mustn't C. don't have to D. should
Question 16: Patient: “Doctor, I’ve had a backache since Monday morning”.- Doctor: “ _______”
A. You should try lifting weights C. Remember to have your eye test regularly!
B. Have you tried doing some streches yet? D. Can I help you with that?
Question 17: 46. The chef tasted the food ___________ before he took it to the customers.
A. delicious B. more delicious C. deliciously D. much deliciously
Question 18: A strong ________of community is essential for creating a supportive environment in the
city
A. attraction B. sense C. key D. privacy
Question 19: Media campaigns in Vietnam are designed to ________awareness of ASEAN's role in
promoting regional stability.
A. put B. take C. make D. raise
Question 20: She __________ tired and I told her to take a nap.
A. became B. got C. looked D. appeared
Question 21: To be a ________ participant in ASEAN cultural exchanges, you need to speak English
well.
A. organised B. qualified C. detailed D. covered
Nguyễn Thị Ngọc Anh
Question 22: The dish smelled __________ but he refused to eat because he had a big lunch an hour ago.
A. bad B. good C. well D. worse
Question 23: ________around ASEAN countries is a great way to learn about different cultures.
A. Travel B. Travelling C. To Travelling D. Travels
Question 24: Through _________, Vietnamese students learn about the history of other ASEAN nations.
A. current issue B. leadership skill C. work experience D. cultural exchange
Question 25: __________ like carbon dioxide and methane are major contributors to global warming.
A. Sea levels B. Acid rain C. Human activities D. Heat-trapping pollutants
Question 26: When fossil fuels are burned, they ________ carbon dioxide and methane into the
atmosphere.
A. waste B. achieve C. release D. balance
Question 27: Rising sea levels ________from the melting of polar ice caps due to global warming.
A. prevent B. result C. suffer D. protect
Question 28: They postpone ............................. an Element School for the lack of finance in the South of
Laos .
A. built B. to build C. building D. builds
Question 29: __________ more greenhouse gases, human activities are speeding up global warming.
A. Produce B. Producing C. Produced D. Produces
Question 30: __________ by the effects of global warming, scientists are urging immediate action.
A. Worried B. Worrying C. Worries D. Worry
PHẦN 3: REORDERING SENTENCES TO MAKE A LOGIC LETTER/ CONVERSATION/
PARAGRAPH…
Mark the letter A, B, C, or D on your answer sheet to indicate the correct arrangement of the sentences
to make a meaningful paragraph/letter in each of the following questions.
Question 1:
a. Mai: Thanks, Lan! I’ve been taking some yoga classes recently.
b. Lan: That’s great! Yoga sounds interesting.
c. Lan: Hello, Mai! It’s been a while. You look amazing!
A. c – a – b B. b – c – a C. a – b – c D. a – c – b
Question 2: Hi Lan,
a. Thanks for inviting me to your family picnic. It was so nice!
b. I really enjoyed meeting your cousins and your brother.
c. Also, the food was delicious! Did you help make the sandwiches?
d. I hope we can do this again soon. Let me know when you’re free.
e. I hope you had a great time with everyone too!
Your friend,
Lisa
A. a – c – b – e – d B. a – b – c – e – d C. d – e – a – b – c D. e – c – b – d – a
Question 3:
a. Lan's mother: Oh, I'm afraid not. You must come back home before 10 p.m.
b. Lan's mother: Certainly. Whose birthday is it?
c. Lan: Mum, can I go to my friend's birthday party this Saturday evening?
d. Lan: OK, Mum. I'll be home before 10 p.m. then
e. Lan: It's Mai's birthday, Mum. Is it OK if I stay the night at her house after the party?
A. d-e-a-b-c B. d-b-a-e-c C. c-e-d-b-a D. c-b-e-a-d
Question 4:
a. All in all, I believe that working mothers help with the family finances and are good examples for their
children.
b. Firstly, mothers who go to work can provide an extra income for their families. With
children, families need more money to pay for their education and everyday needs.
c. That means a working mother can contribute to the household finances and help the
Nguyễn Thị Ngọc Anh
family afford more.
d. I feel that mothers should be able to work if they want to.
e. Secondly, working mothers are good role models. They show their children that if they
work hard, they can have both a family and a career.
A. d-b-c-e-a B. c-a-d-b-e C. b-c-d-a-e D. a-b-c-d-e
Question 5:
a. In addition, avoiding smoking and limiting alcohol consumption are crucial for lung and liver health.
b. Overall, adopting these habits can lead to a significantly improved quality of life.
c. Drinking plenty of water is also vital for maintaining proper hydration and bodily functions.
d. Furthermore, regular medical check-ups can catch potential health issues early on.
e. Living a healthy lifestyle involves multiple factors that contribute to physical and mental well-being.
A. e - c - a - d – b B. c - e - a - d – b C. e - d - c - a – b D. a - e - c - d – b
Question 6:
a. Maintaining a balanced diet rich in fruits, vegetables, and whole grains ensures the body gets essential
nutrients.
b. Additionally, regular physical activity helps maintain a healthy weight and reduces the risk of chronic
diseases.
c. Firstly, getting enough sleep is crucial for overall health and well-being.
d. Finally, managing stress through techniques like meditation and mindfulness promotes mental and
emotional health.
e. Living a long and healthy life requires a combination of good habits and lifestyle choices.
A. e - c - a - b - d B. a - c - d - e -b C. c - e – b – a – d D. b - e - c - a - d
PART 4: READING ( CÁC BÀI READING PASSAGE TRONG SGK VÀ SBT GLOBAL SUCCESS
11)
PART 5: WORD-FORM
1. I've learnt from him that taking regular exercise and eating a ____________ diet are the key to a long
and healthy life. (BALANCE)
2. He has just had his 90th birthday, but he's still full of _________! (ENERGETIC)
3. He is receiving _________ for his health problem. (TREAT)
4. The doctor has just examined her. __________ , the treatment is working. (FORTUNATE)
5. Finally, exercise _________ to always keep your body fit and your mind happy.(REGULAR)
6. If you still can't fall asleep, do something __________ or listen to some soft music to relax before
trying to sleep again. (REPEAT)
7. When people want to __________ their health and fitness, they often think of expensive health
products and fitness programmes. (IMPROVEMENT)
8. Although food can't replace exercise, eating a balanced diet, supplying all the __________ you need,
will definitely help improve your muscle strength. (NUTRITION)
9. ASEAN has made a major _____________ to peace in the region. (CONTRIBUTE)
10. The aim of this meeting is to discuss current issues such as climate change and_____________.
(POLUTE)
11. You are ___________ about learning new languages. (PASSION)
12. I love learning new languages and exploring ____________cultures. (DIFFER)
13. I often read news on _________ media platforms, news apps, or websites. (SOCIETY)
PART 6: REWRITING SENTENCES.
1. My father travels to many ASEAN countries. This is what his job involves.
➝ My father’s job _________________________________.
2. He is worried that he may miss the deadline for applying for the exchange programme. (about)
➝ He is _________________________________.
3. We have not spoken to Mark for years.
➔ It has been __________________________________________.
Nguyễn Thị Ngọc Anh
4. Students can play traditional games to learn about Vietnamese culture.
➝ Student can learn _________________________________.
5. Smoking is not allowed in restaurants, schools, and offices. (mustn’t)
➔___________________________________ in restaurants, schools, and offices.
6. The last time our family went to the restaurant was a year ago.
➔ Our family has not ____________________________________.
7. I made friends with people from different cultures at the ASEAN festival. It was a great
experience.(Making)
➝ _________________________________ was a great experience.
8. This is the first time Henry has driven a car.
➔ Henry hasn’t__________________________________________________________.
9. My sister started driving 4 months ago.
➔ My sister has_______________________________________________________.
10. It isn’t neccesary to bring all your books to school every day. (have)
➔ You _________________________________ bring all your books to school every day.
11. My grandma does all the housework. She never complains about it.
➝ My grandma never _________________________________.
12. Is it necessary for me to bring my passport? (have)
➔___________________________________________________________________
13. To work in an ASEAN country has always been one of my goals.(Working)
➝ _________________________________ of my goals.
PART 7: JUMBLED SENTENCES
1. Becoming requires /particular skills and /experience/a member /of the club/
2. Parents /explain/ they do/ their children / should/ to/ why they / to have a job / need/ and describe /
what/ at work
3. Living/ an opportunity/ with extended family/ generational differences/ for people/ to get to
understand / and respect/ provides
4. Older people/ the behaviour and/ to accept / lifestyle/ are more likely/ of their children /or
/grandchildren.
5. Wave power/ doesn't release/ any harmful gases / is /very clean /because/ it /CO₂ or

PERIOD 53 END – OF-TERM TEST

SỞ GIÁO DỤC ĐÀO TẠO THỪA THIÊN HUẾ ĐỀ KIỂM TRA CUỐI HỌC KÌ I
TRƯỜNG THPT AN LƯƠNG ĐÔNG MÔN: TIẾNG ANH 11
---***--- NĂM HỌC: 2024-2025
ĐỀ CHÍNH THỨC Thời gian làm bài: 60 phút
(Đề có 03 trang)
Họ và tên: ............................................................................ Số báo danh: ....... Mã đề 101

PHẦN TRẮC NGHIỆM (4.4 pts)

Mark the letter A, B, C, or D on your answer sheet to indicate the correct answer to each of the
following questions.
Question 1. Choose the correct arrangement of the sentences to make a meaningful letter in the
following question.
a. In addition, students should be taught about natural and cultural importance of the heritage sites.
Nguyễn Thị Ngọc Anh
b. This can result in the fact that people’s awareness of preserving heritage sites will be raised.
c. Best regards,
d. First, it’s a good idea to spread information on social media because more people will get useful
information quickly.
e. Dear Mimi, I hope you’re well. I am thinking about what can be done to preserve heritage sites in
my local community.
f. Preserving heritages sites plays a pivotal role in keeping our traditions alive.
A. e-f-d-b-a-c B. e-b-d-a-f-c C. e-f-d-a-b-c D. e-b-f-d-a-c
Question 2. Right now, I _______spending time at the park, enjoying the fresh air.
A. loves B. am loving C. will love D. love
Question 3. Choose the word that differs from the other three in the position of stress in the
following question.
A. infectious B. positive C. regular D. interesting
Question 4. You _______cheat during exams because that is illegal.
A. should B. ought to C. have to D. mustn’t
Question 5. In 2018, the government _______ a national campaign to encourage citizens to adopt
healthier lifestyles.
A. had launched B. launched C. has launched D. launches
Question 6. Choose the word whose underlined part differs from that of the other three in
pronunciation in the following question.
A. antibiotic B. diameter C. nutrient D. tiny
Question 7. To be a qualified_______in ASEAN cultural exchanges, you need to speak English well.
A. participant B. participation C. participating D. participate
Question 8. Singapore has made a huge_______to scholarships for ASEAN’s students
A. contribution B. effort C. decision D. arrangement
Question 9. Choose the correct arrangement of the sentences to make a meaningful conversation in
the following question.
a. Tom: I found it through a local community center. You should check with them; they’re always
looking for volunteers.
b. Tom: I volunteered at the food bank last weekend, and it was such a rewarding experience.
c. Helen: I’ve been looking for ways to give back too. How did you find the opportunity?
A. a – b – c B. b – a – c C. a – c – b D. b – c – a
Question 10. Electronic devices such as smartphones and computers_______blue light, which can
disrupt your sleep.
A. give off B. take in C. get over D. use up
Question 11. _______ for the train, I read some articles about global warming.
A. Being waited B. Waited C. Waiting D. I wait
Question 12. Innovations in technology and infrastructure are essential to creating
more_______cities for the growing population
A. livable B. interactive C. definite D. affordable

Read the following passage and mark the letter A, B, C, or D on your answer sheet to indicate
the correct option that best fits each of the numbered blanks.
Global warming and deforestation are destroying our valuable ecosystems and harming the
animals and plants (13)________ live in them. There are many things we can do to stop these
problems and protect the Earth's ecosystems. Firstly, we must try to use only (14)_________
products. For example, we should use electric cars and everyday products like refrigerators and
televisions that are energy- saving. These products don't use (15)_________ electricity that produces
greenhouse gases. In this way, we reduce greenhouse gas emissions that harm ecosystems. Another

Nguyễn Thị Ngọc Anh

way to protect our ecosystems is to plant trees. The more trees we have, the more we can
(16)__________ the CO2 already in the air. By doing this, we reduce global warming and its harmful
(17)_________ on the environment.
Question 13. A. who B. whose C. that D. whom
Question 14. A. eye-opening B. high-rise C. energy-saving D. well-preserved
Question 15. A. a lot of B. many C. each D. some
Question 16. A. put up with B. face up to C. cut down on D. get on with
Question 17. A. aspects B. affects C. access D. effects

Read the following passage about coffee and mark the letter A, B, C or D on your answer sheet
to indicate the best answer to each of the following questions.
The lifestyle of Generation Z is shaped by technology, creativity, and a desire for individuality.
This group, born between the late 1990s and early 2010s, is known for their strong connection to the
digital world. Smartphones, social media, and apps play a key role in their daily lives. For many Gen
Z individuals, staying connected online is as important as face-to-face communication. They use
platforms like Instagram, TikTok, and YouTube to express themselves, share ideas, and build
communities.
In addition to their love for technology, Gen Z appreciate creativity and self-expression. They
enjoy creating unique content, such as videos, blogs, or artwork, to share with others. This generation
also cares deeply about social issues. Many young people participate in online movements to raise
awareness about topics like climate change, mental health, and equality. Their passion for
making a difference often influences their lifestyle choices, from what they buy to how they spend
their free time.
Despite their busy online lives, Gen Z also seeks balance. They enjoy hobbies like music, sports,
and exploring new cultures. Travel is especially popular, as it allows them to experience the world
firsthand and share these moments online.
Overall, the Gen Z lifestyle is a mix of modern technology, creative energy, and a strong focus on
personal values. They are shaping the future in unique and exciting ways, leaving a mark on the
world.
Question 18. The word influences in paragraph 2 could best be replaced by________.
A. limit B. affects C. effects D. generate
Question 19. The word They in paragraph 1 refers to________.
A. social movements B. Gen Z individuals C. hobbies D. Smartphones
Question 20. In which part of the passage does the writer discuss the social values of Gen Z?
A. Paragraph 1 B. Paragraph 4 C. Paragraph 2 D. Paragraph 3
Question 21: Which of the following sentence has the similar meaning the underlined sentence in
paragraph 2?
A. Online activities of Gen Z are limited to sharing personal stories and experiences.
B. Gen Z actively joins online campaigns to increase awareness of social and environmental issues.
C. This generation avoids discussing serious topics like mental health and climate change.
D. Many Gen Z individuals raise awareness by meeting face-to-face and online campaigns.
Question 22: Which of the following is TRUE according to the passage?
A. Hobbies such as sports are less interesting to Gen Z compared to technology.
B. Gen Z enjoys creative activities like making videos and writing blogs.
CB. Gen Z prefers online communication to face-to-face conversations.
D. Social media platforms are not important in Gen Z's daily lives.

PHẦN TỰ LUẬN (1.6 pts)

Nguyễn Thị Ngọc Anh
I. Give the correct form of the words in brackets (0.4pt)
Question 23: That’s why these heat-trapping __________ are known as greenhouse gases, and their
impact is called the greenhouse effect. (POLLUTE)
Question 24: If you want to keep fit, you should keep doing _________exercise like jogging,
cycling, or swimming every day.(REGULAR)
II. Rearrange the words/ phrases given to make meaningful sentences (0.4pt)
Question 25: living/ an opportunity/ with extended family/ generational differences/ for people/ to
get to understand / and respect/ provides
→………………………………………………………………………………………….
Question 26: a balanced diet / can / concentrate/ brain health /and memory/ improve/ and help/
teens /better
→…………………………………………………………………………………………………….
III. Rewrite the following sentences as suggestions (0.8 pt)
Question 27: I have waited on tables at this restaurant to get work experience once before.
→This is ……………………………………………………………………………….
Question 28: We were given enough information about the causes of global warming, so we started
our report.( using Participle clauses)
→ ……………………………………………………………………………………………….
Question 29: It isn’t neccesary to finish typing this letter today. ( Using modal verb)
→ You……………………………………………………………………………….
Question 30: My mother conducts detailed research into the effects of advertising on children. This
is what her job involves.
→ My mother’s job involves……………………………………………………………

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

PERIOD 54 FEEDBACK AND CORRECTION

TRẮC NGHIỆM

102 104 106 108 101 103 105 107

1 C D C D A A C B
2 A B C D D D A C
3 C B B A A A B B
4 B B B B D A B D
5 C D C C B B D A
6 C C C B C C A B
7 C D D A A B A C
8 B C A B A B C B
9 C D B D D B D A
10 C B B B A C B D

Nguyễn Thị Ngọc Anh

11 C B A A C A B A
12 B B A C A A A B
13 A D A C C B C D
14 A C B A C A C B
15 C D A B A C B C
16 D D C C C A D A
17 C D B D D A C C
18 B C D B B C B A
19 B D D B B A D B
20 B A D A C C C B
21 D B B A B D A C
22 C C A C B A D B

ĐỀ LẺ
I. Give the correct form of the words in brackets (0.4pt)
Question 23: That’s why these heat-trapping POLLUTANTS are known as greenhouse gases, and their
impact is called the greenhouse effect. (POLLUTE)
Question 24: If you want to keep fit, you should keep doing REGULAR exercise like jogging, cycling, or
swimming every day.(REGULAR)
II. Rearrange the words/ phrases given to make meaningful sentences (0.4pt)
Question 25: living/ an opportunity/ with extended family/ generational differences/ for people/ to get to
understand / and respect/ provides
→Living with extended family provides an opportunity for people to get to understand and respect
generational differences.
Question 26: a balanced diet / can / concentrate/ brain health /and memory/ improve/ and help/ teens
/better
→A balanced diet can improve brain health and memory and help teens concentrate better
III. Rewrite the following sentences as suggestions (0.8 pt)
Question 27: I have waited on tables at this restaurant to get work experience once before.
→This is the second time I have waited on tables at this restaurant to get work experience.
Question 28: We were given enough information about the causes of global warming, so we started our
report.( using Participle clauses)
→ Given enough information about the causes of global warming, we started our report
Question 29: It isn’t neccesary to finish typing this letter today. ( Using modal verb)
→ You don’t have to finish typing this letter today ( dùng don’t need to V và needn’t Vbare→đúng)
Question 30: My mother conducts detailed research into the effects of advertising on children. This is
what her job involves.
→ My mother’s job involves conducting detailed research into the effects of advertising on children.
ĐỀ CHẴN
I.Give the correct form of the words in brackets (0.4pt)
Question 23: The doctor has just examined her. Unfortunately , the treatment isn’t working.
(FORTUNATE)
Question 24: They learnt about ASEAN members, and discussed why ASEAN was important to Korea,
and how to strengthen ASEAN-Korea relations (STRONG)
II.Rearrange the words/ phrases given to make meaningful sentences (0.4pt)
Question 25: older people/ the behaviour and/ to accept / lifestyle/ are more likely/ of their children /or
/grandchildren
→ Older people are more likely to accept the behaviour and lifestyle of their children or grandchildren.
Question 26: throwing/them / instead of / charity /away / old clothes / we can / donate / to
Nguyễn Thị Ngọc Anh
→Instead of throwing old clothes away, we can donate them to charity. (/ we can donate old clothes to
charity instead of throwing them away)
III.Rewrite the following sentences as suggestions (0.8 pt)
Question 27: The last time she contacted me was 8 months ago.
→ She hasn’t contacted me for 8 months
Question 28: If farm animals are not kept cool in hot weather, they can suffer from heat stress. (Using
Participle clauses)
→ Not kept cool in hot weather, farm animals can suffer from heat stress.
Question 29: You are required to ask your parents for permission before going out. (Using modal verb)
→ You must ask your parents for permission before going out
Question 30: My sister expects to meet me next summer in Hanoi.
→My sister looks forward to meeting me next summer in Hanoi

Period 55 UNIT 6. PRESERVING OUR HERITAGE

Lesson 1: Getting started – Heritage sites in Viet Nam

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Preserving our heritage;
- Gain vocabulary to talk about how to preserve our heritage;
- Get to know the language aspects: to-infinitives clauses.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be proud of natural and cultural heritage sites in Viet Nam
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
1. landscape /ˈlændskeɪp/ everything you can see when you look across phong
(n) a large area of land, especially in the country cảnh

2. monument /ˈmɒnjumənt/ a building, column, statue, etc. built to công trình

(n) remind people of a famous person or event tưởng niệm

3. architecture /ˈɑːkɪtektʃə(r)/ the design or style of a building or buildings kiến trúc

(n)

Nguyễn Thị Ngọc Anh

4. urban (adj) /ˈɜːbən/ connected with a town or city đô thị

5. promote (v) /prəˈməʊt/ to help something to happen or develop đẩy mạnh,

phát triển

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 heritage sites;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Name the places.
c. Expected outcomes:
- Students can name some famous destinations in Vietnam.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GAME: NAME THE PLACES Suggested pictures:
- Ss work in 2 groups. 1. Tam Chuc Pagoda
- Teacher shows pictures on the screen and Ss have to 2. Trang An Scenic Landscape
say BINGO to grasp the chance to answer where it is. Complex.
- One point for each correct answer. 3. Hoi An Ancient Town
- The group which gains most points is the winner of 4. Mekong River Delta
the game. 5. Thang Long Imperial Citadel

Nguyễn Thị Ngọc Anh

e. Assessment
- Teacher observes the groups 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 identify key vocabulary before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. landscape (n)
- Teacher explains the meaning of the new vocabulary by 2. monument (n)
pictures. 3. architecture (n)
- Teacher checks students’ understanding with the “Rub out and 4. urban (adj)
remember” technique. 5. promote (v)
- 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 heritage sites.
- To help Ss identify the to-infinitives clauses.
b. Content:
- Task 1. Listen and read (p.66)
Nguyễn Thị Ngọc Anh
- Task 2. Where can we do the following? Write T for Trang An, H for Hoi An and M for Mekong
River Delta. (p.67)
- Task 3. Match the words to make phrases used in Task 1 (p.67)
- Task 4. Complete the sentences, using phrases from Task 1. (p.67)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Listen and read. (5 mins)
- Teacher puts Ss in groups. Draw a mind map dance
festivals
on the board and write Heritage in the middle.
Elicit some sub-categories of the topic, e.g.
traditions buildings
traditions, buildings, literature, natural sites, and
write them on the branches of the mind map.
Have groups brainstorm words related to each performances ceremonies
one, e.g. traditions: festivals, dance,
performances, and ceremonies.
- Call on some groups to write their words in the HERITAGE
mind map on the board.
- Teacher introduces the context of the
conversation (A group of international students,
including Peter and Anna, are discussing the literature natural sites
destinations for their upcoming field trip).
- Teacher plays the recording twice for Ss to
listen and read along. Have Ss underline words /
phrases related to the topic.
- Teacher puts Ss in pairs and asks them to
compare the words and phrases they have
underlined and discuss their meaning. Then
check comprehension as a class.
- Teacher calls on three Ss to read the
conversation aloud.
Task 2. Where can we do the following? Write T for Trang An, H for Hoi An and M for
Mekong River Delta. (5 mins)
- Teacher asks Ss to work in pairs and read the
activities carefully. Tell them to write T for Answer key:
Trang An, H for Hoi An and M for Mekong 1. T
River Delta in the appropriate boxes 2. T
- Teacher has Ss share their answers with the 3. H
class. Encourage them to provide evidence from 4. M
the conversation for their answers.
- In stronger classes, ask Ss some additional
questions to elaborate on the topic, e.g: Have
you ever been to those places? What did you do
there?,…
- Teacher confirms the correct answers.
Task 3. Match the words to make phrases used in Task 1. (5 mins)
Nguyễn Thị Ngọc Anh
- Teacher checks Ss’ understanding of the
individual words (adjectives in column A and Answer key:
nouns in column B). Note that the meaning of 1. c
one adjective in A may fit several nouns in B 2. d
but they do not “collocate” with each other, so 3. b
ask Ss to find the collocations in the 4. a
conversation to work out the answers.
- Teacher has Ss read the conversation quickly,
find and underline the phrases.
- Then teacher asks Ss to do the matching.
- Check answers as a class.
- Teacher writes the adjectives on the board and
calls on individual Ss to write the correct noun
next to each adjective. Alternatively, ask one
student to read an adjective and another student
to say the noun that goes with it.
Task 4. Complete the sentences, using phrases from Task 1. (5 mins)
- Teacher has Ss read each incomplete sentence. Answer key:
Check understanding and elicit the clause that 1. to be recognized as a mixed heritage by
they need to use to fill in the gaps. UNESCO
- Teacher asks Ss to find the clauses in the 2. to enjoy beautiful landscape
conversation and fill in the gaps. 3. to learn about Vietnamese history
- Teacher checks answers as a class. Call on 4. to promote this kind of cultural heritage
individual Ss to read the complete sentences. of southern Viet Nam

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 information about heritage sites in Viet Nam that they have learnt in the
lesson.
b. Content:
- Role-play
c. Expected outcomes:
- Students can give a short introduction about heritage sites in Vietnam.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Role-play
- Teacher asks Ss to work in 3 groups. Each group will pretend to Students’ own creativity.
come from one place: Trang An (Ninh Binh), Hoi An (Quang
Nam), Mekong River Delta.
- Each group has to prepare an introduction about their home land
(Where is it? What is the most special thing about their home land?
What can visitors do there?)
- Ss have 3 minutes to prepare for the role play.
Nguyễn Thị Ngọc Anh
- Teacher invites one representative from each group to come to the
stage and make a short presentation.
- 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.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do workbook exercises
- Prepare for the project in Lesson 8

Board Plan

Date of teaching
Unit 1: Preserving our heritage
Lesson 1: Getting started
*Warm-up

* Vocabulary
1. landscape (n)
2. monument (n)
3. architecture (n)
4. urban (adj)
5. promote (v)

- Task 1. Listen and read.

- Task 2. Write the place for each activity.
- Task 3. Match the words to make phrases.
- Task 4. Complete the sentences.
- Task 5: Role-play

*Homework

Nguyễn Thị Ngọc Anh

Period 56 UNIT 6: PRESERVING OUR HERITAGE
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 Preserving our heritage;
- Revise intonation in statements, commands and lists;
- Review and practise the use of to-infinitive clauses.
2. Core competence
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be proud of natural and cultural heritage sites in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis

A to-infinitive clause can be used:

1. to express purpose E.g: He studied hard to pass the exam.
I bought some souvenirs to give to my
parents.
2. to modify a noun or noun phrase that contains E.g. Ethan is usually the last person to
ordinal numbers (the first, the second, etc.), understand the joke.
superlatives (the best, the most beautiful, etc.)
and next, last, and only.

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 heritage sites;
Nguyễn Thị Ngọc Anh
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and name the destinations and cultural heritage sites of Viet Nam that you see in the
video.
c. Expected outcomes:
- Students can listen and find out some destinations and cultural heritage sites from the video clip.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Suggested answers:
https://www.youtube.com/watch?v=zDsjiWWwG80 - Complex of Hue Monuments
- Ss work in 4 groups. Each group is given a big-sized - Hoi An Ancient Town
piece of paper and markers. - My Son Sanctuary
- Ss watch the video once and list out names the - Ha Long Bay
destinations and cultural heritage sites of Viet Nam - Phong Nha – Ke Bang National Park
that they see in the video. - Imperial Citadel of Thang Long
- All teams stick the paper on the boards. - Trang An Scenic Landscape
- Teacher checks answers of each group. Complex
- The group that has the most correct answers is the - Space of gong culture (Không gian
winner. văn hoá Cồng chiêng Tây Nguyên)
- Vietnamese Court Music (Nhã nhạc
cung đình Huế)
- Quan ho Bac Ninh
- Ca tru Singing
- Art of don ca tai tu music and song
in southern Viet Nam
- Practices related to Viet beliefs in
the Mother Goddesses of Three
Realms (Tín ngưỡng thờ Mẫu Tam
Phủ)
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss revise intonation in statements, commands and lists;
- To help Ss practise intonation in statements, commands and lists.
b. Content:
- Task 1: Listen and repeat. Pay attention to the falling intonation and level-rising intonation in the
following sentences. (p.67)
- Task 2: Listen and mark the intonation in these sentences, using falling intonation or level-rising
intonation. Then practise saying them in pairs. (p.68)
c. Expected outcomes:
- Students can put correct intonation in statements, commands and lists.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the falling intonation ( ) and level-rising (
) intonation in the following sentences. (5 mins)
Nguyễn Thị Ngọc Anh
- Teacher plays the recording and asks Ss to listen and Audio script – Track 45:
repeat after each sentence, paying attention to 1. Our class is going on a field trip
intonation in the sentences. Play the recording as many next week.
times as necessary.
2. Put your rubbish in the bin!
- Focus attention on the way the intonation patterns are
used (We usually use a falling intonation at the end of 3. You can see beautiful caves ,
statements and commands. When listing things, we green valleys , and mountains.
slightly raise our voice on each item (level-rising) and
lower our voice on the last item to show that the list is
complete.).
- Teacher puts Ss into pairs and has them practise
reading the sentences to each other as naturally as they
can.
Task 2: Listen and mark the intonation in these sentences, using (falling intonation)
or (level-rising) intonation. Then practise saying them in pairs. (7 mins)
- Teacher puts Ss into pairs and has them read out the Answer key:
sentences to each other as naturally as possible. 1. Hoi An Ancient Town became a
- Teacher reminds Ss to raise or lower their voice at World Heritage Site in 1999.
the right words.
2. Please turn on the light . It’s
- Teacher has Ss mark the changes in intonation in the
sentences individually. dark in here.
- Teacher has Ss compare their answers in pairs. 3. Cultural heritage may include
Check answers as a class. temples , pagodas and
- Teacher puts Ss in pairs again and has them practise monuments.
reading the sentences to each other. 4. Tourists can visit the pedestrian
streets in Ha Noi.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To help Ss understand the meanings of the words / phrases that have been introduced in Getting
Started or will be encountered in the unit.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.68)
- Task 2: Complete the sentences using the words in Task 1. (p.68)
c. Expected outcomes:
- Students identify the meaning of words, memorise them and are able to use them in meaningful
contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words with their meanings. (6 mins)
- Teacher has Ss work independently or in pairs. Answer key:
- Teacher asks them to read the words and phrases carefully 1. d
Nguyễn Thị Ngọc Anh
and match them to their meanings. 2. a
- Teacher checks answers as a class. Call on one student to 3. e
read aloud a word / phrase and another student to read its 4. b
definition. 5. c
Task 2. Complete the sentences using the words in Task 1. (6 mins)
- Teacher has Ss work in pairs. Tell them to read the
sentences carefully to decide which word / phrase in 1 can Answer key:
be used to complete each of the sentences. Explain that they 1. historical
can use the context clues to help them decide on the word / 2. historic
phrase. 3. restore
- Teacher checks answers as a class. Ask individual Ss to 4. preserve
call out the word / phrase they have used in each sentence 5. folk
first.
- Teacher confirms the correct answers. Ask Ss to give
reasons why they have chosen the word / phrase for each
sentence (based on the context clues), e.g. The first sentence
needs an adjective and the context (novels set in World War
Two) suggests “historical” is the best choice here.
- Teacher asks some Ss to read the complete sentences.
Extension: Divide Ss into two teams. Have each team come
up with a sentence with each of the target words. Have
teams take turns reading out their sentences while a student
from the other team race to write it down on the board. Give
a time limit of 20 seconds for each sentence. Check all the
sentences at the end. The winner is the team with five
correct sentences or most correct words.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss understand the use of to-infinitive clauses;
- To help Ss practise using to-infinitive clauses.
b. Content:
- Task 1. Combine the sentences using to-infinitive clauses (p.68)
- Task 2. Work in pairs. Ask and answer questions about heritage sites of traditions, using to-
infinitive clauses. (p.68)
c. Expected outcomes:
- Students know how to use to-infinitive clauses and can apply it to make a conversation on the given
topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Combine the sentences using to-infinitive clauses (6 mins)
- Teacher tells Ss to look at the Remember! box and Answer key:
introduces the use of a to-infinitive clause. 1. Lan went to Hue to see the
- In stronger classes, explain that a to-infinitive clause can monuments there.
be used in other structures and have other functions, but 2. Minh created a website to give
Nguyễn Thị Ngọc Anh
this unit only focuses on two uses: to express purpose and more information about local
to modify a noun or noun phrase. historic sites to visitors.
- Teacher asks Ss to work in pairs or individually to 3. Peter took a boat trip around
combine the sentences. the floating market to listen to don
- Teacher calls on some Ss to write the sentences on the ca tai tu.
board. 4. My sister has opened a small
- Teacher checks answers as a class and confirms the shop behind the museum to sell
correct sentences. postcards and souvenirs to
tourists.
Task 2. Work in pairs. Ask and answer questions about heritage sites or traditions, using
to-infinitive clauses. (7 mins)
- Teacher has Ss read the instructions and example, and Students’ creativity
make sure they all understand the context and what they
have to do. In weaker classes, model a short conversation
with a student.
- Teacher has Ss first brainstorm possible questions and
write some useful phrases on the board as prompts, e.g.
visit monuments, watch performances, walk in nature
parks, take a boat trip.
- Teacher puts Ss in pairs and has them take turns asking
and answering the questions. Encourage Ss to respond to
their partners’ answers, e.g. That’s great! Amazing!
Sounds interesting. Walk round the class and help if
necessary.
- Teacher invites some Ss to role-play their conversations
in front of the class.
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 1: Preserving our heritage
Lesson 2: Language
*Warm-up
Watch a video
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and mark the intonation.
* Vocabulary

Nguyễn Thị Ngọc Anh

- Task 1: Match the words with their meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Combine the sentences.
- Task 2: Ask and answer questions about heritage sites or traditions.
*Homework

Nguyễn Thị Ngọc Anh

Period 57 UNIT 6: PRESERVING OUR HERITAGE
Lesson 3: Reading – Teenagers’ ideas for preserving heritage

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 how to protect our
heritage.
2. Competences
- Develop autonomy and self-study;
- Develop communication and collaboration skills;
- Actively join in class activities.
3. Personal qualities
- Be proud of a natural and cultural heritage sites in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Pronunciatio Vietnamese
Form Meaning
n equivalent
1. appreciate /əˈpriːʃieɪt/ to recognise the good qualities of trân trọng
(v) somebody/something

2. challenge /ˈtʃælɪndʒ/ an invitation or a suggestion to somebody thử thách

(n) that they should enter a competition,
fight, etc.

3. trending /ˈtrendɪŋ/ being discussed a lot on social media theo xu hướng

(adj)

4. entry (n) /ˈentri/ something that you do, write or make to bài dự thi
take part in a competition, for example
answering a set of questions

5. keen (adj) /kiːn/ [usually before noun] strong or deep mạnh mẽ, sâu sắc

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge Provide students with the meaning and pronunciation
about some lexical items. of words.
- Let students read the text again (if necessary).
2. Students may have underdeveloped
- Create a comfortable and encouraging environment
reading, speaking and co-operating
for students to speak.
skills.
- Encourage students to work in pairs, in groups so
Nguyễn Thị Ngọc Anh
 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 cultural heritage;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Brainstorming: What can we do to protect our heritage?
c. Expected outcomes:
- Students can generate as many ideas to protect the heritage as possible.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Brainstorming Suggested ideas
- Teacher divides the class into 4 groups. - Organise nature walks/excursions to local parks,
- Teacher gives each group a big piece of areas of bio-diversity
paper. Ask them to work in groups and - Organise site visits to museums, interpretation
write down as many ideas as possible for centres, and archaeological sites
the questions: What can we do to protect - Organise essay competitions on literature (in
our heritage? English and local languages)
- Students have 3 minutes to discuss and - Carry out small research projects for students that
write. can be put up as mini-exhibitions/bulletin board
- All groups stick their paper on the displays on heritage.
board. - Involve students in documenting local living
- Teacher checks the answers. heritage like festivals, performing arts or craftsmen
- The group with the most appropriate and women.
ideas will be the winner. - Establish clubs for heritage debates, quizzes,
discussions and activities like presentations, field
trips and documentation.
- Organizing painting and drawing competitions for
students at built heritage sites
- Clean up the environment, investigate its local
official and oral history.

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

2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students to learn the 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.
- Task 1: Ask and answer the questions
- Pre-teach vocabulary related to the content of the reading passage.
Nguyễn Thị Ngọc Anh
c. Expected outcomes:
- Students can identify the key language before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1 (Lead-in): Work in pairs. Ask and answer the questions. (4 mins)
- Ask Ss to work in groups of three or four and Students’ practice
discuss why it is important to protect our heritage.
- In weaker classes, ask specific questions about one
particular type of heritage e.g. Why do people visit
ancient buildings? What can they see there? What can
they learn from them?
- Tell Ss that there are no right or wrong answers and
encourage Ss to come up with as many ideas as
possible.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. appreciate (v)
with pictures. 2. challenge (n)
- Teacher checks students’ understanding with the 3. trending (adj)
“Rub out and remember” technique. 4. entry (n)
- Ask Ss to write the words in their notebooks. 5. keen (adj)
- 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: 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 and circle the correct meanings of the highlighted words and phrases (p.69)
- Task 3. Read the article again. Match the following headings (1-4) with the appropriate paragraph
(A-C). There is ONE extra heading. (p.70)
- Task 4. Read the article again and decide which paragraph includes the following information.
(p.70)
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 and circle the correct meanings of the highlighted words and
phrases (6 mins)
- Teacher asks Ss to read the whole text once to get an overall idea, then
choose the correct meaning of the highlighted words in the text. Answer key:
- Teacher encourages Ss to base their guesses on the context in which 1. A
the words are used rather than looking them up in the dictionary. 2. A
Nguyễn Thị Ngọc Anh
- Teacher tells Ss to work in groups to discuss the best option and 3. C
compare answers. 4. B
- Check answers as a class and confirm the correct one.
Task 3. Read the article again. Match the section (A-C) with the heading (1-5) below.
There is ONE extra heading. (7 mins)
- Ask Ss to read the whole text again and match the headings with the Answer key:
appropriate paragraphs. Note that there is one extra heading that Ss may 2. C
not need to use. 3. A
- Tell Ss to identify key words in the heading first. Remind Ss that the 4. B
correct heading has to express the idea of the whole paragraph, not just
one detail e.g. Heading 1 (Organising photo competitions of performing
artists) only expresses one detail and the detail does not express the
main idea of any paragraph given.
- Teacher tells Ss to work in pairs to discuss and compare their answers.
- Teacher checks answers as a class.
Task 4. Read the article again and decide which paragraph includes the following
information (7 mins)
- Ask Ss to read the text again and decide which paragraph includes each
of the ideas. Answer key:
- Tell Ss to read through the text to locate the answers, then read again, 1. B
this time paying attention only to the parts of the text that contain the 2. A
answers. 3. B
- Explain that the information in the statements is paraphrased and make 4. C
sure Ss understand the vocabulary and the overall meaning of the
statements.
- Teacher has Ss work in pairs or groups to compare answers.
- Teacher checks answers as a class.
Extension: Ask Ss to close their books. Choose three sentences from the
text and write them on the board. Have Ss read them aloud several
times. Then erase two or three words from each sentence and have Ss
say them again, including the missing words. Erase more words and
repeat until Ss are saying the full sentences from an almost empty board.

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 help Ss use the ideas and discuss which one is the best to preserve the heritage.
b. Content:- Discussion
c. Expected outcomes:
- Students can use the language and ideas from the unit to suggest three ideas to preserve heritage.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 5. Discussion
- Teacher has Ss work in groups. Ask them to discuss each idea
and decide the most effective one to preserve heritage. Students’ own ideas
- Elicit the three ideas described in the text, i.e. promoting
heritage sites and traditions through social media, organising
Nguyễn Thị Ngọc Anh
events and discussions, and developing the folk arts. Ask
individual Ss to write them on the board.
- Teacher tells Ss that there are no right or wrong answers and
encourages them to explain the reasons for their choice.
- Teacher invites one or two groups to present a summary of their
discussions to the whole class.
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 the next lesson – Speaking.
Board Plan
Unit 6: Preserving our heritage
Lesson 3: Reading – Teenagers’ ideas for preserving heritage
*Warm-up* Lead-in * Vocabulary
1. appreciate (v)
2. challenge (n)
3. trending (adj)
4. entry (n)
5. keen (adj)
- Task 2: Circle the correct meanings of the highlighted words and phrases.
- Task 3: Match the headings with the appropriate paragraph.
- Task 4: Decide which paragraph includes the information.
- Task 5: Discussion
*Homework
Period 58 UNIT 6: PRESERVING OUR HERITAGE
Lesson 4: Speaking – Preserving cultural heritage

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about ways to preserve heritage;
- Memorize vocabulary to discuss ways to preserve heritage.
2. Competences
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be proud of natural and cultural heritage sites in Viet Nam
II. MATERIALS
- Grade 11 textbook, Unit 6, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis

Nguyễn Thị Ngọc Anh

 Pronunciatio Vietnamese
Form Meaning
n equivalent
1. spread /spred/ to affect or make something affect, be known by, lan truyền
(v) or be used by more and more people

2. /ɪnˈvɒlvd/ being part of something or connected with có liên quan

involved something
(adj)

3. cultural /ˈkʌltʃərəl the heritage of tangible and intangible heritage di sản văn
heritage ˈherɪtɪdʒ/ assets of a group or society that is inherited from hóa
(n) past generations.

4. (to) set /set ʌp/ to create something or start it cài đặt

up

Assumption

Anticipated difficulties Solutions

Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they can
help each other.
- Give short, clear instructions 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;
- To set the context for the speaking part;
b. Content:
- Game: Jumble words.
c. Expected outcomes:
- Students can find the correct words related to the topic of the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Jumble words
- Teacher divides the class into 2 groups. Suggested words:
- Teacher shows each jumble word on the screen. 1. U/C/O/K/F/I/M/L/S (2 words)
- If a team can answer the word, students raise their 2. R/A/S/W/E/S/E/N/A
hands and say BINGO to get the chance to answer. 3. L/I/O/M/S/E/D/A/C/I/A (2 words)
- If Ss have a correct answer, they get one point for 4. N/E/C/M/I/P/O/T/T/O/I
their team. 5. L/A/E/F/S/I/V/T
- The team with more points will be the winner of Key:
the game. 1. FOLK MUSIC
2. AWARENESS
3. SOCIAL MEDIA
4. COMPETITION
Nguyễn Thị Ngọc Anh
 5. FESTIVAL

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (13 mins)

a. Objectives:
- To get students to identify vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- To introduce more ideas for the main speaking task;
- To introduce a model conversation in which speakers discuss ways to preserve heritage.
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to talk about ways to preserve heritage.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. spread (v)
with different techniques (pictures, actions, synonyms 2. involved (adj)
…) 3. cultural heritage (n)
- Teacher checks students’ understanding with the 4. (to) set up
“Rub out and remember” technique.
- Teacher asks Ss to take notes on their notebooks.
Task 1. Work in pairs. Match the ways to preserve our heritage with the reason for doing
so. (4 mins)
- Teacher quickly reviews the ways to preserve
heritage described in the Reading lesson by asking the
whole class to give ideas. Answer key:
- Teacher asks Ss to work in pairs and match each way 1. b
with the appropriate reason for doing so. 2. a
- Teacher calls on some Ss to give their answers to the 3. d
class. Encourage them to give reasons for their 4. c
answers.
- Teacher checks answers in front of the class as a
whole.
Task 2. Complete the conversation with the words and phrase in the box. Then practise it
in pairs (5 mins)
- Teacher keeps Ss working in the same pairs. Ask Answer key:
them to read the conversation and complete it with the 1. D (Let me think)
words and phrases in the box. 2. B (Right)
- Teacher explains that the words and phrases in the 3. A (Well)
box are used to keep the conversation going and to 4. C (Really)
show that you are interested in it and encourage the Tips to keep a conversation going:
speaker to continue speaking. - Show that you are interested in it and
- Teacher checks answers as a class. encourage the speaker to continue
Nguyễn Thị Ngọc Anh
- Teacher asks Ss to practise the completed speaking using words and phrases such
conversation in pairs and calls on some pairs to as Yeah, Uh huh, OK, Right, I see,
practise the conversation aloud in front of the class. Really, Interesting…
- Show that you have understood and
are going to speak, use words and
phrases such as Well, Let me think,
Hold on a minute, That’s a good
question.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher checks students’ answers and corrects them if necessary.

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (12 mins)

a. Objectives:
- To give Ss an opportunity to make a similar conversation about ways to protect local heritage.
b. Content:
- Task 3. Work in pairs. Make a similar conversation about ways to preserve cultural heritage.
(p.71)
c. Expected outcomes:
- Students are able to make a similar conversation about ways to protect local heritage.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in pairs. Make a similar conversation about ways to preserve cultural
heritage. Use the ideas in 1, the model in 2, and the tips above to help you. (12 mins)
- Teacher asks Ss to work in pairs to make a similar conversation
as in Task 2.
- Teacher reminds Ss to use the phrases in the Tips, ideas given in
1 and the model conversation in 2 to make their own Suggested answers:
conversation. Students’ own ideas
- Teacher encourages Ss to choose the other ways to preserve
heritage mentioned in Task 1 to develop their conversation rather
than simply copying the information from the model
conversation.
- Teacher calls on some pairs to role-play their conversations in
front of the class. Praise pairs who use expressions to show
interest and encouragement.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: FURTHER PRACTICE (12 mins)

a. Objectives:
- To give Ss an opportunity to present ways to preserve their local heritage to the class;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
Nguyễn Thị Ngọc Anh
- Task 4. Work in groups. Think of a form of cultural heritage (such as a tradition, a festival, or a
form of music) and discuss ways to preserve it. Report your group’s ideas to the whole class (p.71)
c. Expected outcomes:
- Students can use the language and ideas from the unit to preserve their local heritage.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Think of a form of cultural heritage (such as a tradition, a
festival, or a form of music) and discuss ways to preserve it. Report your group’s ideas to
the whole class. (p.71)
- Teacher asks Ss to work in groups and think of some
local heritage such as a tradition, festival, form of music
or heritage site and discuss ways to preserve it. Students’ practice.
- Teacher may divide the class into three/four groups and
assign each group an aspect of local heritage so that each
group focuses on one topic.
- Teacher encourages Ss to choose a type of heritage they
know about (e.g. one in their city/province/country) and
discuss what they can actually do to help preserve it.
- Teacher calls on some groups to present their ideas to
the class.
- Teacher praises groups for good effort, interesting ideas
and fluent delivery.
- Teacher gives feedback and give 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 exercises in the workbook.
- Prepare for the next lesson – Listening.

Board Plan

Date of teaching
Unit 6: Preserving our heritage
Lesson 4: Speaking – Preserving cultural heritage
*Warm-up

* Vocabulary
1. spread (v)
2. involved (adj)
3. cultural heritage (n)
4. (to) set up

Nguyễn Thị Ngọc Anh

- Task 1. Match the ways to preserve our heritage with the reason.
- Task 2. Complete the conversation.
- Task 3. Make a similar conversation.
- Task 4. Discussion.

*Homework

Nguyễn Thị Ngọc Anh

Period 59 UNIT 6: PRESERVING OUR HERITAGE
Lesson 5: Listening – A trip to Trang An Scenic Landscape Complex

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about Trang An Scenic Landscape Complex;
- Memorise vocabulary to talk about a heritage site.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skills
3. Personal qualities
- Be proud of natural and cultural heritage sites in Viet Nam
II. MATERIALS
- Grade 11 textbook, Unit 6, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Pronunciatio Vietnamese
Form Meaning
n equivalent
1. limestone /ˈlaɪmstəʊn/ a type of white rock that contains calcium, đá vôi
(n) used in building and in making cement

2. valley (n) /ˈvæli/ an area of low land between hills or thung lũng
mountains, often with a river flowing
through it

3. ecosystem /ˈiːkəʊsɪstəm/ all the plants and living creatures in a hệ sinh thái
(n) particular area considered in relation to their
physical environment

4. interact /ˌɪntərˈækt/ if one thing interacts with another, or if two tương tác
(v) things interact, the two things have an effect
on each other

5. original /əˈrɪdʒənl/ existing at the beginning of a particular nguyên bản

(adj) period, process or activity

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if
Nguyễn Thị Ngọc Anh
 necessary.
Students cannot follow the speed of - Make sure they understand the meaning and
the recording. pronunciation of important words.
- Teach them the skill of underlining key words in
the questions before they listen.
- Play more times if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the listening part;
b. Content:
- Game: Jigsaw puzzle
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Game: Jigsaw puzzle Questions:
- Ss work in groups. 1. Who was the founding emperor of the Dinh
- There are 4 questions related to a key dynasty of Viet Nam?
picture. 2. What is a complex of Buddhist temples
- T asks Ss to guess the word in each puzzle in Gia Vien District, Ninh Binh Province, Viet
and guess the key picture behind after each Nam?
puzzle is opened. 3. Which movie took place in the northern part
- The group which gets the correct answer of Vietnam such as Van Long and Tam
of the key picture is the winner. Coc (Ninh Binh Province), Ha Long Bay
- Teacher asks the Ss to explain the (Quang Ninh Province)?
relationship between 4 questions and the 4. What are they? Large holes in the side of
key picture. a hill, cliff, or mountain, or one that
is underground.
Answer keys:
1. Dinh Bo Linh / Dinh Tien Hoang
2. Bai Dinh Pagoda
3. The movie: Kong – The Skull Island
4. Caves
🡺 KEY PICTURE:
Trang An Scenic Landscape Complex

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
Nguyễn Thị Ngọc Anh
- Pre-teach vocabulary related to the content of the lesson
- Task 1: Work in pairs. Ask and answer the questions. (p.71)
c. Expected outcomes:
- Students understand the meaning and can pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1 (Lead-in): Work in pairs. Ask and answer the questions. (4 mins)
- Teacher asks Ss some questions about Trang An
Scenic Landscape Complex. Suggested answers:
+ What do you know about Trang An? - Trang An Scenic Landscape
+ Where is Trang An? Complex in Ninh Binh Province in
+ Is Trang An a World Heritage Site? Northern Viet Nam is called a “Ha
+ How big is the area? Long Bay on land” with numerous
+ Have you ever been to Trang An? caves, mountains, valleys, trees and
+ If yes, what did you see and do there? historic relics.
- Students work in pairs or groups, discuss and raise - It covers an area of 10,000ha in
their voice to answer the questions. Hoa Lu, Gia Vien and Nho Quan
- Teacher sets the scene of the listening part and leads districts and Ninh Binh City.
in the lesson.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. limestone (n)
with different techniques (pictures, actions, synonyms 2. valley (n)
…) 3. ecosystem (n)
- Teacher checks students’ understanding with the 4. interact (v)
“Rub out and remember” technique. 5. original (adj)
- Teacher asks Ss to take notes on their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (15 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about Trang An Scenic Landscape Complex..
b. Content:
- Task 2: Listen to a talk. What is the talk mainly about? (p.71)
- Task 3: Listen to the talk again and complete each gap in the notes with no more than three words
and/or numbers. (p.71)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a talk. What is the talk mainly about? (6 mins)
- Teacher tells Ss that they’re going to listen to a talk by a tour Answer key:
Nguyễn Thị Ngọc Anh
guide who is introducing Trang An to tourists. B. The tour guide is talking
- Teacher asks Ss to have a guess about the summary of the talk. about the ecosystem of Trang
- Teacher plays the recording for the first time and asks Ss to An and efforts to preserve it.
circle the option that best summarise the main idea of the talk.
- Teacher checks answers as a class. Explain why the other
options cannot be the correct answers. (A and C are only parts
of the talk, not the main idea.)
- Teacher gives the correct answer.
Task 3. Listen to the talk again and complete each gap in the notes with no more than
three words and/or numbers. (9 mins)
- Teacher asks Ss to read the notes carefully to have an Answer key:
understanding about the overall structure of the talk. 1. 2014
- Teacher makes sure that Ss understand that they can write up 2. three protected areas
to three words per gap, and these words should be the exact 3. 600 types
words from the recording. In stronger classes, encourage them 4. early humans
to work out the missing words based on what they remember 5. natural state
from the first listening in Activity 1.
- Teacher plays the recording once (or twice in weaker classes)
for Ss to complete the notes.
- Teacher asks Ss to work with a partner to compare their
answers.
- Teacher calls on some Ss to write their answers on the board
or read their answers aloud.
- Teacher checks answers as a class. Play the recording again if
many Ss have incorrect answers, pausing at the places where
they can get the correct information.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (10 mins)

a. Objectives:
- To check students’ understanding and help them memorise the information in the recording;
- To give Ss an opportunity to make predictions;
- To help some students enhance presentation skills;
- To practise team working;
b. Content:
- Students make predictions of what the tour guide will say next.
c. Expected outcomes:
- Students can make appropriate predictions, do some quick research and present their ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher asks Ss to work in pairs and discuss what they Suggested ideas:
think the tour guide will say next. Tour guide: We’ll start our tour
- Teacher tells Ss to base their predictions on the last with …
sentence of the talk (Now, we’ll start our tour with…) 1. Hoa Lu Ancient Capital
- Teacher calls on some pairs to present and explain their 2. Trang An Scenic Area
Nguyễn Thị Ngọc Anh
predictions to the class. Note that there is no right or 3. Tam Coc Scenic Area
wrong prediction. Encourage Ss to give different answers 4. Bich Dong Scenic Area
based on the signal at the end of the talk. 5. Hoa Lu Special-use primary
- Teacher lets Ss work in groups using their smart devices forest
to search for information they predicted.
- Playing the role of the tour guide, the groups prepare the
information and make a presentation of the next part.
- Teacher calls some groups to present their ideas in front
of the class.
- Teacher gives comments and feedback.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- 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 the next lesson –Writing.
Board Plan
Unit 1: Preserving our heritage
Lesson 5: Listening – A trip to Trang An Scenic Landscape Complex
*Warm-up
* Vocabulary
1. limestone (n)
2. valley (n)
3. ecosystem (n)
4. interact (v)
5. original (adj)
- Task 1: Ask and answer the questions.
- Task 2: What is the talk mainly about?
- Task 3. Listen and complete the notes.
- Task 4: Discussion.

*Homework

Period 60 UNIT 6: PRESERVING OUR HERITAGE

Lesson 6: Writing – A leaflet about ways to preserve Trang An
Scenic Landscape Complex

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a leaflet about ways to preserve Trang An Scenic
Landscape Complex;
- Apply structures to express solutions to problems.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities

Nguyễn Thị Ngọc Anh

- Be proud of a natural and cultural heritage site in Viet Nam
II. MATERIALS
- Grade 11 textbook, Unit 6, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and 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 of a leaflet;
- To set the context for the writing part;
b. Content:
- Get to know what a leaflet is.
c. Expected outcomes:
- Students are aware of what a leaflet is and what should be included in a leaflet.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Guess the items Some pictures of leaflet:
- Teacher asks Ss to look at the board and say the
name of the things (LEAFLET)
- Teacher provides the synonyms of leaflet:
booklet or pamphlet.
- Teacher asks Ss if they know what a leaflet is.
- Teacher gives definition of leaflet: a printed
sheet of paper or a few printed pages that are
given free to advertise or give information about
something
- Teacher introduces the lesson.

Nguyễn Thị Ngọc Anh

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (14 mins)

a. Objectives:
- To provide Ss with ideas for the writing including a list of problems Trang An may face and
solutions to them.
- To provide Ss with practical tips in writing and designing a leaflet.
b. Content:
- Task 1. Work in pairs. Put the problems that Trang An Scenic Landscape Complex may face and the
possible solutions in the correct blanks. (p.72)
- Tips to design a leaflet
c. Expected outcomes:
- Students have some ideas about problems and solutions to preserve Trang An Scenic Landscape
Complex
- Students have some ideas about which information they should focus on when designing a leaflet.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Put the problems that Trang An Scenic Landscape Complex may
face and the possible solutions in the correct blanks. (4 mins)
- Teacher has Ss work in pairs to match the problems
with the possible solutions.
- Teacher tells Ss to read both notes carefully to have Answer key:
an overview of the problems and solutions before 1. B
doing the task. 2. D
- In stronger classes, encourage Ss to come up with 3. C
more potential problems and possible solutions, e.g 4. A
the problem of poor management, the construction of
new buildings near the heritage area and possible
solutions may include better planning and stricter
laws on heritage preservation.
- Teacher calls on some Ss to present their answers to
the class.
- Teacher checks answers as a class.
Useful expressions (5 mins)
- Teacher gives Ss a handout and asks them to List of expressions:
classify the items into correct categories. - To talk about problems and
Nguyễn Thị Ngọc Anh
- Teacher lets Ss work in groups. consequences
- The groups show their answers on the board. + … causes ….
- The whole class checks the task together. + … leads to ….
+ … results in …
+ As a result, …
+ As a consequence, …
+ Consequently, …
- To talk about solutions
+ It is necessary to …
+ It is recommended that …
+ This problem can be solved if …
+ To deal with this problem, we
should …
+ It is advisable / vital/ crucial to …
+ It is urgent to …
Fill in the blank with suitable words in the box to create a list of tips in designing a
leaflet.(5 mins)
- Teacher explains the purpose of the activity: In the
future, the Ss may need to design different leaflets in 1. Brand ______ and logo
different contexts. 2. Make it _______: The purpose of
- There are some tips in designing beautiful and the leaflet
professional leaflets that students need to know. 3. _____ is the leaflet for?
- Students work in groups to fill in the blanks with 4. Speak _____ to people
suitable words in the box to create a list of tips in 5. The right spacing
designing a leaflet. 6. Eye-catching, ______ imagery
- Teacher checks their answers and discusses each tip 7. The power of persuasion
with the whole class. 8. Call to _______
- Teacher further elicits some information about
which softwares / websites / applications can help Ss colours different who
in designing leaflet. directly actions useful
E.g: Canva, Adobe Photoshop, Adobe Illustrator, etc.
Answer key:
1. colours 2. different 3. who
4. directly 5. useful 6. actions
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (16 mins)

a. Objectives:
- To give Ss an opportunity to write a leaflet in class.
b. Content:
- Task 2. Write a leaflet about the problems that Trang An may face and the possible solutions to
them. Use the ideas in Task 1 and the outline below to help you (p.72)
c. Expected outcomes:
- Students can write a complete leaflet in which the language is clear, short and simple.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Write a leaflet about the problems that Trang An may face and the possible
Nguyễn Thị Ngọc Anh
solutions to them. Use the ideas in Task 1 and the outline below to help you.
- Remind Ss of the structure of a leaflet and the Suggested answer:
purpose of each part as explained in Unit 5. PRESERVE OUR HERITAGE –
- Teacher has Ss identify these parts in the outline on PRESERVE TRANG AN
page 72 of the student’s book e.g. heading, LANDSCAPE COMPLEX
subheadings, slogans, one idea per paragraph, call for Trang An (Ninh Binh Province) was
action,... and also asks them to identify which the first site in Viet Nam to be
information is missing in the outline. recognised by UNESCO as a mixed
- Teacher asks Ss to work individually and reads the World Heritage Site in 2014. It is
instructions for the writing carefully (Ss have to famous for its natural beauty and rich
complete the leaflet with problems that may damage biodiversity. To preserve its beauty,
Trang An and possible solutions ). we need to identify what problems
- Teacher gives Ss enough time so that they can finish Trang An may face and find ways for
the leaflet. preserving it.
- Teacher goes around the class and provides help PRESERVING NATURE
when necessary. Trang An is affected by mass tourism.
- Teacher corrects some pieces of writing in class. This kind of tourism can pollute
- Teacher collects Ss’ writings and provides written rivers and valley. It can also damage
feedback in the next lesson. the ecosystem because of the large
- In weaker classes, provide some suggested answers if number of visitors.
necessary. To preserve Trang An, it is necessary
to organize eco-tours to the heritage
sites. We should also create a
sustainable habitat for wildlife on the
heritage site.
PRESERVING CULTURE
Another problem is young people’s
lack of knowledge about our cultural
heritage. As a result, they are not be
able to appreciate our traditions.
This problem can be solved if schools
teach the importance of heritage. Our
heritage values should also be
promoted on social media so that they
reach wider audiences.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (7 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for peer checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Nguyễn Thị Ngọc Anh

Peer check Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss
do the peer review. 2. Legibility: …/10
- Ss do the task as required. 3. Ideas: …/10
- After peer review, Ss give the writing back to the owner
and discuss how to improve it. 4. Word choice: …/10
- Teacher then chooses one piece of writing and gives
5. Grammar usage and
feedback on it as a model.
- Teacher chooses some useful or excellent words/ mechanics: …/10
phrases/ expressions/ word choices Ss have used to give TOTAL: …/50
suggestions to other Ss
- Teacher chooses some typical errors and corrects as a
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- 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 the next lesson – Communication and Culture.

Board Plan

Date of teaching
Unit 6: Preserving our heritage
Lesson 6: Writing – A leaflet about ways to preserve
Trang An Scenic Landscape Complex
*Warm-up

- Task 1: Put the problems that Trang An Scenic Landscape Complex may face and the
possible solutions in the correct blanks.
- Useful expressions
- Tips to design a leaflet
- Task 2. Write a leaflet.
- Peer check

*Homework

Nguyễn Thị Ngọc Anh

Period 61 UNIT 7: PRESERVING OUR HERITAGE
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Have some knowledge about how heritage is preserved around the world;
- Review expressions for asking for and giving directions.
2. Core competence
- Be able to ask for and give directions to popular places in Ha Noi based on the map in the book;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Responsible for preserving our heritage.

II. MATERIALS
- Grade 11 textbook, Unit 6, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Pronunciat Vietnamese
Form Meaning
ion equivalent
1. crowdfunding /ˈkraʊdfʌnd the practice of funding a project or an huy động vốn
(n) ɪŋ/ activity by raising many small amounts of từ cộng đồng
money from a large number of people,
usually using the internet

2. non-profit (adj) /ˌnɒn without the aim of making a profit phi lợi nhuận
ˈprɒfɪt/

3. regardless of /rɪˈɡɑːdləs paying no attention to something/ bất kể

(prep) əv/ somebody; treating something/ somebody
as not being important

4. fine (n) /faɪn/ a sum of money that must be paid as tiền phạt
punishment for breaking a law or rule

5. unique (adj) /juˈniːk/ being the only one of its kind độc, lạ

Assumption
Anticipated difficulties Solutions
Students are reluctant to work in - Encourage students to work in pairs and in groups so
groups. that they can help each other.
Nguyễn Thị Ngọc Anh
 - 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
- Provide vocabulary and useful language before
deliver 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 lesson.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can identify the names of famous places in Hanoi.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Lucky number Lists of pictures:
- Ss work in 4 groups.
- There are 8 numbers, including 3 lucky numbers and
5 numbers corresponding to 5 questions.
- If a team picks a lucky number, they get one point
without having to answer the question.
- If a team picks a question, they have to answer
“Where is it?”
- If they answer the question correctly, they get one
point.
- Teacher uses the information in the warm up game
to lead in the lesson.

Nguyễn Thị Ngọc Anh

 Answer key:
1. Ho Chi Minh Mausoleum
2. Hanoi Flag Tower
3. One Pillar Pagoda
4. Ho Chi Minh Museum
5. Imperial Citadel of Thang Long

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To review expressions for asking for and giving directions.
- To help Ss practise asking for and giving directions to popular places in Ha Noi based on the map in
the book.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practice it in
pairs (p.73)
- Task 2: Work in pairs. Use the model in Task 1 to make similar conversation for these situations
(p.73)
c. Expected outcomes:
- Students can use appropriate language to ask for and give directions in certain situations.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then
practice it in pairs. (6 mins)
- Teacher tells Ss that they are going to revise Answer key
expressions used to ask for and give directions. 1. A
- Teacher asks Ss to listen and complete the 2. D
conversations with the expressions in the box. 3. B
- Teacher plays the recording once in stronger 4. C
classes or twice in weaker classes if necessary.
- Teacher calls on some Ss to give their answers to
the class.
- Teacher checks answers as a class. Ask them to
practise the conversations in pairs.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which Useful expressions
are mixed together. Ss have to classify them into 2 - Asking for directions:
groups: asking for directions and giving directions. + Can you tell me the way to …?
- Ss work in groups to do the task. + Excuse me, is … near here?
- Check as a class. + How do/can I get to …?

Nguyễn Thị Ngọc Anh

- T asks if Ss can add some more expressions. + What is the best/easiest way to …?

+ Could you show me how to get to …?

- Giving directions
+ Go straight ahead/on.
+ Walk along … street/road.
+ Walk past the (post office/bank).
+ Turn left/right at the traffic lights/into
Star Street.
+ Take the first/second road/turning on
the left.
+ It’s on your left/right.
+ It’s next to/opposite/between/at the
end of/behind/in front of…
+ It’s (just) around the corner.
Task 2: Work in pairs. Make similar conversation for these situations. (7 mins)
- Teacher focuses attention on the map and
identifies the location of the five tourist attractions
on the map and locates student A and student B.
- Teacher explains the two situations with Student
A asking for directions to Ho Chi Minh Mausoleum
and Student B asking for directions to Ha Noi Flag
Tower.
- Teacher has Ss work in pairs and makes
conversations asking for and giving directions to
the tourist attractions in the situations. Sample conversations:
- Teacher asks Ss to read the list of useful Situation 1.
expressions and checks understanding. A: Could you tell me the way to Ho Chi
- Teacher gives Ss a few minutes to plan their Minh Mausoleum?
conversations before they role-play it (e.g. who will B: Sure. Go straight ahead until you get
be Student A, who will be Student B, and have to Hung Vuong Street. Turn left and
them underline key words in the task question). walk straight on for a few minutes.
Have them write down some prompts to help them. You’ll see it on your left.
Encourage them to swap roles. Situation 2.
- Teacher walks round the class and provides help B: Excuse me. How can I get to Ha Noi
when necessary. Flag Tower?
- Teacher asks some pairs to role-play their A: Sure. Walk along Phan Dinh Phung
conversations in front of the whole class. Praise for Street and take the second turn on the
good effort, clear pronunciation and fluent delivery. left into Hoang Dieu Street. Walk past
the Thang Long Imperial Citadel. Ha
Noi Flag Tower is just behind it.
B: Thank you very much.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives scores to evaluate Ss’ performance.

3. ACTIVITY 2: CLIL (20 mins)

a. Objectives:
- To help Ss learn about how heritage is preserved around the world.
- To give Ss an opportunity to relate what they have learnt in the reading text to their own culture.
Nguyễn Thị Ngọc Anh
b. Content:
- Task 1: Read the text and answer the questions (p.74)
- Task 2: Work in groups. Discuss the following questions. Are the methods of preserving heritage in
the text used in Vietnam? Which one do you think works best in Vietnam (p.74)
c. Expected outcomes:
- Students can get ideas about how heritage is preserved around the world and relate what they have
learnt in the lesson to their culture
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Pre-teach vocabulary (5 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary by 1. crowdfunding (n)
pictures. 2. non-profit (adj)
- Teacher checks students’ understanding with the “Rub out and 3. regardless of (prep)
remember” technique. 4. fine (n)
- Teacher reveals that these words will appear in the reading text 5. unique (adj)
and asks students to open their textbook to discover further.
Task 1. Read the text and answer the questions. (7 mins)
- Teacher activates Ss’ prior knowledge by asking questions
about heritage sites or traditions around the world. (Have you Answer key:
been to any heritage sites outside Viet Nam? What did you see 1. Italy
there? Was it preserved in its original state? Do you know any 2. Spain
cultural heritage such as traditions or folk music from other 3. Australia
countries?)
- Teacher puts Ss into pairs. Ask them to read the text about
preserving heritage around the world and answer the questions.
- Teacher walks round the class and offers help, explaining
unfamiliar words or answering questions. (e.g crowdfunding,
heavy fines, harsh punishment)
- Teacher checks answers as a class by calling on pairs to give
their answers to the class.
- Teacher confirms the correct answers.
Extension: Ask Ss comprehension questions to check
understanding of the text, e.g. Which city was taken as an
example of successful crowdfunding? How much do individuals
and companies have to pay for damaging a heritage site? Which
festivals are mentioned in the text?
Task 2. Work in groups. Discuss the following questions. (8 mins)
- Teacher asks Ss to work in groups to answer the questions. Questions
- In weaker classes, have Ss underline the ideas in the text so - Are the methods of
they can use them in their discussion. preserving heritage in the
- In stronger classes, encourage Ss to come up with other ideas text used in Viet Nam?
about effective methods to preserve heritage in Viet Nam e.g. - Which one do you think
installing donation box at the heritage sites, introducing folk arts works best in Viet Nam?
to schools,…
- Teacher calls on some groups to present their ideas to the class.
e. Assessment
- Teacher’s observation on Ss’ performance.
Nguyễn Thị Ngọc Anh
- 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 8 - Looking back and project.
Board Plan

Date of teaching
Unit 6: Preserving our heritage
Lesson 7: Communication and Culture / CLIL
*Warm-up

* Everyday English
- Task 1: Listen and complete the conversation.
- Task 2: Make similar conversations.
* Culture
- Task 1: Read the text and answer the questions.
- Task 2: Discussion.

*Homework

Nguyễn Thị Ngọc Anh

Period 62 UNIT 6: PRESERVING OUR HERITAGE
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 6;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
3. Personal qualities
- Be proud of a natural and cultural heritage site in Viet Nam

II. MATERIALS
- Grade 11 textbook, Unit 6, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
- Continue to explain task expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ reading comprehension of the related topic
b. Content:
- Do a worksheet to develop reading comprehension about the topic.
c. Expected outcomes:
- Students can develop reading skills and gain some knowledge about preserving the heritage.
d. Organisation

TEACHER’S AND CONTENTS

STUDENTS’ ACTIVITIES
Who is faster? Match the headings (A-D) with the paragraphs (1-4)
- Teacher lets Ss work in A. Offer tours
groups of four. B. Conduct community workshops
- Teacher gives each group a C. Host special events
worksheet, in which they have D. Form a volunteer group
Nguyễn Thị Ngọc Anh
to read and match the 1. Gather fellow residents who care about preserving your
paragraphs with appropriate community’s recent past places. Working together, you can
headings. research and nominate buildings for landmark designation;
- The first team which become your community’s advocate for the recent past and
completes correctly is the modern design; create a website and maintain a discussion
winner. board.
- Teacher checks answers for 2. Tours are a tried-and-true method for building a
the whole class. community’s appreciation for its historic resources and
- Teacher leads in the lesson. significant architecture. Put together a bus tour that takes guests
past modern structures throughout the neighborhood. Create a
self-guided driving tour accompanied by a booklet that visitors
and residents can continue to use.
3. Special events encourage those interested in mid-century
architecture to connect with like-minded people. These can
include fundraising events; special exhibits (complete with
opening night parties) that feature the architecture and modern
heritage of your community; or a lecture series that features
local historians, architects, or professors to speaking about the
area’s modern architecture.
4. Workshops and seminars can be useful ways to educate
specific audiences about buildings and cultural sites from the
recent past. These classes can help teach participants the basics
of historic preservation, give them an overview of the history of
post-war architecture, offer tips on how to identify threats or
problems, find appropriate replacement materials to keep mid-
century homes looking true to their original architecture, and
more. Contact a local preservation group for help or partnership
opportunities.

Key:
1. D
2. A
3. C
4. B

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss further revise intonation in statements and practise speaking with a natural intonation.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss revise the use of to-infinitive clauses
b. Content:
- Pronunciation: Listen and mark the intonation in the following sentences, using falling or level-
rising intonation. Then practise saying them in pairs. (p.74)
- Vocabulary: Choose the correct word to complete each sentence (p.75)
- Grammar: Rewrite the sentences using to-infinitive clauses (p.75)
c. Expected outcomes:
Nguyễn Thị Ngọc Anh
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and mark the intonation in the following sentences, using falling or level-
rising intonation. Then practise saying them in pairs (4 mins)
- Teacher asks Ss to listen to the recording and mark Key:
the changes in intonation in the sentences with 1. The trip to Hoi An Ancient Town was
falling tone, or level-rising tone. amazing.
- Teacher plays the recording several times if 2. Please turn off the air-conditioner.
necessary.
It wastes too much electricity.
- Teacher asks some Ss to read the sentences aloud
3. A boat tour is the best way to
in front of the class.
- Teacher puts Ss into pairs and have them read the experience wildlife habitats.
sentences to each other. Encourage them to use 4. In Ha Long Bay you can go
correct intonation. Praise Ss who try to speak with swimming, diving and fishing.
correct intonation.
Task 2: Choose the correct word to complete each sentence. (4 mins)
- Teacher asks Ss to choose the correct word to Answer key:
complete each sentence. 1. Well-preserved
- Teacher has Ss do this activity individually, then 2. historical
compare their answers with their partners. 3. folk
- Teacher checks answers as a class. Ask some Ss to 4. protected
write the words on the board and explain their
choices.
Task 3: Rewrite the sentences using to-infinitive clauses (4 mins)
- Teacher asks Ss to rewrite the sentences using to- Answer key:
infinitive clauses. 1. Mai went to Soc Son to attend the
- Teacher has Ss do this activity individually, then Giong Festival.
compare their answers with a partner. 2. The first place to visit on the trip is
- Teacher checks answers as a class. Ask some Ss to Hue Imperial Citadel.
write the sentences on the board and explain the 3. Our music teacher gave lessons in
changes they made to the original sentences. xoan singing to help us appreciate our
cultural heritage.
4. The most famous site to see is the old
bridge across the river.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills and to
practise giving an oral presentation.
b. Content:
- Presentation of posters/leaflets about “How can we preserve our heritage?” in class.
c. Expected outcomes:
- Students can practise giving an oral presentation about how to preserve our heritage
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Presentation: How can we preserve our heritage?
- All groups exhibit their posters and make presentations. Students’ presentations
- When one group make presentation, others listen and
complete the evaluation sheet.

e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the group
which has the most votes.
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 Unit 7.

Board Plan

Date of teaching
Unit 6: Preserving our heritage
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project
How can we preserve our heritage?
*Homework

Period 63
UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 1: Getting started – Planning our education

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Gain an overview about the topic Education options for school-leavers;
- Gain vocabulary to talk about plan the education;
- Get to know the language aspects: Perfect gerunds.

Nguyễn Thị Ngọc Anh

2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3. Personal qualities
- Familiarize with the ways to plan the education.

II. MATERIALS
- Grade 11 textbook, Unit 7
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. (university) /ˈentrəns ɪɡˌzæm/ an exam that you take to be accepted into a
entrance exam university

2. option (n) /ˈɒpʃən/ one thing that can be chosen from a set
of possibilities, or the freedom to make a choice

3. academic (adj) /ˌækəˈdemɪk/ connected with education, especially studying in

schools and universities

4. vocational /vəʊˈkeɪʃənəl/ connected with the skills, knowledge, etc. that you
(adj) need to have in order to do a particular job

5. mechanic (n) /məˈkænɪk/ someone whose job is repairing the engines of

vehicles and other engines

6. sensible (adj) /ˈsensəbəl/ able to make good judgements based on reason and
experience rather than emotion

Assumption
Anticipated difficulties Solutions
Students may find the lesson boring - Encourage students to work in pairs and in groups so
due to a large number of language that they can help each other.
exercises. - Provide feedback and help if necessary.
- Explain expectations for each task in detail. Have
Some students will excessively talk in excessive talking students practice.
the class. - Continue to explain task expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of Education options for
school-leavers;
- To set the context for the listening and reading part;
Nguyễn Thị Ngọc Anh
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Guessing game: Guess the name of famous universities in Viet Nam
c. Expected outcomes:
- Students can identify famous universities in Viet Nam
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GUESSING GAME Lists of university:
- Ss work in 4 big groups. + Foreign Trade University
- Teacher shows the pictures of 5 famous university in + University of Languages and
Vietnam and lets students in each group raise their International Studies
hands to answer + National Economics University
- The fastest team will give the answer and get the + Hanoi University of Science and
point with the correct answer. Technology
- The first team with more correct answers will be the + Thuongmai University
winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students 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

Vocabulary pre-teaching Word list:
- Teacher introduces the vocabulary. 1. (university) entrance exam
- Teacher explains the meaning of the new vocabulary 2. option (n)
by pictures. 3. academic (adj)
- Teacher checks students’ understanding with the 4. vocational (adj)
“Rub out and remember” technique. 5. mechanic (n)
- Teacher reveals that these five words will appear in 6. sensible (adj)
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 on 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 education.
Nguyễn Thị Ngọc Anh
- To help Ss identify the perfect gerunds.
b. Content:
- Task 1: Listen and read (p.76)
- Task 2: Read the conversation again. Decide whether the following statements are true (T) or false
(F). (p.77)
- Task 3: Find phrases in the conversation that mean the following. (p.77)
- Task 4: Complete the sentences using phrases from the conversation. (p.77)
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 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.

Questions:
- What can you see?
- What does Mai want to do after
finishing school?
- What does Nam want to do after
finishing school?

Suggested answers:
- A female scientist and a male mechanic
- She wants to go to university, study
biology and become a scientist.
- Nam wants to go to a vocational school
because he wants to become a car
mechanic.
Task 2: Read the conversation again. Decide whether the following statements are true (T)
or false (F). (5 mins)
- Teacher tells Ss to read the conversation again and
work independently to find the answers. Remind Ss Key:
to underline the information and correct the false 1. F
statements. 2. T
- Ss work independently to find the answers. 3. T
- Teacher has Ss compare the answers in pairs 4. F
before checking with the whole class.
- Teacher checks the answers as a class and gives
Nguyễn Thị Ngọc Anh
feedback.
Task 3: Find phrases in the conversation that mean the following. (5 mins)
- Teacher asks Ss to read the definitions, then scan
the conversation looking for words or phrases Answer key:
matching the meanings.
1. education fair
- Teacher has Ss compare and share their answers
2. entrance exam
with the class.
3. academic education
- Check answers as a class.
4. vocational school
Extension: Put Ss into groups and have each group
write as many phrases as they can with the words
education, school and exam (e.g. primary/
vocational/ university education, pursue/ get/
receive (your/an) education, education system/
programme; go to/ start/quit/ leave school, primary/
secondary school; take/ do/ sit/ pass/ fail an exam,
revise for an exam, exams in Maths/ English, exam
paper/ results). Set a time limit of five minutes.
When the time is up, put up their lists of phrases on
the board. Ask Ss from different groups to read
them aloud and count the correct ones. The winner
is the group with most correct phrases.
Task 4. Complete the sentences using phrases from the conversation. (5 mins)
- Teacher has Ss read each sentence individually.
Answer key:
Encourage them to try to complete it with an
appropriate verb phrase without referring to the 1. Having won
conversation. Then ask them to find the answers in
2. having gone
the conversation.
3. Having watched
- Teacher checks answers: first ask the class to call
out the correct perfect gerund or perfect participle
clause, then call on individual Ss to read the
complete sentences.
- Teacher tells Ss that they will learn more about the
grammar point in the following lesson.

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 practice speaking skills;
- To help Ss memorize the basic knowledge of the topic.
b. Content:
- Role-play
c. Expected outcomes:
Nguyễn Thị Ngọc Anh
- Students can give a short talk about their options after finishing school.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Role-play
- Teacher asks Ss to work in groups. Students’ own creativity.
- In each group, one student plays the role of teacher
and others will be students
- Teacher asks the students about their plans after high
school and students will share their plans.
- 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 give marks to the best
group.
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 workbook exercises
- Prepare for Lesson 2 - Unit 7.
- Prepare for the project in Lesson 8
Board Plan

Date of teaching
Unit 7: Education options for school-leavers
Lesson 1: Getting started – Planning our education
* Warm-up:
Guessing game
* Vocabulary
1. (university) entrance exam
2. option (n)
3. academic (adj)
4. vocational (adj)
5. mechanic (n)
6. sensible (adj)

Nguyễn Thị Ngọc Anh

- Task 1: Listen and read.
- Task 2: True or false.
- Task 3: Find phrases in the conversation that mean the following.
- Task 4: Complete the sentences.
- Task 5: Role-play

*Homework

Nguyễn Thị Ngọc Anh

Period 64 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
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 education options after leaving school;
- Recognise and practise intonation in Wh- and Yes/ No questions;
- Review the use of Perfect gerunds and. Perfect participle clauses.
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
- Be ready to decide education options after leaving school
II. MATERIALS
- Grade 11 textbook, Unit 7, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Perfect gerunds
The perfect gerund (having done) always refers to a time before that of the verb in the main
clause. It is used to emphasise that the action was completed in the past.
It can be used as:
• the subject of a sentence.
Example: Having studied science subjects made it easy for me to choose a university degree.
• an object after some verbs, e.g. admit, deny, forget, mention, regret, and remember or after
prepositions.
Example: My friend didn’t remember having lent me his English textbook.
My cousin often talked about having studied for five years at a top university.

Perfect participle clauses

The perfect participle has the same form as the perfect gerund, e.g. having asked, having
studied.
We can use perfect participle clauses to:
• describe an action that happened before the action in the main clause.
Example: Having finished their course, they started looking for jobs.
• talk about the reason for the action in the main clause.
Example: Not having read the book, he can’t give us his opinion.

Assumption
Anticipated difficulties Solutions
Students are reluctant to work in - Encourage students to work in pairs and in groups so

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 groups. 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
- Provide vocabulary and useful language before
deliver 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 intonation;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video about intonation in wh- and yes/no questions.
c. Expected outcomes:
- Students can listen and find out the rules for intonation in wh- and yes/no questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link: https://youtu.be/1-
- Teacher plays the video and asks Ss to pay attention to the yjtPZTDuc
intonation rules in the video
- Ss watch the video and note down the rules.
- Teacher calls some Ss to share and confirm the answers.
- Teacher leads in the new lesson.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (10 mins)

a. Objectives:
- To help Ss recognise and practise intonation in wh- and yes/no questions.
- To help Ss practise intonation in wh- and yes/no questions.
b. Content:
- Task 1: Listen and repeat. Pay attention to the falling or rising intonation in each of the following
questions. (p.77)
- Task 2: Listen and mark the intonation in these questions, using (rising intonation) or (falling
intonation). Then practise saying them in pairs. (p.77)
c. Expected outcomes:
- Students can practise intonation in wh- and yes/no questions.
d. Organisation
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 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and repeat. Pay attention to the falling or rising intonation in each of the
following questions. (5 mins)
- Teacher asks Ss to listen to the recording. Have them Audio script:
pay attention to the rising or falling intonation in the
1. Did anyone go?
given sentences.
2. Would you like to share some of
- Teacher asks Ss to work in pairs and take turns to
read the sentences with correct intonation. it with the class?

- Teacher checks the answers as a class. 3. What are your plans for the
future?
- Teacher has Ss read the explanation in the
Remember! box Ask questions to check understanding 4. When does the course start?
of the use of rising and falling intonation in Wh- and
Yes/No questions.
Task 2: Listen and mark the intonation in these questions, using (rising intonation) or
(falling intonation). Then practise saying them in pairs. (5 mins)
- Teacher asks Ss to listen to the Wh- and Yes/No Answer key:
questions and mark the correct intonation pattern 1. Do you want to go to university?
(rising or falling) at the end of each question.
- Teacher plays the recording several times, if 2. Have you talked with your
necessary, pause after each sentence for Ss to repeat. parents about your plans?
- Teacher checks answers as a class. 3. How much does it cost to study at
- Teacher puts Ss into pairs and have them practise university?
saying these questions. Walk round the class, praising
pairs for good effort and using the appropriate 4. What’s your favourite subject at
intonation pattern. school?
Extension: In stronger classes, put Ss into groups and
have each group write three Wh-questions and three
Yes/No questions. Invite each group to read out their
questions in front of the class. Have the other groups
say if they use the appropriate intonation.
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 education after leaving school.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words and phrases with their meanings. (p.78)

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- Task 2: Complete the sentences using the correct forms of the words and phrases in 1. (p.78)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words and phrases with their meanings. (6 mins)
- Teacher asks Ss to read the definitions of the phrases first
and checks understanding. Answer key:
- Teacher has Ss match each word with the definition right 1. c
next to it.
2. d
- In weaker classes, do the first one as an example before
asking Ss to match the rest individually or in pairs. 3. a
- Check answers as a class. 4. e
5. b
Task 2. Complete the sentences using the correct forms of the words and 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 Answer key:
sentences. Tell them to change the forms of some words if 1. higher education
necessary.
- Teacher checks answers as a class. Have Ss call out the 2. qualifications
word they have used in each sentence first. 3. school-leavers
- Teacher confirms the correct answers. Ask Ss to explain
the meaning of each word using the definitions in Activity 4. vocational education
1. 5. graduation
- Teacher asks some Ss to read the complete sentences.
Suggested answer:
Extension: In stronger classes, have Ss play a game
individually or in pairs. Each student or pair writes a short Every year, thousands of school-
meaningful text in which all four phrases have been used. leavers finish secondary
Give a time limit of three minutes and have each student or education. Most of them choose
pair read out their texts. The other Ss give a mark out of 10. to continue their study in either
Have Ss add up their marks. The winner is the student or higher education institutions or
pair with the highest score. vocational education
institutions. These students
believe that with the right
qualifications from these
institutions, they will have a
better chance of getting good
jobs after graduation.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
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4. ACTIVITY 3: GRAMMAR (15 mins)
a. Objectives:
- To help Ss recognise and practice perfect gerunds
- To help Ss recognise and practice perfect participle clauses
- To help Ss practice perfect gerunds and perfect participle clauses in a speaking activity
b. Content:
- Task 1: Find and correct the mistakes in the following sentences. (p.78)
- Task 2: Rewrite these sentences using perfect participle clauses. (p.79)
- Task 3: Work in pairs. Make sentences, using perfect gerunds and perfect participle clauses. (p.79)
c. Expected outcomes:
- Students know how to use the perfect gerunds or perfect participle clauses and can apply them to
give a short talk on the given topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Find and correct the mistakes in the following sentences. (5 mins)
- Teacher asks Ss to look at the Remember! box and read Answer key:
the rules for using perfect gerunds. Check understanding 1. I forgot have discussed this
by asking, e.g. Which verbs are often followed by a topic with you. 🡺 having
perfect gerund? (admit, deny, forget, and remember); Can
a perfect gerund be used as a subject / an object? (Yes); 2. Had won many maths
What are the similarities between gerunds and perfect competitions helped me to win a
gerunds?(They both can be used as subjects and objects); place at university.
What are the differences between gerunds and perfect 🡺 Having
gerunds? (Their forms; perfect gerunds refer to the actions
that were completed in the past) 3. Nam regretted not having
choose a more interesting course
- Teacher tells Ss to work in pairs or individually to at university.
complete the activity.
🡺 chosen
- Teacher checks answers as a class.
4. He was proud of had won the
- Extension: Write more sentences with mistakes in using first place in a biology
perfect gerunds on the board and have Ss correct them in competition.
pairs, e.g. The thief denied stolen the expensive watch
(denied having stolen); I remember saw this advertisement 🡺 having
(remember having seen)
Task 2. Rewrite these sentences using perfect participle clauses. (6 mins)
- Teacher has Ss read the Remember box and ask Answer key:
questions to check Ss’ understanding of the form and uses
1. Having listened to an
of perfect participle clauses.
introduction to the course
- Teacher asks Ss to read each sentence carefully and
2. Having failed the university
decide how they can complete another sentence with a
entrance exams
participle clause that still has the same meaning as the
given one. 3. Not having studied hard enough

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- Teacher has Ss work in pairs to write the sentences. 4. Having answered the job
interview questions
- Teacher checks answers as a class. Invite individual Ss to
write the sentences on the board.
Extension: Have Ss work in pairs. Ask Ss to study these
sentences again. One student says the original sentence.
The other students, without looking at the book, says the
new sentence. The student who says the original sentence
should keep the book open to check if the partner says the
correct sentence.
Task 3. Work in pairs. Make sentences, using perfect gerunds and perfect participle
clauses.
(4 mins)
- Teacher lets Ss work in pairs. Example:
- Teacher asks Ss to make sentences using perfect gerunds Having completed the project
and perfect participle clauses. gave us a feeling of satisfaction.
- Teacher encourages Ss to apply the vocabulary they have Having finished school, I can
learnt in the lesson. apply to university.
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 7: Education options for school-leavers
Lesson 2: Language
*Warm-up
Watch a video
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and mark the intonation in these questions.
* Vocabulary
- Task 1: Match the words and phrases with their meanings. (p.78)
- Task 2. Complete the sentences.

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* Grammar
- Task 1. Find and correct the mistakes.
- Task 2. Rewrite these sentences.
- Task 3. Make sentences.
*Homework

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Period 65 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 3: Reading – Options for school-leavers

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 options for school-
leavers.
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
- Be ready to decide education options after leaving school
II. MATERIALS
- Grade 11 textbook, Unit 7, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. opportunity /ˌɒp.əˈtʃuː.nə.ti/ a time when a particular situation makes it possible to do
(n) or achieve something

2. independently /ˌɪn.dɪˈpen.dənt.li without being connected with or influenced by

(adv) / something or by each other

3. hands-on (adj) /ˌhændˈzɒn/ doing something rather than just talking about it

4. salary (n) /ˈsæl.ər.i/ money that employees receive for doing their job,
especially professional employees or people working in
an office, usually paid every month

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge Provide students with the meaning and pronunciation
about some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so that
skills.
they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
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- To activate Ss’ background knowledge about the topic and get Ss involved in the lesson;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Task 1: Answer the questions
c. Expected outcomes:
- Students can talk about the options after leaving school.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Answer the questions
- Teacher asks Ss look at the pictures of a
university student and a vocational school
student. Have them to work in pairs and
discuss which of the two options is more
common in the area they live in.
- Teacher encourages Ss to think of other
options. A vocational school A university student
student
- Teacher invites some pairs to share their
answers with the class. Questions:
1. Which of the two options for school-leavers is
more common in your town?
2. Can you think of other options?
Students’ answers

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

2. ACTIVITY 1: PRE-READING (6 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

Vocabulary pre-teaching (5 mins)

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- Teacher introduces the vocabulary. Word list:
- Teacher explains the meaning of the new vocabulary 1. opportunity (n)
by pictures. 2. independently (adv)
- Teacher checks students’ understanding with the 3. hands-on (adj)
“Rub out and remember” technique. 4. salary (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 on 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.79)
- Task 3. Read the article again. Match the headings (1–3) with the paragraphs (A–B). There is one
extra heading. (p.80)
- Task 4. Read the article again and complete each gap with ONE word. (p.80)
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)
- Teacher has Ss read the text, paying attention to the context Answer key:
of each highlighted word, and looking for clues that they can 1. e
use to guess the meaning, e.g. the first word "formal" in this 2. c
context is used as an adjective to describe the ‘learning’ to get 3. a
‘an academic degree’. Among the given options, option ‘e’ 4. b
(received in a school, college, or university, with lessons, 5. d
exams, etc.) is the best match for this word.
- Teacher tells Ss to work in groups to discuss the clues and
compare answers.
- Teacher checks answers as a class.
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. Match the headings (1–3) with the paragraphs (A–B). There
is one extra heading. (7 mins)
Answer key:
- Teacher elicits strategies Ss can use to read texts for main
A-3
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ideas, e.g. paying attention to the topic sentence in each B - 1
paragraph, highlighting key information, or searching for
conclusions.
- Teacher tells Ss that they will have to choose the correct
heading for each paragraph. 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 their choices.
Task 4. Read the article again and complete each gap with ONE word. (7 mins)
- Teacher tells Ss that the information in the table is a Answer key:
summary of the main points of the two body paragraphs. 1. formal
2. degree
- Teacher has Ss read the points in the table and predict the
3. trade
words they will need to complete the gaps.
4. apprenticeship
- Teacher reminds Ss of the maximum number of words they 5. training
can use in each gap.
- Teacher asks Ss to scan the text and choose the correct words
or phrases to complete each gap.
- Teacher has Ss compare answers in pairs or groups.
- Teacher checks answers as a class.
- Teacher invites some Ss to give evidence from the text for
each of the answer, e.g. 1. formal (from the first sentence of
the second paragraph.)

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (11 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: Which of the two options will be appropriate for you after leaving school? Why?
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 CONTENTS

Task 5. Discussion
- Teacher asks Ss to read the questions and choose their
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option. In weaker classes, ask Ss to write down the
Suggested answers:
reasons for their option.
A: Which option will be appropriate
- Teacher has Ss work in pairs to discuss their options
for you after leaving school, B?
- Teacher encourages Ss to explain why they think this
B: Well, I’m very interested in
is the option for them. Walk round the class and offer
chemistry and want to become a
help with any words or expressions Ss may not know.
chemistry teacher. That’s why I think
Invite some pairs of Ss to share their ideas with the
I will study chemistry at a university.
whole class.
How about you, A?
- Teacher asks other students to listen and give
A: I’ve always wanted to become a
comments.
chef in a famous restaurant. I think a
- Teacher gives feedback and give marks to Ss’
cooking course at a vocational school
performance.
will be the best option for me.
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 the next lesson – Speaking.
Board Plan

Unit 7: Education options for school-leavers

Lesson 3: Reading – Options for school-leavers
*Warm-up* Vocabulary
1. opportunity (n)
2. independently (adv)
3. hands-on (adj)
4. salary (n)
- Task 2: Match the highlighted words with their meanings.
- Task 3: Match the headings with the paragraphs.
- Task 4: Complete each gap with ONE word.
- Task 5: Discussion

*Homework
Period 66 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 4: Speaking – Vocational training vs. academic study

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Talk about the benefits of vocational training and academic study;
- Know how to end a conversation or discussion.
2. Competences

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- Gain some language expressions to talk about the benefits of vocational training and academic
study;
- Talk about the benefits of vocational training and academic study;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be ready to decide education options after leaving school
II. MATERIALS
- Grade 11 textbook, Unit 7, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (7 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ previous knowledge on vocational training and
academic study;
- To set the context for the speaking part;
b. Content:
- Students complete the table using suggested and their own ideas.
c. Expected outcomes:
- Students can complete the table using suggested and their own ideas.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Brainstorming Suggested answers:
- Teacher asks Ss to look at the table giving Benefits of Benefits of
some of the benefits of vocational and higher
education. vocational training academic study
- Teacher has Ss work in pairs to complete them ● cost less ● can earn more
with the suggested ideas and add their own
ideas. ● provide shorter ● develop critical
- Teacher checks comprehension and explain duration of study thinking skills
any phrases Ss may find hard, e.g. low cost,
● develop practical ● develop research
critical thinking skills, duration of study.
skills skills
● can find jobs ● personal
quickly development

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 ● easier admission ● career preparation
requirements
● social experiences
● flexible
programmes and
start dates

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (8 mins)

a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Introducing tips to end a conversation or discussion;
- Task 2: Complete the conversation with the sentences in the box. Then practise it in pairs. (p. 80)
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to talk about the benefits of vocational training.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Complete the conversation with the sentences in the box. Then practise it in pairs.
- Teacher asks Ss to read the first part of the
Answer key:
conversation. Have Ss make predictions about what
the speakers will talk about next, e.g. the third benefit, 1. D 2. A 3. B 4. C
summary of the benefits.
- Teacher puts Ss into pairs to discuss and decide on Tips to end a conversation or
the order of the speakers’ lines in the word box to discussion:
complete the conversation.
- Teacher tells Ss to read the useful expressions in the We can end a conversation or
Tips box and ask if the speakers have used any of discussion by:
them to end their conversation. • summarising it, e.g. We’ve decided
…/ We’ve agreed to …/ We’ve
- Teacher checks answers as a class. covered everything/ all points.
• concluding it, e.g. Bye./ Great,
we’re now ready for …/ That’s all we
have today./ It was a very useful
discussion/meeting.
e. Assessment
- Teacher checks students’ answers and gives feedback.

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3. ACTIVITY 2: LESS CONTROLLED PRACTICE (15 mins)
a. Objectives:
- To help Ss practise structures to end a conservation or discussion;
- To give Ss an opportunity to practice talking about the benefits of academic study;
- To provide Ss with some benefits of academic study.
b. Content:
- Task 3: Work in pairs. Talk about the benefits of academic study. Use the ideas in 1, the model in 2,
and the tips above to help you. (p.81)
c. Expected outcomes:
- Students know how to talk about the benefits of academic study and use structures to end a
conversation or discussion.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3: Work in pairs. Talk about the benefits of academic study. Use the ideas in 1, the
model in 2, and the tips above to help you. (7 mins)
- Teacher explains the task and focus Ss´ attention on the Suggested answer:
useful phrases to end a conversation or discussion. Ask
A: Now, let’s decide on the three
Ss to look at the conversation and the Tips box in activity
main benefits of academic study.
2 again to see how these phrases are used.
First, I think it will help students
- Teacher has Ss list the benefits of academic study from develop critical thinking skills.
Activity 1: develop critical thinking skills, develop
B: I agree. Students can also
research skills, give opportunities for further studies, can
develop research skills.
earn more.
A: That’s right. These skills are
- Teacher has Ss work in their pairs from 2 and make
very important for university
their conversation. Give a time limit of 8-10 minutes.
students.
Walk round the class to monitor Ss’ preparation and
make sure that shy Ss also have the opportunity to B: So, what do you think is the
contribute, e.g. ask Ss to look at the list and put them in third benefit?
the order of importance.
A: I think it’s the opportunities for
- In weaker classes, ask Ss to look at the model further studies. University students
conversation in Activity 2, underline the benefits of get more opportunities to continue
vocational training, then they can replace with the their studies after graduation.
benefits of academic study. T can also write some
B: I can’t agree more. So, we’ve
prompts on the board, e.g. Now
decided on the three main benefits:
- Teacher invites some pairs of Ss to role-play their developing critical thinking skills,
conversations in front of the whole class. When Ss finish developing research skills, and
their conversation, give further comments and correction having more opportunities for
if necessary. Praise for good effort, clear pronunciation further studies.
and natural interaction.
A: Great! We’re now ready to
report to the class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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4. ACTIVITY 3: FURTHER PRACTICE (12 mins)
a. Objectives:
- To check students’ understanding about the language use in ending a conversation or discussion;
- To help some students enhance discussing and presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4. Work in groups. Discuss what kind of students/learners each option will be more suitable
for. Give reasons for your decision. Report to the whole class. (p.81)
c. Expected outcomes:
- Students can use the language and ideas from the unit and develop their own ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in groups. Discuss what kind of students/learners each option will be more
suitable for. Give reasons for your decision. Report to the whole class. (12 mins)
- Teacher asks Ss to form groups and have a group discussion
Suggested answer:
about what kind of students or learners each option will be
In our group, we discussed
more suitable for.
both options and agreed on
- For a weaker class, T can provide a sample plan as follows:
the following. Academic
+ group members take turns expressing their opinion about
study is suitable for hard-
which option is suitable for which students
working students who are
+ groups decide on the most common opinion
highly motivated and want to
+ groups prepare an outline of their summary and decide how
achieve their goals. Gifted
to present it
students who have a
- Teacher tells groups to choose a group leader whose role is
particular talent, such as a
to keep the discussion going and ensure that everyone has a
maths or music talent can also
chance to speak. Remind members that they need to listen
benefit from university
without interrupting their classmates, wait for their turn to
education.
speak, and contribute ideas.
- Teacher walks around to offer help Ss, if necessary, and Vocational training is more
encourage quiet group members to get involved. suitable for students who
- Teacher invites some groups to report the summary of their learn through practical
discussion and answer any questions from the rest of the class. experience or by doing. It is
- Teacher encourages the rest of the class to follow their also suitable for students who
friends’ performance and compare with their own ideas. have decided on a specific
- Teacher gives feedback and give marks to Ss’ performance. trade job, such as a restaurant
cook, a mechanic, or a
hairstylist.
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 the next lesson – Listening.
Nguyễn Thị Ngọc Anh
 Board Plan

Date of teaching
Unit 7: Education options for school-leavers
Lesson 4: Speaking – Vocational training vs. academic study

*Warm-up
- Task 1: Brainstorming
- Task 2: Complete the conversation
- Task 3: Talk about the benefits of academic study.
- Task 4: Discussion.

*Homework

Nguyễn Thị Ngọc Anh

Period 67 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 5: Listening – Vocational courses

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain more knowledge about vocational courses;
- Memorize vocabulary to talk about vocational courses.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be ready to decide education options after leaving school
II. MATERIALS
- Grade 11 textbook, Unit 7, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Explain the meaning of new words and useful
deliver a speech. language before assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of - Make sure they understand the meaning and
the recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on family the topic and get Ss involved
in the lesson;
- To set the context for the listening part;
b. Content:
- Task 1: Look at the picture and answer the questions (p.81)
c. Expected outcomes:
- Students can answer the given questions.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Look at the picture and answer the questions

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 - Teacher tells Ss to look at the picture and the
questions. Help Ss to understand the questions
and prepare for their answers by asking
questions, e.g. What can you see in the picture?
(A person is showing others the way to prepare
food.)
- Teacher asks Ss to work in pairs to answer the
questions. Encourage them to ask each other
questions and give more details about their
answers.
- Teacher invites some Ss to share their answers Questions:
or their partner’s answers with the class. 1. What kind of vocational course are they
taking?
2. Do you think students need any special
qualifications to apply for this course?
3. What do you think students expect to
learn from this course?
Suggested answers:
1. They are taking a cooking course.
2. No, I don’t think students need any
special qualifications to apply for this
course. Students just need to be passionate
about food and cooing.
3. I think students expect to learn efficient
and safe knife skills, how to make sauces
and stocks, and how to plate and present
dishes. They will also learn the science
behind food changes when food is cooked,
and the latest food trends to stay current.

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (7 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:
- Task 2: Choose the correct meanings of the underlined words. (p.81)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Choose the correct meanings of the underlined words. (7 mins)
- Teacher asks Ss to read the sentences containing key
Answer key:
vocabulary items from the listening. Tell students to
study the context clues carefully, then read the given 1. B
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 options for each word in bold and try to choose the 2. A
correct one. 3. B
- Teacher has Ss check their answers in pairs.
- Teacher confirms the correct answers as a class.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about vocational courses.
b. Content:
- Task 3. Listen to a conversation between Mai and the receptionist at ABC Vocational
School. What are they talking about? (p.81)
- Task 4. Listen to the conversation again and complete the notes below. Use no more
than TWO words for each gap. (p.81)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Listen to a conversation between Mai and the receptionist at ABC Vocational
School. What are they talking about? (8 mins)
Answer key:
- Teacher asks Ss to read the instructions to find out the
B
context of this activity and its aim listening for the main
idea.
- Teacher has Ss read the options carefully and check if
they understand all the vocabulary.
- Teacher plays the recording and have Ss listen and
choose the correct option.
- Teacher asks Ss to compare their answers in pairs
groups.
- Teacher checks answers as a class and let Ss listen
again, if necessary, e.g. when working with weak classes.
Task 4. Listen to the conversation again and complete the notes below. Use no more
than TWO words for each gap. (12 mins)
- Teacher has Ss read through notes carefully and check Answer key:
if they understand all the vocabulary. 1. months
- Teacher asks Ss to think about the type of information 2. professional
they will need to answer each of these questions, e.g. 1. 3. restaurant cooks
length of time; 2. type of courses; 3. jobs/people in 4. apprentice
certain professions; 4. positions in a real restaurant; 5. 5. (school) brochure
booklet or magazine.
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 - Teacher reminds Ss of the word limit they will have for
each answer.
- Teacher plays the recording. Ask Ss to listen and fill in
the gaps within the word limit.
- Teacher has Ss compare their answers.
- Teacher checks answers as a class and confirm the
correct ones.
- Extension: Play the recording, pausing before the last
word of long sentences and have Ss recall or guess it, e.g.
play the sentence until the word ‘courses’: I’d like to ask
for information about your… Have Ss call out the last
word. In stronger classes, ask Ss to write the words on
the board.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (10 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Work in groups. Discuss the following questions. (p.82)
c. Expected outcomes:
- Students can use the language and ideas from the listening to discuss other information about the
courses
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in groups. Discuss the following questions. (10 mins)
- Teacher asks Ss to recall what information Mai received Suggested answers:
when talking to the receptionist at ABC Vocational I’d be interested in a cooking
School (names of courses, length of study, apprenticeship, course because cooking has
brochure about the courses). always been my hobby. In
- Teacher puts Ss into groups to answer the question. addition, I think the time of
Walk round the class and offer help. For weaker classes, training is quite short, and the
give them some suggestions, e.g. cost, number of students cost is also affordable for me
in a class, job opportunities after finishing the course, … and my family.
Make sure Ss take notes of their ideas. I like the fact that this course
- Teacher invites Ss from some groups to share their ideas also provides apprenticeship
with the whole class. opportunities. This will help me
fіnd a suitable job immediately
after I fіnish the course.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
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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 the next lesson – Writing.

Board Plan

Date of teaching
Unit 7: Education options for school-leavers
Lesson 5: Listening – Vocational courses
*Warm-up
Task 1: Look at the picture and answer the questions.
Task 2: Choose the correct meanings of the underlined words.
Task 3: Listen to a conversation.
Task 4: Complete the notes.
Task 5: Discussion.
*Homework

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Period 68 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 6: Writing – A request letter about a course

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a letter requesting information about a course;
- Apply structures to request information.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be ready to decide education options after leaving school
II. MATERIALS
- Grade 11 textbook, Unit 7, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and 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’ reading comprehension of short messages;
- To set the context for the writing part;
b. Content:
- Do a quiz game to get to know authentic short messages.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Game: Hidden picture Clues:
- Ss work in groups. 1. Connected with a job that needs special
- There are 4 questions which relate to a key training and skills
picture. 2. A person working for an employer to
- T asks Ss to guess the word in each puzzle and learn a skill or a job
guess the key picture behind after each puzzle is 3. A small book giving information about
opened. something
- The group which gets the correct answer of the 4. A person who has just left school
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key picture is the winner. Answer key:
1. professional
2. (an) apprentice
3. (a) brochure
4. (a) school-leaver
KEY WORD: LETTER

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (11 mins)

a. Objectives:
- To get students to build up ideas that they can later use for their writing
- To provide students with useful structures and tips to write letters asking for information.
b. Content:
- Task 1: Look at the advertisement about a vocational school and its tour guide training courses. You
want to ask for more information. Complete the enquiries. (p.82)
c. Expected outcomes:
- Students build up ideas for their writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Look at the advertisement about a vocational school and its tour guide training
courses. You want to ask for more information. Complete the enquiries. (6 mins)
Suggested answers:
- Teacher asks Ss to look at the advertisement about a
1. if/whether I need to take a test?
vocational school and its tour guide training courses.
2. if/whether there are discounts for
- Teacher asks Ss to read the information about the poor students.
course and check understanding, e.g. Do applicants 3. how much the daily wage is.
need any qualifications? Are the courses expensive?
- Teacher focuses Ss’ attention on the text in the three
boxes and ask, Does the advert provide this
information? Then put Ss in pairs and have them
work together to complete the enquiries under the
advert.
- Teacher walks around and offer help if necessary.
- Teacher has some pairs read the completed
sentences. Write the correct ones on the board.
Tips (5 mins)
- Teacher asks Ss to look at the given outline of the Formal emails or letters asking for
letter, the Tips box and the information from Activity information usually have the following
1 structure:
- Teacher explains more about the structure of the 1. Greeting. Example: Dear Sir/Madam,
letter and useful expressions. (or name if known)
- Students note down the information. 2. Reason(s) for writing. Example: I
would like to have more information
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 about …/I am writing to enquire about
…
3. Enquiries (one paragraph for each of
the things you
want to ask about, using linking words
or phrases).
Example: First, I would like to know …
/In addition, I
wonder if …/I would appreciate it if
you could tell me
…/It would be great if you…
4. Closing line. Example: I look forward
to hearing from you/receiving your
reply.
5. Signature. Example: Yours sincerely,
(if you know the name of the person
you are writing to)/ Yours faithfully, (if
you don’t know the name)
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (15 mins)

a. Objectives:
- To help Ss familiarize with the structure and language of an opinion essay;
b. Content:
- Task 2. Write a letter (140–170 words) to request information about the courses in 1. Use the
information in 1, your ideas, and the outline to help you.
c. Expected outcomes:
- Students can write a complete essay of an opinion essay.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Write a letter (140–170 words) to request information about the courses in 1.
Sample letter:
- Teacher tells Ss that the letter is to request the
Dear Sir or Madam,
information about the courses in Activity 1.
I am writing to ask for more
- In stronger class, encourage student to make more information about the tour guide
enquiries. training courses at the SGV
Vocational School. I am over 18
- Teacher has Ss work individually to write their draft.
years now and I am very interested
- Teacher collects Ss’ writings to mark and provide in travelling and exploring different
written feedback in the next lesson. cultures. I would really like to apply
for one of your courses.
- Extension: Put Ss in pairs and ask them to swap their
First, I would appreciate it if you
draft letter for peer feedback. Encourage Ss to revise their
could tell me what the entry
letter and correct any mistakes before submitting.
requirements are. I finished upper-
secondary school last summer.
Could you please let me know if I
need to take a test? If there is one,
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 please let me know where I can find
detailed information about it.
Next, I would like to know the
course fee and the daily wage for the
apprenticeship. It is very important
for me to have this information so
that I can decide if I can afford to
study at your
school.
Finally, it would be great if you
write back to me with details about
what topics the course will cover
and how long it will take.
I look forward to hearing from you
soon.
Yours faithfully,
Hoang Bao Nam

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-WRITING (10 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss
do the peer review. 2. Legibility: …/10
- Ss do the task as required. 3. Ideas: …/10
- After peer review, Ss give the writing back to the owner
and discuss how to improve it. 4. Word choice: …/10
- Teacher then chooses one piece of writing and gives
5. Grammar usage and
feedback on it as a model.
- Teacher chooses some useful or excellent words/ mechanics: …/10
phrases/ expressions/ word choices Ss have used to give TOTAL: …/50
opinions to other Ss
- Teacher chooses some typical errors and correct as a
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
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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 the next lesson – Communication and Culture.

Board Plan

Date of teaching
Unit 7: Education options for school-leavers
Lesson 6: Writing – A request letter about a course
*Warm-up: Hidden picture

Task 1. Complete the enquiries.

* Tips
Task 2. Write a letter to request information about the courses in 1.
* Cross-checking

*Homework

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Period 69 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Know about education after leaving school in Viet Nam and in the UK;
- Review making an appointment.
2. Core competence
- Be able to make an appointment.
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to decide education options after leaving school

II. MATERIALS
- Grade 11 textbook, Unit 7, Communication and Culture/ CLIL
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- 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 a speech - 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 enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:

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- Students can get ready to learn how to make an appointment.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Watch a video Link:
- Teacher plays the video and asks Ss to answer https://www.youtube.com/watch?v=qG9oD
the questions. 9qxX6g
- Ss watch the video and note down the answers Questions:
for the questions 1. How many people are there in the
- Teacher calls some Ss to share and confirm the conversation?
answers. 2. What is the man doing?
- Teacher leads in the new lesson. Answers:
1. There are two people in the conversation.
2. The man is calling to make an
appointment with the doctor.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers make an appointment
- To review expressions for making an appointment
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p.83)
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One of
you is Student A, the other is Student B. Use the expressions below to help you. (p.83)
c. Expected outcomes:
- Students can use appropriate language to ask for and give permission in certain situations.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then
practise it in pairs. (6 mins)
- Teacher asks Ss to read through the incomplete Answer key
conversation. Check comprehension by asking 1. D
questions, e.g. Who are the speakers? What are they 2. C
talking about? 3. B
4. A
- Teacher has Ss listen and complete the conversation
with the expressions from the box.
- Teacher checks answers by asking two Ss to read out

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the conversation.
- Teacher has Ss underline expressions used to make
an appointment (Could I meet you…; What time shall
I come to see you …; Would … suit you?) and giving
responses (Sorry, I’ve got another appointment …./
OK, then. See you ...)
- Teacher puts Ss in pairs and have them practise the
conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which are Useful expressions
mixed together. Ss have to classify them into 3 groups: Making an Giving a positive
making an appointment, giving a positive response, appointment response
giving a negative response and proposing • Will you be • All right, I’ll see
another time/date. available on/at …? you then.
- Ss work in groups to do the task. • I’d like to • OK, I’ll see you
- Check as a class. make/arrange an (next week) (at
- T asks if Ss can add some more expressions. appointment with around 3 p.m.).
you on/at … Giving a negative
• Would … suit response and
you/be OK for proposing
you? another time/date
• When’s • Sorry, I’ve got
convenient for another
you? appointment at
that time.
How about …?
• I’m afraid I can’t
make it at that
time.
Are you free on/at
…?
Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Use the expressions below to
help you. (7 mins)
- Teacher asks Ss to read through the given situations,
giving them further explanations if necessary. Suggested answers:
1.
- Teacher has Ss work in pairs. In weaker classes,
A: Mr B, could I meet you on
underline the words and phrases in the conversation
Monday afternoon? I would like to
that Ss can replace with their own ideas. You can also
discuss my education plans after
write some prompts on the board. In stronger classes,
leaving school.
encourage them to be more creative and use the useful
expressions given in the box. B: I’m afraid I can’t make it at that
time. But I’m free on Tuesday
- Teacher has Ss spend a few minutes planning their afternoon.
conversations, e.g. decide on the roles (a university A: That would be great for me. What
representative / a school student); plan who says what. time shall I come to see you?
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Have Ss practise their conversation in pairs. B: Would 3 p.m. be OK for you?
- Teacher invites several pairs of Ss to act out their A: Yes, it suits me fine. Thank you,
conversations in front of the class. Mr B.
B: OK, then. See you on Tuesday
- Teacher praises for good effort, clear pronunciation, afternoon in my office.
fluent delivery and interesting ideas. 2.
B: Mrs A, will you be available on
Friday afternoon? I would like your
advice on vocational courses.
A: Sorry, I’ve got another
appointment at that time. How about
Saturday morning?
B: That suits me fine. What time shall
I come to see you?
A: Will 9 a.m. be convenient for you?
B: Yes, sounds good. Thank you, Mrs
A.
A: All right, I’ll see you then.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives score to evaluate Ss’ performance.

3. ACTIVITY 2: CULTURE (18 mins)

a. Objectives:
- To help Ss practise the words in meaningful contexts.
- To help Ss learn about the UK education after secondary school.
- To help Ss relate what they have learnt in the reading text to their own context.
b. Content:
- Task 1: Read the text and complete the table below with information from the text. Use
no more than TWO words or a number in each gap. (p.84)
- Task 2: Work in groups. Discuss the similarities and differences between education after leaving
school in Viet Nam and in the UK.
c. Expected outcomes:
- Students understand the details in the text, memorise them and are able to use them in meaningful
context.
- Students can talk about the similarities and differences between education after leaving school in
Viet Nam and in the UK.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text and complete the table below with information from the text. Use
no more than TWO words or a number in each gap. (6 mins)
- Teacher asks Ss some questions to find out what they Answer key:
already know about UK education after secondary 1. 18
school, e.g. What do you know about UK education
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after school? What are the options for school-leavers in 2. technical education
the UK? Is higher education in the UK free? 3. higher education
- Teacher asks Ss what they want to know about the 4. university courses
topic, e.g. At what age do students leave schools? Do 5. bachelor’s degree
all school-leavers in the UK go to university? How long
do Ss usually study for a bachelor’s degree?
- Teacher puts Ss into pairs. Ask them to read the text
about the UK education after secondary school and
complete the notes. Walk round the class and offer
help, explaining unfamiliar words or answering
questions.
- Teacher checks answers as a class by calling on pairs
to write the missing words or phrases on the board.
- Teacher goes back to the questions on the board, i.e.
the things Ss wanted to know about the topic. Ask
which of the questions they can answer now and cross
them out. Assign the rest for homework.
Task 2. Work in groups. Discuss the similarities and differences between education after
leaving school in Viet Nam and in the UK.
- Teacher has Ss look back at the table in Activity 1 Suggested answer:
which summarises the information about the UK Similarities
education after leaving school. Both systems provide vocational
education after secondary school.
- Teacher asks Ss to work in pairs, draw a similar table
Students in both countries can start
for Viet Nam, discuss and fill in this table.
university at 18.
- In pairs, compare these two tables. Discuss the Differences:
similarities and differences between education after In Viet Nam, students can leave
leaving school in Viet Nam and in the UK. school at 15 after they finish lower
- Teacher invites several groups to report their secondary school.
discussion. Praise for good effort, clear pronunciation, In some parts of the UK, students
fluent delivery and interesting ideas. can leave school at 16.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 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 8 - Looking back and project.

Board Plan

Nguyễn Thị Ngọc Anh

 Date of teaching
Unit 7: Education options for school-leavers
Lesson 7: Communication and Culture / CLIL
*Warm-up: Watch a video

* Everyday English
- Task 1: Listen and complete the conversation.
- Task 2: Make similar conversations.
* Culture
- Task 1: Read the text and complete the table.
- Task 2: Discussion.

*Homework

Nguyễn Thị Ngọc Anh

Period 70 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 7;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Be ready to decide education options after leaving school.
II. MATERIALS
- Grade 11 textbook, Unit 7, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessive talking students practise.
- Continue to explain task expectations in small chunks
(before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of choosing education
options.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can get ready to learn about differences among generations.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Game: Lucky number Suggested words:
- Ss work in 2 teams 1. school-leaver
- There are 7 numbers, 2 of which are lucky ones. 2. higher education
- If Ss choose a lucky number, they get one point 3. apprenticeship
without answering the question. 4. institution
- If they choose the other numbers, one student of a 5. graduation
group picks up a piece of paper and sees the word on
it.
- This student has to use words to describe it (without
saying the word directly)
- Other Ss try to guess the words. One point for a
correct answer.
- The group having more points is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review intonation in Wh- and Yes/ No questions.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the use of perfect gerunds and perfect participle clauses.
b. Content:
- Task 1: Listen and mark the intonation in these questions, using (rising intonation) or (falling
intonation). Then practise saying them in pairs. (p.84)
- Task 2: Complete the text. Use the correct form of the words and phrase in the box. (p.84)
- Task 3: Rewrite these sentences using perfect participle clauses or perfect gerunds. (p.85)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and mark the intonation in these questions, using (rising intonation) or
(falling intonation). Then practise saying them in pairs. (4 mins)
- Teacher asks Ss to listen and mark the intonation Answer key
(rising or falling) on the questions. 1. Are you interested in studying at
university?
- Teacher asks several pairs of Ss to say these
2. How much is the fee for this cooking
exchanges out loud in front of the class.
course?
- Teacher confirms the correct answers. Correct Ss if 3. Did you attend the education fair?
necessary. Praise for good pronunciation and fluent
delivery. 4. Who would like to train to become a

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 tour guide?
Task 2: Complete the text. Use the correct form of the words and phrase in the box. (4
mins)
- Teacher has Ss read the text, and the given words and Answer key
phrase in the box. Tell Ss that all these words and 1. school-leavers
phrases have been taught and used throughout the unit. 2. higher education
3. apprenticeships
- Teacher asks Ss to focus their attention on the gaps in 4. institutions
the text. 5. graduation
- Teacher tells Ss to study the context carefully and
decide on the words or phrases to fill in these gaps.
- Teacher asks Ss to choose the words or phrases from
the box to complete the gaps in the text.
- Teacher has Ss check their answers in pairs/ groups.
- Teacher checks answers as a class by asking
individual Ss to read the sentences.
Task 3: Rewrite these sentences using perfect participle clauses or perfect gerunds. (4
mins)
- Teacher asks Ss to read the given sentences. Then
Answer key:
explain that they will need to use appropriate perfect
gerunds or perfect participle clauses to complete the 1. Having finished school, my brother
new sentences without changing the meaning. 2. He did not remember having
- Teacher asks Ss write their sentences first. Then ask discussed
them to check their answers in pairs / groups. 3. Not having asked anyone for advice,
- Teacher checks answers as a class by asking my cousin
individual Ss to read a sentence each. 4. Having won the first prize in the
competition
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise
giving an oral presentation.
b. Content:
- Presentation of choosing the perfect educational institution.
c. Expected outcomes:
- Students practice giving an oral presentation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Project: Choosing the perfect educational institution.
- As Ss have prepared for the project throughout the unit, the focus Students’ presentations
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of this lesson should be on the final product, which is an oral
presentation about an educational institution.
- Have Ss work in their groups. Give them a few minutes to
prepare for the presentation.
- Give Ss checklists for peer and self-assessment. Explain that they
will have to tick appropriate items while listening to their
classmates’ presentations and write comments if they have any. The
presenters should complete their self-assessment checklists after
completing their presentation. Please refer to Units 1 and 3 for the
style of poster presentation checklists, which can be adapted for a
video presentation.
- If necessary, go through the criteria for assessing their talk to
make sure Ss are familiar with them.
- Invite two or three groups to give their presentations. Encourage
the rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also
give Ss marks for their presentation as part of their continuous
assessment.
e. Assessment
- Teacher gives comments and feedback to all presentations and awards a prize to the group which
has the most votes.

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 Unit 8.

Board Plan

Date of teaching
Unit 7: Education options for school-leavers
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project
Choosing the perfect educational institution

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*Homework

Period 71 UNIT 8: BECOMING INDEPENDENT

Lesson 1: Getting started – Earning your parents’ trust

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic becoming independent;
- Gain vocabulary to talk about becoming independent;
- Get to know the language aspects: cleft sentences.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be prepared to be live independently;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 8, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. independent /ˌɪndɪˈpendənt/ confident and free to do things without needing
(adj) help from other people

2. trust /trʌst/ the belief that sb/sth is good, sincere, honest, etc.
(earn sb’s trust)

3. (to) convince /kənˈvɪns/ to make someone feel certain that something is

true

4. responsible /rɪˈspɔnsɪbəl/ having the job or duty of doing sth or taking care
(adj) of sb/sth

5. (to) encourage /ɪnˈkʌrɪdʒ/ to give sb support, courage or hope

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- Provide feedback and help if necessary.
Nguyễn Thị Ngọc Anh
 - Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
- Provide vocabulary and useful language before
deliver 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 becoming independent;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Categorizing game: Classify dependent and independent people with some activities
c. Expected outcomes:
- Students can distinguish independence and dependence
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

CATEGORIZING GAME Lists of activities:
- Ss work in 4 groups. Each group is given small - Independent lifestyle
pieces of paper on which activities of dependent and + Cook for yourself
independent lifestyle are written. + Have good time management
- Each group has to classify them into correct + Know how to keep house
categories. + Keep your body clean
- The first team to complete the task correctly is the + Think twice before deciding
winner. + Get enough good sleep
- Teacher asks the winner to go to the board and - Dependent lifestyle
show the correct answers. + Ask parents for money
+ Wait parents to cook
+ Don’t do your homework
+ Need mother to drop you off at school
+ communicate badly with people
+ Eat instant noodles all the time

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students 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

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. independent (adj)
- Teacher explains the meaning of the new vocabulary 2. trust (earn sb’s trust)
by pictures, or explanations. 3. (to) convince
- Teacher checks students’ understanding with the 4. responsible (adj)
“Rub out and remember” technique. 5. (to) encourage
- 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 on 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 becoming independent.
- To help Ss identify the cleft sentences with “it is/was …. who/that…”.
b. Content:
- Task 1: Listen and read (p.86)
- Task 2. Read the conversation again and decide who has these skills. (p.87)
- Task 3. Find words and a phrase in 1 that have the following meanings. (p.87)
- Task 4. Match the two halves to make sentences used in 1. (p.87)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the picture 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.

Questions:
- What can you see in the picture?
- What do you think they are discussing?
Suggested answers:
- 3 friends, pan, mob,...
- They are discussing housework and how
Nguyễn Thị Ngọc Anh
 to earn parents’ trust.
Task 2. Read the conversation again and decide who has these skills. (5 mins)
- Go through the three skills and ask for each
one, e.g. Who can manage their money? Who Answer key:
helps with the household chores? Who is good 1. Mark
at managing their time? 2. Mai
- Have Ss write their answers. Then give them 3. Nam
time to read the conversation again and locate
the speaker’s line that contains information for
each skill.
- Check answers as a class. Encourage Ss to
provide evidence from the conversation, e.g.
Mark is good at managing money because he
uses a money-management app that taught him
how to be responsible with money.
Extension: Call out sentences from the
conversation or other statements related to it, but
make mistakes, e.g. Mai doesn’t have a mobile
phone. Have Ss stand up when they hear a false
statement and say No! Invite a student to correct
the mistake. In stronger classes, vary the game
by having Ss say the false statements.
Task 3. Find words and a phrase in 1 that have the following meanings. (5 mins)
- Have Ss read the definitions and check
understanding. Explain that the words or phrases Answer key:
Ss need to find in the conversation to match are 1. confidence
related to earning parents’ trust. 2. independent
- In weaker classes, provide some extra clues, 3. responsibilities
e.g. No 1 is a noun beginning with the letter ‘c’. 4. money-management
No 2 is an adjective containing four syllables.
No 3 is a plural noun ending in ‘-ilities’. No 4 is
a phrase
consisting of two nouns linked with a hyphen.
- Have Ss work individually first. Then check
answers as a class.
Extension: In stronger classes, ask Ss to choose
other words or phrases from the conversation. In
pairs, Ss write short definitions of them or other
clues to help guess the words/phrases. Ask pairs
to take turns reading their definitions or clues
for the rest of the class to guess the word/phrase
or find it in the conversation, e.g. a person’s
mother and father (parent), Nam says that he
uses this to manage his time. (time-management
app).
Task 4. Match the two halves to make sentences used in 1. (5 mins)
- Tell Ss to read the sentence halves and check
comprehension. Answer key:
- Have Ss work individually. 1. d
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 - Check answers by having individual Ss read 2. a
out the sentences. 3. b
- Focus attention on the beginning of each 4. c
sentence half on the left (It’s/It was ...) and on
the first word of each sentence half on the right
(that/who). Ask Ss if they can identify the
grammar structure, i.e. cleft sentences with It
is/was ... that/who ...

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 practice speaking skills;
- To help Ss memorize the basic knowledge on how to become independent.
b. Content:
- Role-play
c. Expected outcomes:
- Students can give a short talk about how to live independently.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Role play
- Teacher asks Ss to work in groups. Students’ own creativity.
- In each group, one student plays the role of a student.
Others are advisors.
- Advisors are giving advice on how to live independently.
- 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.

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 to live independently.
- Prepare for the project in Lesson 8

Board Plan

Nguyễn Thị Ngọc Anh

 Date of teaching
Unit 8: BECOMING INDEPENDENT
Lesson 1: Getting started
*Warm-up

* Vocabulary
1. independent (adj)
2. trust (earn sb’s trust)
3. (to) convince
4. responsible (adj)
5. (to) encourage
- Task 1: Listen and read.
- Task 2: Decide who has these skills.
- Task 3: Find words and a phrase.
- Task 4: Match the two halves to make sentences.
- Task 5: Role-play

*Homework
Period 72 UNIT 8: BECOMING INDEPENDENT
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 Becoming independent;
- Identify and pronounce fall-rise intonation in invitations, suggestions and polite requests;
- Review the use of cleft sentences.
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
- Be ready to have independent lifestyle;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 8, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis

Structure Example
1. It was Nam that/who taught Mai how to use the
Cleft sentences with It is/was …
app in the library last weekend. (Focus on Nam -
Nguyễn Thị Ngọc Anh
who/that… S)
- A cleft sentence is used to focus on a 2. It was the app that Nam taught Mai how to use
particular part of the sentence and to in the library last weekend. (Focus on the app - O)
emphasize what we want to say. 3. It was in the library that Nam taught Mai how
to use the app last weekend. (Focus on Nam - A)
It is/was + S/O/A + that/who ….

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- 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 a speech - 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 independent lifestyle;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and list out what to do to become independent.
c. Expected outcomes:
- Students can listen and find out some ways to become independent.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link:
- Ss work in 4 groups. Each group is given a big-sized https://www.youtube.com/watch?v=V
piece of paper and markers. LCgMkTIdLA
- Ss watch the video once and list out what to do to be Suggested answers:
independent. - Learn how to save
- All teams stick the paper on the board. - Set rules for yourself
- Teacher checks answers of each group. - Cap your spending
- The group that has the most correct answers is the - Respect to be respected as an
winner. individual

e. Assessment

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- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise fall-rise intonation in invitations, suggestions and polite requests.
- To help Ss practise fall-rise intonation in invitations, suggestions and polite requests.
b. Content:
- Task 1: Listen and repeat. Pay attention to the fall-rise intonation in the following sentences. (p.87)
- Task 2: Listen and pay attention to the fall-rise intonation in the following sentences. Then practice
saying them in pairs. (p.87)
c. Expected outcomes:
- Students can pronounce correctly fall-rise intonation in invitations, suggestions and polite requests.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the fall-rise intonation in the following
sentences. (5 mins)
- Ask Ss to listen to the sentences. Have them pay
attention to the fall-rise intonation in invitations, 1. Would you like a cup of tea?
suggestions and polite requests.
- Ask Ss to listen to the sentences again, but this 2. WWhy don’t you answer your phone?
time, have them repeat the sentences.
- Have Ss read the notes in the Remember! box.
- Ask Ss to work in pairs and take turns to read the 3. Would you like me to help you install
sentences. Call on some Ss to read them out loud.
the software?
- In stronger classes, T can explain that the fall-rise
intonation helps make invitations, suggestions, and 4. Can you show me the money-
requests sound friendlier or more polite.
management app you told me about?

Task 2: Listen and pay attention to the fall-rise intonation in the following sentences.
Then practice saying them in pairs. (7 mins)
- Ask Ss to listen and pay attention to the sentences 1. Shall we now talk about other learning
with the fall-rise intonation.
methods?
- Have Ss listen to the recording again, pausing
after each sentence for Ss to repeat. Correct any 2. Could you please pay attention when
wrong pronunciation. I’m talking to you?
- In stronger classes, ask individual Ss to read each 3. Why don’t we use public transport to
sentence first, and then play the recording for them
to check if they have correctly said the sentences. go to school?
- Ask Ss to work in pairs and take turns to practise 4. Would you like to join our cooking
reading the sentences. Call on some Ss to read
course?
them out loud.
Extension: In stronger classes, have Ss write their
own sentences expressing invitations, suggestions,

Nguyễn Thị Ngọc Anh

and requests. Encourage them to say the sentences
in front of the class. Have the rest of the class say if
they are using the correct fall-rise intonation to
sound friendlier or more polite.

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 “Teens and independence”.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.88)
- Task 2: Complete the sentences using the correct forms of the words in 1. (p.88)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words with their meanings. (6 mins)
- Ask Ss to work individually to do the matching. Then put them
in pairs to compare their answers and discuss the meaning of each Answer key:
word. 1. e
- In weaker classes, make sure Ss understand the abbreviations in 2. d
brackets (v, n, adj). Read each word and elicit the part of speech 3. b
they need to look for in the given definitions, e.g. What part of
4. c
speech do you need to look for in the definition of ‘self-
motivated’? Which definition begins with an adjective? 5. a
- Have Ss match each word with its meaning.
- If necessary, do the first one as an example before asking Ss to
match the rest individually or in pairs.
- Weaker Ss may look up the words in the glossary.
- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the words in Task 1 (6 mins)
- Tell Ss to read the sentences carefully and decide which word in
Activity 1 can be used to complete each of the sentences. Tell Answer key:
them to change the forms of some of the words if necessary. 1. trust
- Ask Ss to work individually to complete the sentences. Remind 2. life skills
them to use the context clues to help them decide on each word. 3. self-study
Then put Ss into pairs to compare their answers with a partner.
4. manage
- Have Ss call out the word they have used in each sentence before
5. self-motivated
checking answers as a class.

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 Extension: In stronger classes, have Ss play a game. Put them
into groups and have each group create a short meaningful text
using the five words. They can do that orally or in written form.
Give groups a time limit of three minutes. The group with a
coherent text and grammatically correct sentences is the winner.
Example: My friend is highly self-motivated. She studies hard,
does a lot of self-study, and gets very good marks at school. She
has also learnt many basic life skills like cooking meals, cleaning
the house, managing time and money. She has earned her parents’
trust.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise cleft sentences with it is/was … that/who.
- To help Ss practise cleft sentences with it is/was … that/who.
b. Content:
- Task 1. Rewrite the sentences using cleft sentences focusing on the underlined parts. (p.88)
- Task 2. Ask and answer questions about the chores you and your family members do at home. Use
cleft sentences. (p.87)
c. Expected outcomes:
- Students know how to use the cleft sentence and can apply it to give a short talk on the given topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Rewrite the sentences using cleft sentences focusing on the underlined parts. (6 mins)
- Focus Ss’ attention on the Remember! box. Ask them to read Answer key:
the explanations and the examples. 1. is John that/who is saving
- Check understanding by asking questions, e.g. When do his pocket money
speakers/writers use cleft sentences? (when they want to focus 2. is 20 dollars that he gets
on a particular part of the sentence), What is the structure of this every week
type of cleft sentence? (begins with It and the focus of the 3. was last weekend that John
sentence is put after is / was). earned
- Have Ss do the sentences individually or in pairs. 4. was gifts for friends and
- Check answers as a class. family members that
- In weaker classes, write the sentences on the board and 5. is by doing household chores
explain the structures, e. g. ‘It was at the age of seven that I with children that parents
started getting pocket money’ has the same meaning as ‘I
started getting pocket money at the age of seven’ but the former
focuses on ‘at the age of seven’ while the latter does not.
- In stronger classes, explain that there are other cleft sentences
(What they like is …, All I need is …) and give Ss examples if
necessary.

Nguyễn Thị Ngọc Anh

Task 2. Ask and answer questions about the chores you and your family members do at
home. Use cleft sentences. (7 mins)
- Have Ss read the instructions and example, and make sure Suggested answer:
they understand the context and what they have to do. In weaker A: Is it your mom who does the
classes, model a short conversation with a student. laundry at home?
- Have Ss first brainstorm verbs that can be used in the clauses, B: No, it is my brother who
and write them down as prompts, e.g. do the laundry, vacuum does the laundry. Is it you who
the floor, water the plants, walk the dog, make the beds, iron the tidies up your room?
clothes. A: Yes, it is who tidies up my
- Put Ss in pairs and have them take turns to ask and answer the own room.
questions. Encourage Ss to respond to their partners’ statement,
e.g. That’s great! Amazing! Good for you. Really? I can’t
believe it.
- Walk round and help if necessary.
- Invite some Ss to report back to the class, e.g. This is what I
found out. It's Nam's mum who does the laundry in his family.
It's Nam who vacuums the floor.
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
Unit 8: BECOMING INDEPENDENT
Lesson 2: Language
*Warm-up: Watch a video
Pronunciation
- Task 1: Listen and repeat.
- Task 2: Read the sentences,
Vocabulary
- Task 1: Match the words with their meanings.
- Task 2. Complete the sentences.
Grammar
- Task 1. Rewrite the sentence..
- Task 2. Ask and answer questions.
*Homework

Period 73 UNIT 8: A LONG AND HEALTHY LIFE

Nguyễn Thị Ngọc Anh

 Lesson 3: Reading – How to become independent

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 how to live
independently.
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 be able to apply the tips on how to develop independent lifestyle in their own life;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 8, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
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 becoming independent;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- guessing
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’ CONTENTS

ACTIVITIES
Guessing game Suggested words: cook, live alone, get
Nguyễn Thị Ngọc Anh
- Ss work in groups. around, relax, communicate, work
- Call on each group one student to the board to
pick a piece of paper, then explain the written
word by using body language.
- The rest of the groups must guess the word, if
they are wrong, the chance turns to others.
- The groups with more correct answers will be
the winner.

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

2. ACTIVITY 1: PRE-READING (8 mins)

a. Objectives:
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Tick the appropriate box to see how independent you are. Add up your points. If your total
score is nine or above, you are independent. Compare with a partner. (p.89)
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Tick the appropriate box to see how independent you are. Add up your points. If
your total score is nine or above, you are independent. Compare with a partner. (8 mins)
- Focus Ss' attention on the heading and the table.
Students’ answer
- Have Ss read through the rubrics. Invite some Ss to read
the questions out loud while others follow along and tick
the correct boxes. Have Ss add up their points according to
their answers.
- Ask Ss to work in pairs to compare their answers. Invite
some Ss to share their answers with the class, e.g. I have 3
points for question 1, 6 points for questions 2, 3, and 4, and
1 point for question 5. My total score is 10. I’m an
independent teenager.
- Lead in to the topic of the reading text, e. g. Would you
like to become more independent as a teenager? You’ll find
more information about the skills necessary for an
independent teenager in the following article.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: WHILE-READING (21 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.
Nguyễn Thị Ngọc Anh
b. Content:
- Task 2: Read the text. Match the paragraphs (A-C) with their headings (1-5). There are TWO extra
headings. (p.89)
- Task 3: Read the text again and match the highlighted phrases in the text with their meanings. (p.90)
- Task 4: Read the text again. Complete the diagrams with information from the text. Use no more
than TWO words for each gap. (p.90)
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 text. Match the paragraphs (A-C) with their headings (1-5). There are
TWO extra headings. (7 mins)
- Have Ss read the whole text quickly to get an overall
Answer key:
idea. Walk round the class and provide help if necessary.
A-5
- In weaker classes, go through the options and check B-4
C-3
- Ask Ss to work in pairs to discuss and compare their
answers.
- In weaker classes offer help if they cannot decide on the
correct answers. Explain that each heading should cover
the main content of the paragraph it heads. To do the
matching, Ss should read through all the headings,
underline the key words and look for them or their
synonyms in the paragraphs, e. g. heading 3 Develop
time-management skills should go with paragraph C as
we can find the key words time, management and their
related words (schedule, sleep, hours, etc.) in this
paragraph.
- Check answers as a class.
Task 3. Read the text again and match the highlighted phrases in the text with their
meanings. (7 mins)
- Ask Ss to read the article again.
Answer key:
- Focus Ss’ attention on the context of the highlighted 1. c
words and have them look for clues offering direct or 2. e
indirect suggestions about their meanings, e. g. Ss can 3. b
match ‘1. get around’ with ‘c. to be able to travel to 4. a
different places’ because they can use the words 5. d
‘transport, walking, cycling’ as clues.
- If necessary, tell Ss that all phrases are phrasal verbs
and their meaning is idiomatic.
- Have Ss guess the meaning of each of the words, based
on the context. Tell them to work individually first, then
compare their choices with a partner.
- Check answers as a class.
Nguyễn Thị Ngọc Anh
 Task 4. Read the text again. Complete the diagrams with information from the text. Use
no more than TWO words for each gap. (7 mins)
- Have Ss look at the diagrams and read through the Key:
steps. Check Ss’ understanding and explain new /
difficult vocabulary for them if necessary. 1. many solutions

- Ask Ss to read the text again. Have Ss work 2. best option

individually and fill the gaps. Encourage them to discuss 3. a to-do-list
and compare their answers with a partner.
4. night’s sleep
- Check answers as a class. Have Ss explain the answers
by providing evidence from the article.
Extension: Have Ss create a diagram with information
from paragraph. Help Ss by asking questions about the
paragraph, e.g. What basic life skill should you learn
first? (Getting around using public transport, walking or
cycling) What is the next skill should you learn?
(Communicating well and developing good relationships
with people). Ask Ss work in groups and present their
diagrams to the class.
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: Which of the skills mentioned in the text do you have? What other skills do you think
teenagers need to become independent?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own lifestyle.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Discussion Suggested answer:
From the skills mentioned in the text, both
- Ask Ss to work in groups of three or four.
of us have several basic life skills such as
- Have Ss talk about the skills they have, getting around by ourselves, cooking
brainstorm and suggest other skills they think they healthy meals for our family, cleaning the
need to become independent. house, and doing laundry. Unfortunately,
we don’t quite know how to manage our
- In stronger classes, encourage Ss to use cleft
money and time. It is the money-
sentences if possible, e.g. It is getting around using
management and time-management skills
public transport that teenagers need to become
that we have to develop. Also, we agree that
independent or It is the time-management skills
teenagers need emotional skills. It’s
that I already have.
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- Ask Ss from different groups to share their ideas important for teens to understand and
with the rest of the class. Praise for good answers manage their emotions. It is emotional skills
and fluent delivery. that help teenagers behave appropriately,
make friends, and become independent.
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
- Write a short paragraph about some skills teenagers should have to live independently.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Board Plan

Date of teaching
Unit 8: Becoming Independent
Lesson 3: Reading – How to become independent
*Warm-up

- Task 2: Match the paragraphs with their headings.

- Task 3: Match the highlighted phrases in the text with their meanings.
- Task 4: Complete the diagrams.
- Task 5: Discussion

*Homework
Period 74 UNIT 8: BECOMING INDEPENDENT
Lesson 4: Speaking – Learning basic life skills

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Give detailed instructions on learning basic life skills;
- Memorize vocabulary to talk about a basic life skill.
2. Competences
- Gain some language expressions to talk about life skill;
- Talk about the steps to give instructions for learning a life skill;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to give instructions on learning basic life skills;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS

Nguyễn Thị Ngọc Anh

- Grade 11 textbook, Unit 8, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis

To give instructions, you should use:

• the imperative form of the verb.
Example: Don’t …/Avoid …/Make sure …
• modal verbs.
Example: You could …/You should …/ You mustn’t …
• linking words or phrases.
Example: First,/To begin with,/First of all, … Second,/Secondly, …
Then,/After that,/In addition, … Last but not least,/Finally, …

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on a basic life skill;
- To set the context for the speaking part;
b. Content:
- Watch a video on how to boil eggs.
c. Expected outcomes:
- Students can follow the instructions and memorize some of the steps.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video
- Teacher ask ss to watch a video about how to boil Link:
eggs. https://www.youtube.com/watch?v=FTh
- Students watch the video and note down the steps a4zARGN4
of how to boil eggs. Ss raise hands to answer the
questions:
+ What should we prepare?
+ What are the steps to boil eggs?

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (10 mins)

Nguyễn Thị Ngọc Anh
a. Objectives:
- To introduce more ideas for the main speaking task and get Ss involved in the lesson.
- To help Ss learn how to give detailed instructions on how to do the laundry.
b. Content:
- Task 1: Work in pairs. Discuss these questions. (p. 90)
- Task 2: Read the following instructions on how to do laundry. Circle the correct answers. (p.90)
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to give instructions on a basic life style.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss these questions. (4 mins)
- Ask Ss to have a look at the pictures and ask, What is the Key:
man doing? What life skill are the pictures showing? (He’s 1. B
loading a washing machine. He’s adding washing detergent 2. D
to the detergent drawer. They are showing how to use a 3. E
washing machine.) 4. C
- Have Ss work in pairs to discuss the first question. Set a 5. A
time limit of two minutes and invite some pairs to share
their answers with the class.
- Tell Ss to look at the diagram and read through the steps.
Explain any new words or phrases.
- Have Ss put the steps in order. Encourage them to work
with a partner.
- Check answers as a class.
- Give Ss two minutes to memorise the steps, then ask them
to close their books. Then call out a number, e.g. Two. Have
the class say the correct step, e.g. Add the washing powder
or liquid. In stronger classes, have Ss test each other in pairs.
Task 2. Read the following instructions on how to do laundry. Circle the correct answers.
(6 mins)
- Ask Ss to read the instructions and the tips carefully,
Key:
focusing on how to do the laundry and check their
1. sort
comprehension.
2. Secondly
- Have Ss decide on the right choices. Tell them to work in 3. load
pairs to check and discuss their answers. 4. remove
5. Finally
- Check answers as a class.
- Alternatively, call on some Ss to take turns and share their
answers with the whole class. Correct any wrong answers.
In stronger classes, ask other Ss to decide if the answers are
correct and give explanations.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (10 mins)

a. Objectives:
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- To give Ss an opportunity to practise giving instructions on how to cook rice in a rice cooker.
b. Content:
- Task 3. Work in pairs. Read the steps in cooking rice in a rice cooker. Use the model in 2 and the
tips above to ive instructions. (p.91)
c. Expected outcomes:
- Students know how to give instructions on a basic life skill.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 3. Work in pairs. Read the steps in cooking rice in a rice cooker. Use the model in 2
and the tips above to give instructions. (10 mins)
- Ask Ss to study the pictures with steps in cooking rice Suggested answer:
in a rice cooker. Tell them that this is one of the basic life There are several steps in cooking
skill teenagers need to become independent. rice in a rice cooker. First of all,
- Check to make sure Ss understand the vocabulary used rinse the rice to remove any dirt.
in the pictures. Explain any difficult words / phrases or Secondly, measure the rice and the
structures. water. You should add two cups of
water for every cup of regular rice.
- Have Ss refer back to the sample and tips in Activity 2 Then, combine the rice and the
to help them. Ask Ss to work in pairs. They should give water in the non-stick bowl that
instructions to each other on how to cook rice in a rice comes with the rice cooker. Finally,
cooker. turn on the rice cooker and wait for
- Walk round to provide help if necessary. a few minutes until the rice is
cooked.
Extension: Have Ss think of another life skill and write
detailed instructions, e. g. cleaning your bedroom. There
are several steps in cleaning your bedroom. First of all,
pick up all rubbish and throw it away. Secondly, pick up
any dirty clothes and put them in the laundry basket.
Next, remove your bed sheets, put them in the laundry
basket, and put the new ones on. Then, wipe all surfaces
clean with a wet cloth or dust the furniture. Finally, clean
the floor or vacuum the carpet. You could also sweep the
floor with a broom and clean it with a wet cloth.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: FURTHER PRACTICE (17 mins)

a. Objectives:
- To give Ss an opportunity to further practise giving instructions.
- To help some students enhance presentation skills;
- To give students authentic practice in using target language.
b. Content:
- Task 4. Work in groups. Add more steps or tips, and report to the whole class. Vote for the best
recipe for cooking rice in a rice cooker. (p.91)
c. Expected outcomes:
- Students can use the language and ideas from the unit to be more independent.

Nguyễn Thị Ngọc Anh

d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Add more steps or tips, and report to the whole class. Vote for the
best recipe for cooking rice in a rice cooker. (17 mins)
- Ask Ss to work in groups of three to discuss and Suggested answer:
decide on the additional steps or tips in cooking Additional steps
rice in a rice cooker. 1. Use cold water to rinse the rice to
- In weaker classes, provide more help by making remove dirt and starch. For best results,
suggestions of the steps and tips by asking rinse the rice until the water runs clean.
questions, e.g. Do you use a non-stick container in 2. Read the rice cooker instruction
the cooker? Do you have to clean the container? manual.
Should you check if the rice cooker works? Is it 3. There are different types of rice so
necessary to identify the type of rice to find out make sure you adjust the rice to water
how much water it needs? etc. You can offer help ratio accordingly.
by writing or projecting the questions / steps / tips 4. Measure the rice and water: 2 cups of
on the board. water for 1 cup of white rice.
- Walk round the class to provide help when 5. Combine the rice and water in the non-
necessary. stick bowl.
- Invite some groups to present their instructions 6. Turn the cooker on and wait until the
with additional steps / tips clearly in front of the rice is cooked.
class. 7. Let the rice sit in the rice cooker for 10
minutes after cooking to make it fluffy.
- Praise groups for good effort and clear, detailed
8. Do not leave the cooked rice in the rice
instructions.
cooker overnight.
9. Clean the non-stick bowl with a soft
sponge.
Additional recipe tips
1. Use chicken broth or coconut juice
instead of water to add flavour.
2. Put dried spices in the water before
turning the cooker on.
3. Add fresh herbs to the rice before
cooking.
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 the next lesson – Listening.

Board Plan
Date of teaching
Unit 8: Becoming independent

Nguyễn Thị Ngọc Anh

 Lesson 4: Speaking – Learning basic life skills
*Warm-up

- Task 1: Discuss these questions.

- Task 2: Choose the correct answers.
- Task 3: Give instructions on how to cook rice.
- Task 4: Add more steps or tips, and report to the whole class.

*Homework

Nguyễn Thị Ngọc Anh

Period 75 UNIT 8: BECOMING INDEPENDENT
Lesson 5: Listening – Becoming independent learners

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for main ideas and specific information in a conversation about becoming independent
learners.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be aware of how to become independent learners;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 8, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in
the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on becoming independent learners;
- To set the context for the listening part.
b. Content:
- Reorder steps when you want to learn a new thing.
c. Expected outcomes:
- Students gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Reorder the steps Steps:
Nguyễn Thị Ngọc Anh
- Show some jumbled sentences on the screen. 1. Reward yourself at important
- Ss discuss in pairs to put the steps in the correct milestones.
order when they want to learn a new thing. 2. Learn through practical experience.
- Ss raise hands to answer. 3. Teach yourself using many sources.
- Teacher checks answers as a class. 4. Compare your work with an expert's.
Suggested answer: 3-2-4-1

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (4 mins)

a. Objectives:
- To introduce the topic of the listening and set the context.
b. Content:
- Task 1. Tick the columns to complete the following table about you. Compare your answers in
pairs. (p.91)
c. Expected outcomes:
- Students can classify characteristics of independent learners.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Tick the columns to complete the following table about you. Compare your
answers in pairs. (4 mins)
- Ask Ss to look at the title and the table.
- Have Ss read through the questions in the table and Students’ answer.
check comprehension. Explain or teach any difficult
vocabulary.
- Ask Ss to tick the columns and compare their answers
with a partner. If Ss have 3 ‘yes’ answers or more, they
have characteristics of independent learners.
- Invite some pairs to share their answers with the whole
class, e.g. I can say that my partner / classmate / friend
Ngoc Minh has characteristics of an independent learner.
She said ‘yes’ to questions all the 4 questions.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea and specific information
- To provide Ss with some basic information about becoming independent learners.
b. Content:
- Task 2. Listen to a conversation between Mai and Mike, and choose the correct answers A, B, or C.
(p.91)
- Task 3. Listen to the conversation again and answer each of the following questions using no more
than THREE words or numbers. (p.92)
c. Expected outcomes:
Nguyễn Thị Ngọc Anh
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a conversation between Mai and Mike, and choose the correct answers
A, B, or C. (6 mins)
- Tell Ss that they are going to listen to a conversation Answer key:
between Mai and Mike. 1. C
- Ask Ss to read through the questions and the choices before 2. A
they listen to the talk. 3. B
- Make sure that Ss understand the vocabulary. Elicit or 4. B
explain any unfamiliar or difficult words.
- Play the recording and have Ss do the activity.
- Check answers as a class.
- If necessary, play the recording again, pausing at the places
where they can get the correct information. Remind Ss that
incorrect choices are often “irrelevant” (i.e., not meet the
requirements) or “too narrow” (i.e., only representing part of
the talk) or “too general” (i.e., too broad or too vague). In
question 1, choices A and B are too narrow, while in question
4 (which asks for the information not mentioned in the
recording) choices A and C are irrelevant as they are
mentioned in the recording.
- In stronger class, invite some Ss to give answers and have
the rest of the class check if they are correct. Ask them to
provide explanations for their answers.
Task 3. Listen to the conversation again and answer each of the following questions
using no more than THREE words or numbers. (7 mins)
- Give Ss some time to read through the questions and
Answer key:
underline key words to help them work out the answers.
1. Four / 4
- Focus Ss’ attention on the instruction ‘using no more than 2. Their own learning
THREE words or a number’. 3. (Detailed) study plans
4. Asking difficult questions
- Ask Ss if they can answer any of the questions without
listening to the recording again. Write their answers on the
board.
- Play the recording once in stronger classes and twice in
weaker classes.
- If time allows, ask Ss to discuss their answers in pairs.
- Check answers as a class. Play the recording, pausing at the
places where Ss can hear the answers.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

Nguyễn Thị Ngọc Anh

4. ACTIVITY 3: POST-LISTENING (8 mins)
a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4: Work in groups. Discuss the following questions. (p.92)
c. Expected outcomes:
- Students can use the language and ideas from the unit to become an independent learner.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in groups. Discuss the following questions.
- Ask Ss to work in groups. Have Ss decide which of the Suggested answer:
characteristics of independent learners mentioned in the Hi, I’m Khoi. There are three
conversation they have. students in our group: Minh,
- Tell Ss to make a list and add the names of the people Quang, and me. We are all self-
next to the relevant characteristics. motivated, responsible, hard-
- In stronger classes, have Ss discuss why they think they working, and curious. However,
have these characteristics and note down the answers on we think independent learners
the list. need more skills. Minh wants to
- Brainstorm some more characteristics of independent develop critical thinking skills
learners and write them as prompts, e.g. critical thinking, because these skills will help her
self-confident, discipline, self-evaluation. Ask Ss to make better decisions. Quang
explain each one or give examples, e.g. They think needs time-management skills to
critically of a situation, analyse all possible sides and get more done in less time. I’d
come up with different solutions. like to be more self-confident so
- Give Ss some time to discuss and decide on the as to deal with challenges,
characteristics they want to develop in the future. overcome difficulties, and better
Encourage them to provide reasons, e.g. I want to develop communicate with people.
critical thinking skills because these skills will help me
make better decisions.
- Invite Ss from each group to present a summary of their
discussions to the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- 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 the next lesson – Writing.

Board Plan

Nguyễn Thị Ngọc Anh

 Date of teaching
Unit 8: Becoming independent
Lesson 5: Listening – Becoming independent learners
*Warm-up

- Task 1: Tick the columns.

- Task 2: Choose the correct answers A, B, or C.
- Task 3: Answer the questions.
- Task 5: Discussion.

*Homework

Nguyễn Thị Ngọc Anh

Period 76 UNIT 8: BECOMING INDEPENDENT
Lesson 6: Writing – An article about pros and cons of self-study

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write an article;
- Write an article about the pros and cons of self-study.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be aware of characteristics of an independent learner.
II. MATERIALS
- Grade 11 textbook, Unit 8, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they
writing skills. write.
- Encourage students to work in pairs and 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 inspire students by a video;
- To set the context for the writing part;
b. Content:
- Watch a video
c. Expected outcomes:
- Students feel excited about self-study.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link:
- Teacher asks Ss to watch a video. https://www.youtube.com/watch?v=m
- Ss watch the video and note down as many ways of tYahZhsy0M
self-learning as possible.
- Teacher calls students randomly to give the ideas of Students’ answer
self-learning by asking some questions:
+ Name some ways of self-learning mentioned

Nguyễn Thị Ngọc Anh

 in the video?
+ Which ways have you applied to learn by
yourself?
+ Can you name other ways of self-learning?

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-WRITNG (9 mins)

a. Objectives:
- To help students develop ideas for their writing;
- To help students revise some common expressions in writing an article.
b. Content:
- Task 1: Work in pairs. Read the following ideas and decide if they are pros or cons of self-study.
Think of other pros and cons to add. (p.92)
c. Expected outcomes:
- Students understand the structure and are familiar with the language of an article.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Read the following ideas and decide if they are pros and cons of
self-study. Think of other pros and cons to add. (9 mins)
- Have Ss work in pairs. Focus their attention on the title and
Answer key:
the picture and ask questions, e.g. What does the picture show?
Pros: 1, 3, 5
What is he doing? Is he studying on his own? Do you know
Cons: 2, 4, 6
what pros and cons mean? Elicit Ss’ answers.
- Tell them to look at the table and read through the statements.
Explain any new words.
- Put them in pairs to discuss and decide if they are pros or
cons of self-study.
- Ask Ss to tick the columns, then discuss and check their
answers with a partner.
- Encourage Ss to think of other pros and cons of self-study,
e.g. pros: Ss can learn at their own pace. Cons: Ss miss the
opportunity to learn things from teachers and peers.
- Check answers as a class.
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (16 mins)

a. Objectives:
- To help Ss practise writing some common structures in an article;
- To help Ss write a complete an article about the pros and cons of self-study.
b. Content:
Nguyễn Thị Ngọc Anh
- Task 2. Write an article about the pros and cons of self-study. Use the ideas in 1 and the outline with
useful expressions below to help you. (p.92)
c. Expected outcomes:
- Students can write a complete article.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Write an article about the pros and cons of self-study. Use the ideas in 1 and the
outline with useful expressions below to help you. (16 mins)
- Explain the task. Ask Ss to refer back to the Suggested answer:
suggested ideas in 1, and study the outline with the
expressions in the box. Pros and cons of self-study
- If necessary, ask Ss to go back to the model on
page 34 in Unit 3 and revise the different parts of an Independent learning often involves
article. self-study – learning at home without a
- Remind Ss that writers often provide detailed teacher. Let’s look at its pros and cons.
explanations or examples to support each idea in a First of all, self-study gives learners
paragraph, e.g. Self-study gives learners more more freedom. They decide what they
freedom. They decide what they should study and should study and how to study
how to study depending on their abilities. depending on their abilities. Secondly,
- Set a time limit for Ss to write in class. it can make learners responsible. They
- In weaker classes, put Ss in pairs or groups to help set their learning goals and make study
each other. Walk round the class to provide help. plans to achieve them. Finally, it makes
- If time allows, encourage Ss to swap their writing them more confident. Completing tasks
with a partner for peer feedback. Ask them to and solving problems on their own
focus on the content, language, and structure in boost learners’ confidence.
their comments. Encourage Ss to make some On the other hand, learners may need
revisions based on their partners’ suggestions more time to learn things. They study
before they produce a final draft. at their own pace, with no one to push
- Collect Ss’ articles and give face-to-face feedback them or help them. Moreover, they
in private, or give them back with some written may not develop certain life skills. For
feedback. example, as they always study alone,
they may have difficulty
communicating or developing
relationships. Finally, they may not
learn practical skills. Focusing too
much on theoretical knowledge, they
may fail to apply their academic skills
in real life.
In conclusion, learners should
understand both the advantages and
disadvantages to choose the right
option. However, as education is
changing all the time, they may have to
get used to the challenges of
independent learning.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
Nguyễn Thị Ngọc Anh
4. ACTIVITY 3: POST-WRITING (12 mins)
a. Objectives: - To do a cross-check and final check on students’ writing.
b. Content:- Students exchange their work for cross-checking.
c. Expected outcomes:- Students can evaluate others’ work as well as improve their own pieces of
writing.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss
do the peer review. 2. Legibility: …/10
- Ss do the task as required. 3. Ideas: …/10
- After peer review, Ss give the writing back to the owner
and discuss how to improve it. 4. Word choice: …/10
- Teacher then chooses one piece of writing and gives
5. Grammar usage and
feedback on it as a model.
- Teacher chooses some useful or excellent words/ mechanics: …/10
phrases/ expressions/ word choices Ss have used to give TOTAL: …/50
suggestions to other Ss
- Teacher chooses some typical errors and correct as a
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- 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 the next lesson – Communication and Culture.
Board Plan
Unit 8: BECOMING INDEPENDENT
Lesson 6: Writing – An article about pros and cons of self-study
*Warm-up
- Task 1. Decide if the ideas are pros and cons of self-study.
- Task 2. Write an article about the pros and cons of self-study.
* Cross-checking
*Homework
Period 77 UNIT 8: BECOMING INDEPENDENT
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Review expressions for expressing best wishes and responding to them;
- Learn how teenagers in the US become independent.
Nguyễn Thị Ngọc Anh
2. Core competence
- Be able to express best wishes and respond to them;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to express best wishes to others when necessary;
- Relate what they have learnt about teen independence in the US to their country.
II. MATERIALS
- Grade 11 textbook, Unit 8, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 unit.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can identify the pros and cons of living alone.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link:
- Teacher ask Ss to watch a video about living https://www.youtube.com/watch?v=Fz
alone. AX_PTTnOk
- Ss watch the video and note down the pros and Suggested answer:
cons of living alone, e.g: the problems they might - Cons: have to make dinner while

Nguyễn Thị Ngọc Anh

face when living alone, the solutions for them,... you’re tired, repair or fix broken thing
- Ss work in pairs to brainstorm the ideas. by yourself, feel bored sometimes,...
- Teacher calls some Ss randomly to present the - Pros: there will be your favorite food
ideas to the whole class. only, live quietly, dress up your
space,...

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (18 mins)

a. Objectives:
- To provide Ss with example conversations in which people express best wishes and respond to
them;
- To review expressions for expressing best wishes and responding to them.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practice it in
pairs (p.93)
- Task 2: Work in pairs. Make similar conversation for these situations (p.93)
c. Expected outcomes:
- Students can use appropriate language to express help and respond to offers in certain situations.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then
practice it in pairs (8 mins)
- Ask Ss to think about when people express best wishes, e.g. Answer key
for formal occasions such as weddings and anniversaries, and 1. B
less formal ones like birthdays, holidays, and exams. 2. D
3. C
- Tell Ss that they are going to listen to two conversations in
which speakers give best wishes and respond to them. While 4. A
listening, Ss should complete the conversations with the
expressions they hear. Remind them that the expressions are
also in the word box.
- Give Ss a few minutes to skim through the conversations
and look for context clues for the missing expressions. In
stronger classes, encourage them to work out the answers
based on the context clues before they listen.
- Play the recording once (in stronger classes) or twice (in
weaker classes).
- Check answers as a class. Play the recording again, pausing
after each gap to confirm the correct answers.
- Put Ss into pairs and have them practise the conversations.
Nguyễn Thị Ngọc Anh
Task 2: Work in pairs. Make similar conversation for these situations. (10 mins)
- Remind Ss that the expressions they used to fill in the gaps Suggested answers:
in 1 are set expressions for expressing best wishes and 1.
responding to them. B: I heard you’re taking an
- Ask Ss to read the list of useful expressions in the box and English exam tomorrow.
check understanding. Good luck!
- Put Ss in pairs and explain the situations. A: Thanks so much.
- Give Ss a few minutes to plan their conversations, e.g. who 2.
will be Student A, who will be Student B, A: Are you OK? You look
how they are going to start their conversations, what kind of very tired.
exam they will be talking about, and B: I’m afraid I’m not feeling
what expressions they are going to use. well.
- In weaker classes, model a conversation for one of the A: I’m sorry to hear that.
situations with a student and write some prompts on the Hope you feel better soon.
board, e.g. I heard your exam is coming soon/you are not B: Thanks.
feeling well.
- If time allows, have Ss swap roles so that they have a chance
to role-play both Students A and B in each situation.
- Walk round the class and provide help when necessary.
- Invite some pairs to role-play their conversations in front of
the class. Praise for good effort, appropriate use of the
expressions for good wishes, and fluent delivery.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives score to evaluate Ss’ performance.

3. ACTIVITY 2: CULTURE (20 mins)

a. Objectives:
- To help Ss learn how teenagers in the US become independent.
- To help Ss relate what they have learnt about teen independence in the US to their country.
b. Content:
- Task 1: Read the text below and complete the diagram. Use no more than THREE words for each
gap. (p.93)

- Task 2: Work in groups. Discuss the following questions. (p.93)

c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the text below and complete the diagram. Use no more than THREE
words for each gap. (10 mins)
- Focus Ss’ attention on the heading and the pictures. Ask
Nguyễn Thị Ngọc Anh
some questions to find out what Ss already know about the Key:
topic, e.g. Do you know how teenagers in the US become 1. English, maths
independent? What do they do at school? What activities do 2. sports, clubs
they do outside school? 3. fast-food restaurants
- Ask Ss what they want to know about the topic. Write 4. local hospitals
their questions on the board, e.g. What subjects do teenagers
in the US study at school? (They study required subjects
like English, maths, science, or social studies.) Do they have
extracurricular activities? (Yes, they take part in sports,
clubs, and bands.) What is community service for? (It
counts towards the volunteer hours required for university
admission.)
- Explain or elicit any new or difficult words, e.g. diploma,
(subjects) required/selected, extracurricular activities,
babysitting, university admission. In stronger classes,
encourage Ss to guess the words from context.
- Ask Ss to read the diagram and remind them to use no
more than three words for each gap.
- Have Ss read the text and fill the gaps individually. Then
encourage them to discuss and compare their answers with a
partner.
- Check answers as a class.
- Go back to the questions on the board, i.e. the things Ss
wanted to know about the topic. Ask which of the questions
they can answer now and cross them out. Assign the rest for
homework.
Task 2: Work in groups. Discuss the following questions. (10 mins)
- Put Ss in groups and give them enough time to discuss the Suggested answer:
questions. Alternatively, have them create a similar diagram We made a diagram about
about Vietnamese teens. This will help them see the Vietnamese teens, and we can
similarities and differences. see both similarities and
differences. To begin with, I’ll
- In weaker classes, offer help by reading sections from the talk about the similarities at
text and asking questions, e.g. American teenagers often school. We also have required
start high school with a basic plan of classes they need to subjects like Vietnamese
take to get a high school diploma. How about Vietnamese literature, maths, natural
students? Some subjects like English, maths, science, or sciences (physics, biology,
social studies are required, others can be selected. What chemistry), and social sciences
subjects are compulsory in Viet Nam? Can students select (geography, history, civic
any subjects? education) to get a high school
- Ask some groups to share their ideas with the whole class. diploma. Extracurricular
activities are also becoming
popular in Vietnamese
secondary schools. However,
there are differences too.
Nguyễn Thị Ngọc Anh
 In Viet Nam, all subjects are
compulsory for students while
in the US, some school
subjects can be selected. Also,
in the US, emphasis is placed
on providing a well-rounded
education whereas Vietnamese
education focuses more on
grades and academic
achievements.
e. Assessment- Teacher’s observation on Ss’ performance and give feedback and peers’ feedback.
4. CONSOLIDATION (2 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 8 - Looking back and project.
Board Plan
Unit 8: Becoming independent
Lesson 7: Communication and Culture / CLIL
*Warm-up
* Everyday English
- Task 1: Listen and complete the conversation.
- Task 2: Make similar conversations.
* Culture Task 1: Complete the diagram.- Task 2: Discussion.
Period 78 UNIT 8: BECOMING INDEPENDENT
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 8;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Be ready to live independently.
II. MATERIALS
- Grade 11 textbook, Unit 8, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Nguyễn Thị Ngọc Anh
Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating so that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessive talking students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of becoming independent.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students describe the reasons why they should do chores.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link:
- Teacher lets Ss watch a video and answer the https://www.youtube.com/watch?v=
question: Why should we do chores? hBkwCyiIvmc
- Ss watch the video, note down some of the reasons Suggested answer:
why doing chores is essential for kids and teens. - Benefits: develop teamwork skills,
- Ss raise hands to share the ideas. Ss may include strengthen bond with siblings, high
some detailed information, e.g: At which age should self-esteem when completed tasks,...
children do chores? What are the benefits of doing
- Chores for different age:
chores at young age? What kind of chores should
parents assign children? + Pre-school: pick up toys, put
dirty clothes into laundry
bags, ...
+ 7-12: clean study table, help
to set the dinning table, …
+ Teenagers: clean the garage,
keep the house clean, …

e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

Nguyễn Thị Ngọc Anh
a. Objectives:
- To help Ss review fall-rise intonation in invitations, suggestions and polite requests.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review cleft sentences.
b. Content:
- Task 1: Read the sentences using fall-rise intonation. Then listen and compare. Practise saying them
in pairs. (p.94)
- Task 2: Choose the correct answers A, B, or C to complete the sentences. (p.94)
- Task 3: Complete the answers to these questions using cleft sentences focusing on the words or
phrases in brackets. (p.95)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the sentences using fall-rise intonation. Then listen and compare. Practise
saying them in pairs. (4 mins)
- Ask Ss to work individually. Have them read the Audio script:
sentences and mark the fall-rise intonation at the 1. Shall we look for a part-time job
appropriate words. to earn some pocket money?
2. Do you feel like doing a
- Play the recording, pausing after each sentence for Ss vegetarian cooking course?
to listen and repeat.
3. Would you please give me some
- Have Ss practise reading the sentences in pairs, advice on how to set my goals?
focusing on the fall-rise intonation. 4. Could you help me improve my
communication skills?
Task 2: Choose the correct answers A, B, or C to complete the sentences. (4 mins)
- Have Ss read each sentence and decide which word Key
best completes it. Make sure that they know all the 1. A
words. 2. A
3. C
- In weaker classes, have Ss work in pairs or groups.
4. B
- Check answers as a class.
Extension: If time allows, ask Ss to find the place
where each word / phrase first appears in the unit and
call out the section of the unit where it appears, e.g.
manage first appears in the Getting started section.
Task 3: Complete the answers to these questions using cleft sentences focusing on the
words or phrases in brackets. (4 mins)
- Explain to Ss that they are going to review the use of Key:
cleft sentences. 1. is the dog walking job that
2. was a new motorbike that
- In weaker classes, have Ss review the grammar rules
3. is Tuan that/who
in the Language section before they do the exercise. If
Nguyễn Thị Ngọc Anh
necessary, complete the first sentences on the board as 4. is the day after tomorrow that
an example and explain the sentence structure.
- Walk round the class to provide help if necessary.
- If time allows, ask Ss to work in pairs to compare
answers.
- Check answers as a class.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their communication and collaboration skills, and to
practise giving an oral presentation.
b. Content:
- Project: A life skills workshop (p.95)
c. Expected outcomes:
- Students apply what they have learnt into practice through a project.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Project: A life skills workshop
- As Ss have prepared for the project throughout the unit, the focus Students’
of this lesson should be on the final product, which is an oral presentations
presentation.
- Have Ss work in their groups. Give them a few minutes to get
ready for the presentation.
- Give Ss checklists for peer and self-assessment. Explain that they
will have to tick appropriate items while listening to their
classmates’ presentation and write comments if they have any. The
presenters should complete their self-assessment checklists after
completing their presentation.
- If necessary, go through the criteria for assessing their talk to
make sure Ss are familiar with them.
- Invite two or three groups to give their presentations. Encourage
the rest of the class to ask questions
at the end.
- Give praise and feedback after each presentation. You can also
give Ss marks for their presentation as part of their continuous
assessment.
e. Assessment
- Teacher gives comments and feedback to the presentations, and awards a prize to the group which
has the most votes.
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 Unit 9.
Nguyễn Thị Ngọc Anh
 Board Plan
Unit 8: BECOMING INDEPENDENT
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation: Fall-rise intonation
- Vocabulary: Choose the correct answer.
- Language: Complete the answers.
* Project: A life skills workshop
*Homework

Period 79 REVIEW 3
Lesson 1 - Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise the language and Ss have learnt in Units 6-7-8: practice speaking with a correct intonation,
the phrases related to preserving heritage, education after leaving schools and teen independence and
life skills.
- Summarise Ss’ answers and add some more information if necessary.
2. Core competence
- Develop communication skills and creativity;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Review 3
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating skills so that they can help each other.
when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessive talking students practise.
- Continue to explain task expectations in small
chunks (before every activity).

Nguyễn Thị Ngọc Anh

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- Revise what students have learnt in the three units.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Listing
c. Expected outcomes:
- Students can remember all about sentence stress, intonation and vocab related to topics in Units
6,7,8.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Listing Suggested answer:
- Ss work in 2 teams. 1. Intonation
- In turns, in each team one student stands up and says 2. Words and phrases related to
a key word that they can remember from units 6, 7 ,8. preserving heritage, education after
- Then that student can point at any student of the school and teen independence
other team to continue saying. The game goes on. 3. To infinitive, perfect gerunds and
- If one student cannot remember any word, that team participle clauses and cleft sentences
loses.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (6 mins)

a. Objectives:
- To help Ss review intonation and sentence stress.
b. Content:
Mark the intonation in the following sentences, using falling intonation, rising intonation, level-rising
intonation or fall-rise intonation symbols. Then listen and check. Practice saying them in pairs. (p.96)
c. Expected outcomes:
- Students can practise speaking with a correct intonation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Mark the intonation in the following sentences, using falling intonation, rising intonation,
level-rising intonation or fall-rise intonation symbols. Then listen and check. Practice
saying them in pairs. (6 mins)
- Ask Ss to read the sentences and mark the changes Suggested answer:
in intonation using appropriate arrows to indicate 1. Could you show me the way to the
different patterns of intonation. Museum of History?
2. What do you want to see during the
Nguyễn Thị Ngọc Anh
- Play the recording and have Ss check their festival?
answers. Check answers as a class. 3. How about going on a boat trip this
- Play the recording again, pausing after each weekend?
sentence for Ss to repeat as naturally as possible. 4. I want to go to a vocational school
after fіnishing secondary school.
5. Would you like to go to the cinema
with me?
6. Why don’t you join the cooking
classes?
7. During my trip, I visited a historic
monument , an ancient pagoda ,
and an old village.
8. Are you good at time management?

e. Assessment
- Teacher obverses Ss’s work and gives feedback.
2. ACTIVITY 2: VOCABULARY (29 mins)
a. Objectives:
- To help Ss revise words and phrases they have learnt in 3 units.
b. Content:
- Task 1. Complete the following sentences using the words and phrases in the box. (p.96)
- Task 2. Choose the correct word to complete each of the following sentences. (p.96)
c. Expected outcomes:
- Students can use all the vocabulary they have learnt in the three units to complete the tasks.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Complete the following sentences using the words and phrase in the box. (7 mins)
- Have Ss do this activity individually and then share Answer key:
their answers with a partner. 1. manage
2. school-leavers
- Call on one or two Ss to write their answers on the
3. vocational school
board.
4. heritage
- Check and confirm the correct ones. 5. qualifications
6. self-motivated
7. folk singing
8. preserve
Task 2: Choose the correct word or phrase to complete each of the following sentences. (6
mins)
- Have Ss do this activity individually or in pairs. Answer key:
- Call on some Ss to give their answers. 1. historic

Nguyễn Thị Ngọc Anh

 - Ask Ss to provide reasons for their answers 2. degree
3. money-management
e.g. for question 1, the correct word is ‘historic’
because it means ‘very important in history’. 4. vocational
5. Decision-making
- Check answers as a class.
6. graduation
7. restored
8. academic
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 3: GRAMMAR (16 mins)
a. Objectives:
- To help Ss review the use of to-infinitive clauses, perfect participle clauses and cleft sentences.
b. Content:
- Task 1. Choose the correct answers A, B, C, or D to complete each of the following sentences.
(p.97)
- Task 2. Rewrite the sentences beginning with the words given. (p.97)
c. Expected outcomes:
- Students can use to-infinitive clauses, perfect participle clauses and cleft sentences to complete the
tasks.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the correct answers A, B, C, or D to complete each of the following
sentences. (6 mins)
- Review to-infinitive clauses, perfect gerunds, perfect Suggested answers:
participle clauses and cleft sentences by providing
1. A
examples of each grammatical structure.
2. B
- Ask Ss to do the activity individually.
3. A
- Have Ss compare their answers in pairs.
4. D
- Call on some Ss to read their sentences aloud or call
on some Ss to write their answers on the board. 5. A
- Check answers as a class. 6. C
7. A
8. B
Task 2: Rewrite the sentences beginning with the words given. (10 mins)
- Ask Ss to do the exercise individually. Key:
- Have Ss compare their answers in pairs. 1. a university in Canada that I applied
to study
- Call on some Ss to read their sentences aloud or
write them on the board. 2. watched the documentary, I came up
with some ideas for my project
Nguyễn Thị Ngọc Anh
- Check answers as a class. 3. see the beautiful old bridge and the
French houses
4. completed the project, I felt more
confident in my abilities
5. work that gave many young people
of Gen Z real-life experiences
6. woman to win the Nobel Prize in
Chemistry in 1911
7. done the course, I got better at
managing my study time
8. 2010 that the Imperial Citadel of
Thang Long was recognised as a World
Heritage Site

e. Assessment
- Teacher obverses Ss’s work and gives 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 on workbook.
- Prepare for Skills 1.

Board Plan

Date of teaching
REVIEW 3
Language

*Warm-up

- Pronunciation
- Vocabulary
- Grammar

*Homework

Nguyễn Thị Ngọc Anh

Period 80 REVIEW 3
Skills (1) - Listening and Speaking

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise the listening skills for main and specific information and improve speaking skills of
discussion.
- Summarise Ss’ answers and add some more information if necessary.
2. Core competence
- Develop communication skills and creativity;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Review 3
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating skills so that they can help each other.
when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessive talking students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on a basic life skill;
- To set the context for the speaking part;
b. Content:
- Choosing the essential things to live on an island alone.
c. Expected outcomes:
- Students choose and explain why they choose those things.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Nguyễn Thị Ngọc Anh

- T shows some items on the screen (or may use Students’ own creativity
relia), then asks students to name two things they
need if they intend to live on an island alone.
- Students name things and explain.
- T listens, observes and gives comments.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 2: LISTENING (15 mins)

a. Objectives:
- To help students revise the listening skills for main and specific information.
b. Content:
- Task 1: Listen to a short talk by a student advisor. What is it about? (p.98)
- Task 2: Listen again and complete the notes with no more than TWO words for each answer. (p.98)
c. Expected outcomes:
- Students use all the skills to do the exercises.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen to a short talk by a student advisor. What is it about? (7 mins)
- Tell Ss that they are going to listen to a talk by a Key: A
student advisor and ask them to predict what the talk is
about.
- Call on some Ss to share their predictions.
- Have Ss read the three options about the main idea of
the talk.
- Play the recording for Ss to listen for the first time
and check if their guesses are correct.
- Confirm the correct answer. Ask Ss to give the clues
that help them work out the answer, e.g. The word
‘Tips’ in A means ‘Advice’ so the answer is A. In
option C, we have ‘Advice’ but it is about how to learn
a foreign language, not about how to become
independent.
- For weaker classes, play the recording again if Ss
can’t find the answers after the first time of listening.
Task 2: Listen again and complete the notes with no more than TWO words for each
answer. (8 mins)
- Ask Ss to look at the notes, underline the keywords Key:
and decide what part of speech they need to fill in each 1. study for
blank (e.g. 1: verb; 2: noun (phrase); 3: noun (phrase); 2. conversations with
4: noun (phrase); 5: noun (phrase). 3. pocket money
- Play the recording again and have Ss write down their 4. work experience
answers. in their notebooks.
5. independence
- Have Ss work in pairs to compare their answers.
Nguyễn Thị Ngọc Anh
- Check answers as a class.
- In weaker classes, play the recording again, pausing
after the sentences containing the
- missing word.
e. Assessment
- Teacher observes the groups and gives feedback.

3. ACTIVITY 3: SPEAKING (20 mins)

a. Objectives:
- To help students improve the skills of discussion in pairs and groups.
b. Content:
- Task 1: Work in pairs. What can you do to become more independent while studying abroad? Give
your reasons? (p.98)
- Task 2: Work in groups. What skills do you think you will gain while studying abroad?
Report your group's answer to the class. (p.98)
c. Expected outcomes:
- Students use all the skills to do the exercises.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 1: Work in pairs. What can you do to become more independent while studying
abroad? Give your reasons? (10 mins)
- Have Ss work in pairs and discuss things Ss Suggested answer:
can do to become independent while studying - Learn the language of the country where you
abroad. study
- Ask Ss to read the example and ask if - Get a part-time job
cooking for oneself was mentioned in the talk - Learn how to cook for yourself
in the listening (Yes, as the last tip). - Travel in your host country and any
- Remind them of the other two tips in the neighbouring countries
listening. In weaker classes, write them as - Make lifelong friends and meet people from
discussion prompts on the board. across the globe.
- In stronger classes, encourage Ss to come up Example:
with more ideas and discuss how each activity
I think I’ll become more independent by
will benefit them, e.g. I’ll be able to explore
learning to cook for myself. It’s very
my host country and travel to any
expensive and unhealthy to eat out frequently.
neighbouring countries. This will help me
Besides, the food in the country where I’ll be
engage in cultures and broaden my world view.
studying may not suit me. Therefore, it’d be
- Go round the class and provide help when nice if I could prepare dishes from my own
necessary. country.
Task 2: Work in groups. What skills do you think you will gain while studying abroad?
Report your group's answer to the class. (10 mins)
- Ask Ss to work in groups and explain that Suggested answers:
while in Task 1 they discussed activities of We think that while studying abroad we will
young people studying abroad, here they will be able to develop and improve some very
Nguyễn Thị Ngọc Anh
focus on the skills they gain. useful
- Tell Ss to think about what skill each activity life skills. First, we will be able to learn how to
helps international students gain, e.g. Activity: cook for ourselves. This is very important for
Students meet people from different cultures. teens
Skill: This helps them gain intercultural to become independent. It is the life skill we
communication skills. must have because it will save us money. By
- Call on some Ss to present their ideas in front cooking
of the class. national dishes, we can also introduce our
- Praise for interesting ideas and fluent country’s culture to our international friends.
delivery. Second, we will also learn how to take care of
ourselves. Being away from home, we will
have to
do the laundry, clean our new home, shop, and
iron our clothes. We have to make sure we stay
healthy and fit, and seek medical help when we
get sick.
Finally, we discussed the development of
language and communication skills. We will
learn the
language of the host country, and gain
intercultural communication skills from
interacting with
people from diverse backgrounds.
e. Assessment
- T gives comments and feedback to students' answers.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Review 3 - Skills (2): Reading & Writing

Board Plan

Date of teaching
REVIEW 3
Skills: Listening & Speaking

*Warm-up
Listening
- Task 1: Listen to a short talk by a student advisor. What is it about?
- Task 2: Listen and complete the notes.
Speaking
- Task 1: What can you do to become more independent while studying abroad? Give your
Nguyễn Thị Ngọc Anh
reasons?
- Task 2: What skills do you think you will gain while studying abroad? Report your group's
answer to the class.

*Homework

Period 81 REVIEW 3
Skills: Reading & Writing

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Practice reading for main idea and specific information.
- Summarize Ss’ answers and add some more information if necessary.
2. Core competence
- Develop communication skills and creativity;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Review 3
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating skills so that they can help each other.
when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessive talking students practice.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on a basic life skill;
Nguyễn Thị Ngọc Anh
- To set the context for the reading part;
b. Content:
- Game: Guess the music genre
c. Expected outcomes:
- Students are excited to start the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Guess the music genre Key:
- Teacher shows some pictures and asks students to Hip hop/rap
look at the picture and guess the music genre. Electronic dance music
- Ss listen and give the the correct answer.
Pop music
- Teacher encourages Ss to give further information
about the genres mentioned. Rock music
Don ca tai tu

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: READING (15 mins)

a. Objectives:
- To help Ss practice reading for main idea and specific information.
b. Content:
- Task 1: Read the text. Choose the best heading (1–5) for each paragraph (a–C). There are TWO
extra headings. (p.98)
- Task 2: Read the text again and decide whether the statements are true (T) or false (F). (p.99)
c. Expected outcomes:
- Students can use all the skills to complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the text. Choose the best heading (1–5) for each paragraph (A–C). There are
TWO extra headings. (7 mins)
- Ask Ss to read the whole text once to get an overall Key:
idea. A–4
- Have Ss read again paying attention to the main idea B–2
of each paragraph and match it with appropriate C–1
heading.
- Note that there are two extra headings which are not
used.
- Tell Ss to work in groups to compare answers.
- Check answers as a class.
Task 2: Read the text again and decide whether the statements are true (T) or false (F). (8
mins)
Nguyễn Thị Ngọc Anh
- Ask Ss to read the text again and complete the Key:
exercise. 1. T
- Check answers as a class. 2. F
- Ask Ss to provide evidence from the text to support 3. F
each answer, e.g. the information for question 1 is 4. T
available in the first paragraph (Recognised as 5. T
UNESCO’s world cultural heritage in 2013).
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 2: WRITING (20 mins)

a. Objectives:
- To help Ss develop ideas for their writing.
- To help Ss practise writing an email requesting information about a music club.
b. Content:
- Task 1: Work in pairs. Read the advert below and discuss what other information you want to know
about how to become a club member. (p.99)
- Task 2: Write an email (140–170 words) to the club president asking for more information about
how to become a club member. Use the outline below to help you. (p.99)
c. Expected outcomes:
- Students complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Read the advert below and discuss what other information you
want
to know about how to become a club member. (5 mins)
- Tell Ss to read the advertisement and check Students' own creativity
understanding by asking questions, e.g. What kind of
club is it? Is it open to everyone? What kind of people
are invited to join the club?
- Tell Ss to imagine that they want to become members
of the club. Put them in pairs and have them think
about what information they want to know before they
join the club.
- In weaker classes, brainstorm some ideas as a class
and write some prompts on the board, e.g. any
requirements for becoming a club member including
age and musical skills, if members will have to pay a
fee, benefits of becoming a member.
Task 2: Write an email (140–170 words) to the club president asking for more information
about how to become a club member. use the outline below to help you. (15 mins)
- Ask Ss to work individually and write an email Suggested answer :
requesting information about becoming a member of Dear Sir/Madam,

Nguyễn Thị Ngọc Anh

the Don ca tai tu Club. I am writing this email to ask for
- Tell Ss that they can use the ideas they discussed in information about joining the Don ca
Task 1 and outline in the box. Remind them to pay tai tu Club. I enjoy listening to folk
attention to word choice, linking words, sentence music because it keeps me connected
structures, and punctuation. to my past and culture.
- In weaker classes, read the suggested answer below First, I would like to know if there is
and write some keywords from it as additional prompts an application form that I need to
on the board. complete. If not, do you need any
- Give Ss enough time to complete their email. Walk other information about me, such as
round the class and offer help. age, school, interests, and musical
- Call on some Ss to read their paragraphs to the class. skills?
Encourage the rest of the class to ask questions or make Second, I wonder whether there is a
comments. club fee. If there is one, how much is
- Collect Ss’ writing to mark and provide written it and how often do I need to make
feedback in the next lessons. payments? Are there any discounts for
students?
Finally, I want to know what benefits
I will get for my membership. Will I
get any training in don ca tai tu
singing? Will I get any free tickets to
enjoy don ca tai tu performances?
I look forward to hearing from you.
Yours faithfully,
Nguyen Van An

e. Assessment
- T gives comments and feedback to all presentations, and awards a prize to the group which has the
most votes.
4. CONSOLIDATION (5 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.

Board Plan

REVIEW 3
Skills: Reading & Writing

*Warm-up
Reading
- Task 1: Choose the best heading for each paragraph.
- Task 2: True or false.
Writing

Nguyễn Thị Ngọc Anh

- Task 1: Discussion.
- Task 2: Write an email to the club president asking for more information.
*Homework

Period 82+83: MID TERM TEST AND CORRECTION

Period 84 UNIT 9: SOCIAL ISSUES

Lesson 1: GETTING STARTED
A social awareness club meeting

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic social issues.
- Understand and use words and phrases related to social issues.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Understand the effect of social issues.
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Nguyễn Thị Ngọc Anh
Language analysis

Form Pronunciation Meaning

1. Awareness (n) /əˈweə.nəs/ knowledge that something exists, or understanding

of a situation or subject at the present time based
on information or experience

2. Campaign (n) /kæmˈpeɪn/ a planned group of especially political, business, or

military activities that are intended to achieve a
particular aim

3. Bully (v) /ˈbʊl.i/ to hurt or frighten someone, often over a period of

time, and often forcing that person to do something
they do not want to do

4. peer pressure /ˈpɪə ˌpreʃ.ər/ the strong influence of a group, especially of

(n) children, on members of that group to behave as
everyone else does

5. body shaming /ˈbɒd.i criticism of someone based on the shape, size, or

(n) ˌʃeɪ.mɪŋ/ appearance of their body

Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups

Students are reluctant to work 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 a
speech - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

Nguyễn Thị Ngọc Anh

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of social issue.
- To set the context for the listening and reading part.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Quiz: Multiple choice.
c. Expected outcomes:
- Students can have an overview of global warming.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
QUIZ List of answers:
- Teacher shows the quiz. 1. Homelessness
- Ss work in 4 groups. Each group raise hands to 2. Climate change
take turn and answer the multiple-choice 3. School violence/ bullying
questions. The team gains bonus with every 4. Childhood obesity
correct answer.
- The team with highest points is the winner.

e. Assessment
- Teacher observes the groups and give feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students 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

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. Awareness (n)
- Teacher explains the meaning of the new 2. Campaign (n)
vocabulary by pictures. 3. Bully (v)
- Teacher checks students’ understanding. 4. peer pressure (n)
- Teacher reveals that these words will appear in 5. body shaming (n)
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 on 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 global warming.
- To help Ss identify the causes and consequences of global warming.
b. Content:
- Task 1: Listen and read (p.100)
- Task 2. Who suggests the following ideas? Tick (✓ ) the correct box. (p.101)
- Task 3. Find five social issues in 1. use the pictures and hints below to help you. (p.101)
- Task 4. Complete the summary with words from task 1. (p.101)
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 1. Listen and read. (5 mins)
- Ask Ss to open their books. Students’
- Ask Draw Ss’ attention to the illustration … Ask Ss to skim through performance.
the conversation and ask, e.g. Who are the speakers? (Nam, Mai and
Mark) What do you think they are discussing? (Social issues).
- Play the recording twice for Ss to listen and read silently along.
Have Ss underline words / phrases related to social issues.
- Put Ss in pairs and ask them to compare the words and phrases they
have underlined and discuss their meaning. Then check
comprehension as a class.
Nguyễn Thị Ngọc Anh
 - Call on two or three pairs of Ss to read the conversation aloud.
Task 2. . Who suggests the following ideas? Tick (✓ ) the correct box. (5 mins)
- Ask Ss to read the conversation again.
- Ask Ss to identify and underline the key words in the statements in Answer key:
the tables. Then have them read the conversation again and locate the 1. Mai
part that contains information about each statement. Have them 2. Nam
compare the information with each statement in the table. 3. Mark/Nam
- Have Ss work in pairs to discuss and compare their answers.
- Check answers as a class.
Task 3. Find five social issues in 1. use the pictures and hints below to help you. (5
mins)
- Have Ss look at the pictures and the first letters of the missing
words. Explain that these words are related to social issues and they Answer key:
are all in the conversation in Activity 1. 1. poverty 2.
- Ask Ss to write down the words. crime 3.
- Check answers as a class. overpopulation
- Explain the meaning of any words Ss don’t know or find hard to 4. bullying 5.
understand, e.g. What is peer pressure? (Pressure from people of your peer pressure
age or social group to behave like them to be liked or accepted) 6. body
shaming
Task 4. Complete the summary with words from task 1. (p.101). (5 mins)
- Tell Ss to read the summary.
- Ask Ss to complete the sentences, using words from Activity 1. Answer key:
- Check answers as a class. 1. although 2.
- Elicit what type of linking words and phrases there are, i.e., to show However 3.
contrast (although, however), and to indicate reasons (because). because

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practice speaking skills.
- To help Ss memorize the basic knowledge on effect of social issues.
b. Content:
- Discussion, project preparation
c. Expected outcomes:
- Students can plan activities for a campaign to raise people's awareness about a social issue.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 5: Discussion
- Ss open their books at the last page of Unit 9, the Project section, Students’ own
look at the picture and say what the topic of the project is (A social creativity.
awareness campaign).
- Explain the project requirements: Ss will have to design and give an
oral presentation about a campaign to raise people’s awareness about
different social issues in your community. Each group is responsible
for planning activities for one social issue. The presentation should
discuss (1) what the social issue is and how it affects the community;
(2) who will participate in the campaign, and who can help to fix this
issue; (3) the activities in the campaign; and (4) the goals of the
campaign. The class will listen and vote for the best presentation.
- Suggest the steps Ss should follow: 1) Collecting information
(searching the Internet, reading newspapers, etc.); 2) Illustrate their
ideas on computer or on posters etc. 3) Rehearse for the oral
presentation.
- Put Ss into groups and have them choose their group leader. Then ask
them to assign tasks for each group member, making sure that all
group members contribute to the project work.
- Help Ss set deadlines for each task and support them throughout the
process.
- In each of the next lessons, help Ss work on the structure of their
presentation. Encourage them to prepare some notes to refer to when
they speak.
- Ss practice their presentation in their group for 5-10 minutes.
Encourage groups to meet after classes for further practice so that they
can be well-prepared for their group presentations in the last lesson.
e. Assessment
- Teacher 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
- Prepare for the next lesson

Board Plan

Nguyễn Thị Ngọc Anh

 Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 1: A social awareness club meeting
*Warm-up

* Vocabulary
1. Awareness (n)
2. Campaign (n)
3. Bully (v)
4. peer pressure (n)
5. body shaming (n)

- Task 1: Listen and read (p.100)

- Task 2. Who suggests the following ideas? Tick (✓ ) the correct box. (p.101)
- Task 3. Find five social issues in 1. use the pictures and hints below to help you. (p.101)
- Task 4. Complete the summary with words from task 1. (p.101)
- Task 5: Discussion

*Homework

Nguyễn Thị Ngọc Anh

Period 85 UNIT 9: SOCIAL ISSUES
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use intonation appropriately to speak with a natural rhythm.
- Understand and use words and phrases related to social issues.
- Use linking words and phrases correctly.
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 how to use intonation in choice questions.
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 9, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis
Intonation in choice questions
Choice questions are questions that include a list of choices. Each choice mentioned
before the word ‘or’ has rising intonation at the end, while the last one has falling
intonation at the end.

We use linking words and phrases to connect ideas, clauses, or sentences.

Below are some common linking words and phrases:
To add ideas and information Besides (this/that), …
Moreover, …
In addition (to + noun or gerund), …
To contrast ideas However, …
Although …, …
In spite of/ Despite (noun or gerund), …
By contrast, …
To give reasons Because …, …
Because of (noun or gerund), …
As/Since …, ….
To show results As a result, …
As a consequence, …
Therefore, …

Nguyễn Thị Ngọc Anh

 Form Pronunciation Meaning

1. Violent (adj) /ˈvaɪə.lənt/ using force to hurt or attack

2. Drug (n) /drʌɡ/ any natural or artificially made chemical that is used
as a medicine

3. Alcohol (n) /ˈæl.kə.hɒl/ a clear liquid that can make you drunk, also used as a
solvent (= a substance that dissolves another) and in
fuel and medicines

4. Crime (n) /kraɪm/ an action or activity that is against the law, or illegal
activity generally

Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups

Students are reluctant to work 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 a
speech - 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 intonation.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Mini game
c. Expected outcomes:
- Students can have an overview of global warming.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Nguyễn Thị Ngọc Anh
 Listen & Answer Answers:
- Students work in 4 groups. 1. Thanks- really
- Ss will hear and find the words/ 2. Train- ten
phrases with raised voice in 3 3. You- your sister- always argue
sentences below.
- Raise your hands to get turn and
answer.

e. Assessment
- Teacher observes the groups and give feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise the intonation in choice questions..
b. Content:
- Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the questions in pairs.
(p.101)
- Task 2: Mark the intonation in these questions. Then listen and check. Practise saying them in pairs.
(p.101)
c. Expected outcomes:
- Students can speak with a natural rhythm.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the
questions in pairs. (5 mins)
- Tell Ss that they are going to listen to some Students’ performance
sentences from Getting started.
- Play the recording and have Ss pay attention to
the rising tone and the falling tone in each
intonation pattern.
- Play the recording again and have Ss repeat.
- Ask Ss to read the notes in the Remember! box.
Check understanding by asking individual Ss to
list the choices before and after the word ‘or’ in
each question.
- Ss practise saying the questions in pairs.
Task 2: Mark the intonation in these questions. Then listen and check. Practise
saying them in pairs. (7 mins)
- Ask Ss to read quickly through the sentences. Answer key:
Check understanding. 1. Is peer pressure good ↗or bad↘?
- Have Ss work in pairs to take turns to read each
sentence aloud. Ask them to pay attention to the 2. Is this a social ↗or environmental
rising and falling tones on the choices. issue↘?

Nguyễn Thị Ngọc Anh

- Ask Ss to mark the falling and rising tones in 3. Should our campaign focus on
each question. poverty↗, crime↗ or climate
- Check answers by asking Ss to draw the correct change↘?
arrows for each question on the board.
4.Do you talk to your parents↗,
- Have Ss practise them in pairs.
share problems with your friends↗
or ask your teachers for advice ↘

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 and phrases related to social issues.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Find five words in the word search and write them next to the correct definition. use the
glossary (page 130) to help you. (p.102)
- Task 2. Complete the sentences using the correct forms of the words in task 1 (p.102)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching
- Teacher introduces the vocabulary. 1. Violent (adj)
- Teacher explains the meaning of the new vocabulary 2. Drug (n)
by pictures.
3. Alcohol (n)
- Teacher checks students’ understanding.
4. Crime (n)
- Teacher reveals that these words will appear in the
reading text and asks students to open their textbook
to discover further.
Task 1. Find five words in the word search and write them next to the correct
definition. use the glossary (page 130) to help you. (6 mins)
- Tell Ss that the words / phrases in the activity are Answer key:
related to social issues. 1. Violent 2. Drug 3. Alcohol
- Have Ss find five words in the wordsearch. 4. Campaign 5. Bully
Encourage Ss to look at the definitions below the
wordsearch to have a better understanding of the
words.
- If necessary, T does the first one as an example
before asking Ss to do the rest.
- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the words in task 1 (6
Nguyễn Thị Ngọc Anh
 mins)
- Tell Ss to read the sentences carefully and decide Answer key:
which word in Activity 1 can be used to complete 1. alcohol 2. bullied 3. drugs 4.
each of the sentences. Tell them to change the forms violent 5. campaign
of some words if necessary.
- Check answers as a class. Confirm the correct
answers.
- Ask some Ss to read the complete sentences.
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 different types of linking words or and phrases.
- To help Ss practise using linking words/phrases.
b. Content:
- Task 1. Connect these sentences, using linking words or phrases. (p.102)
- Task 2. Work in pairs. add more sentences to each item. use different linking words and/or phrases.
(p.102)
c. Expected outcomes:
- Students know how to use linking words/phrases in sentences.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Connect these sentences, using linking words or phrases. (6 mins)
- Encourage Ss to study the Remember! box. Tell them that Answer key:
there are several types of linking words/phrases with different 1. b 2. c 3. a 4. d
meanings (i.e. to add ideas, to contrast ideas, to give reasons,
and to show results) and sentence structure (i.e. some
words/phrases are followed by a clause, while others are
followed by nouns or gerunds; some are used to connect two
dependent clauses of a sentence, while others can be used to
connect two sentences or independent clauses). Give some
examples to illustrate these differences.
- Ask Ss to match the two parts to link the sentences. Tell them
to pay attention to the meaning of each linking word/phrase and
the relationship between the parts of the sentences, e.g. 1.
“moreover” indicates an addition of ideas and information.
- Check answers as a class. Go through each item and ask Ss to
explain why they linked the two sentences or clauses, e.g. 1. 1
goes with b because b adds more ideas (that victims of bullying
often prefer to be silent) to 1.
Task 2. Work in pairs. add more sentences to each item. use different linking
Nguyễn Thị Ngọc Anh
 words and/or phrases. (7 mins)
➢ - Ask Ss to fill in the blanks using linking words or phrases. Suggested answer:
Tell them to pay attention to the meaning of each sentence and 1 As a result/As a
the linking words/phrases. consequence
➢ - Check answers as a class by having individual Ss read aloud /Therefore
the completed sentences and explain why they have used the
linking word or phrase, e.g., 1. I used as a result (Therefore) 2. However
here because the second sentence gives the result of the action 3. Moreover / In
in the first sentence (i.e., some people become violent after addition / Besides
drinking alcohol). 4 However / In spite
of this / Despite this
e. Assessment
- Teacher 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 on workbook.
- Prepare for Lesson 3. Reading.

Board Plan
Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 2: Language
*Warm-up
Mini game
* Pronunciation
- Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the questions in
pairs. (p.101)
- Task 2: Mark the intonation in these questions. Then listen and check. Practise saying them in
pairs. (p.101)
* Vocabulary
- Task 1: Find five words in the word search and write them next to the correct definition. use
the glossary (page 130) to help you. (p.102)
- Task 2. Complete the sentences using the correct forms of the words in task 1 (p.102)
* Grammar
- Task 1. Connect these sentences, using linking words or phrases. (p.102)
- Task 2. Work in pairs. add more sentences to each item. use different linking words and/or
phrases. (p.102)
*Homework

Nguyễn Thị Ngọc Anh

Nguyễn Thị Ngọc Anh
Period 86 UNIT 9: SOCIAL ISSUES
Lesson 3: Reading- Peer pressure

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for main ideas and specific information in an article about peer pressure.
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 more about the effect of peer pressure.
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 9, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

Form Pronunciation Meaning

1. Depression (n) /dɪˈpreʃ.ən/ the state of feeling very unhappy and

without hope for the future

2. self-confidence (n) /ˌselfˈkɒn.fɪ.dəns/ the belief that you can do things well and
that other people respect you

3. Smoker (n) /ˈsməʊ.kər/ someone who smokes tobacco regularly

4. hang out /ˈhæŋ ˈaʊt/ to spend a lot of time in a place or with

Nguyễn Thị Ngọc Anh

 someone

Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge Provide students with the meaning and pronunciation of
about some lexical items. words.

- Let students read the text again (if necessary).

- Create a comfortable and encouraging environment for
2. Students may have students to speak.
underdeveloped reading, speaking
and co-operating skills. - 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 categories of peer pressure.
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Mini game
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’ CONTENTS

ACTIVITIES
Watch and answer 1. Teenagers are considered easily
- Students work in 4 groups affected by peer pressure. - T
- Ss watch the video and decide if the 2. Positively, peer pressure can motivate
statements below are True or False. us to try and become better. - T
- Ss raise hands to get turn and 3. Social media always bring stress to us
answer. when we see other peers having success
Nguyễn Thị Ngọc Anh
 -Teacher leads into the new lesson. and comfortable lives. - F
4. To define a clear life goal, respect
yourself and others are effective ways
to avoid peer pressure. - T
e. Assessment
- Teacher observes the groups, collect their answers and give feedback.
2. ACTIVITY 1: PRE-READING (10 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.
- Task 1. Work in pairs. Discuss the question. (p.103)
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. Discuss the question. (5 mins)
Student’s
- Ask Ss to work in pairs and discuss the questions.
performance
- Have some Ss share their answers with the whole class.
- Lead in to the topic of the reading text by explaining that these
acts of making friends do things they do not like are examples
of (i.e. Peer pressure).
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary by 1. Depression (n)
pictures. 2. self-confidence (n)
- Teacher checks students’ understanding with the “Rub out and 3. Smoker (n)
remember” technique. 4. hang out
- 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 on their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

Nguyễn Thị Ngọc Anh
a. Objectives:
- To help Ss practise reading for main ideas in an article about peer pressure.
b. Content:
- Task 2. Read the article. match the highlighted words and phrase with their meanings. (p.103)
- Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (p.103)
- Task 4. Read the article again and choose the best answers A, B, or C. (p.104)
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 and phrase with their
meanings. (6 mins)
- Ask Ss to locate the words/phrase in the text by focusing on
highlighted words. Answer key:
- Ask Ss to read the sentences which contain these words/phrases 1D 2B 3C 4A
carefully and try to guess the meanings of these words/phrases.
- Ask Ss to match the words with their meanings. T walks round
the class and provide help if necessary.
- Check answers as a class. If necessary, check understanding of
the words by asking Ss to make sentences with them.
Task 3. Read the article again. Which paragraph contains the following
information?
Write A, B, or C. (7 mins)
- Ask Ss to read the five statements and underline key words,
e.g., 1. definition, peer pressure 2. peer pressure, cause, social Answer key:
issues. 1. A 2. B 3. C 4. A
- Ask Ss to read each part of the text quicky, then match each
statement (1-4) with each part [A-C]. Encourage them to
underline clues in the reading text to explain for their answers
later.
- Check answers as a class.
Task 4. Read the article again and choose the best answers A, B, or C. (7 mins)
- Ask Ss to read each question and the choices given. Encourage
them to underline key words in each question and choices. Answer key:
- Ask Ss to scan through the article to locate the information for
1.C 2. A 3. C 4. B
questions 1, 3 and 4. Draw their attention to key words in both
the questions and the text which help them to locate information
faster.
- As for Question 2, ask Ss to identify which part of the text
discusses the consequence of peer pressure. Then ask them to
read the part carefully to identify which consequences (A-C) is
Nguyễn Thị Ngọc Anh
 listed as a consequence of peer pressure. Eliminate those
answers.
- Check answers as a class.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (7 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: “Have you, or has someone you know, experienced any of the problems
mentioned in this article?”
- Task 5: Discussion (p.104)
c. Expected outcomes:
- Ss can use the language and ideas from the unit to reflect on their own experiences.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 5. Discussion Student’s
- Ask Ss to work in pairs. Ask them to list the problems of peer performance
pressure mentioned in the text, e.g. falling under bad influence from
friends, stressful relationship between parents and children,
depression, low confidence.
- Discuss if they, or someone they know, have similar problems or
not. Encourage them to talk about these experiences.
- Invite some Ss to share their answers with the whole class. Ask
questions, when necessary, e.g. When did that happen? Where did
that happen? How did you feel about it? What did you do?
e. Assessment
- Teacher 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.
Nguyễn Thị Ngọc Anh
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson – Speaking.
Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 3: Reading- Peer pressure
*Warm-up
* Lead-in
- Task 1. Work in pairs. Discuss the question. (p.103)
* Vocabulary
1. Depression (n)
2. self-confidence (n)
3. Smoker (n)
4. hang out
- Task 2. Read the article. match the highlighted words and phrase with their meanings. (p.103)
- Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (p.103)
- Task 4. Read the article again and choose the best answers A, B, or C. (p.104)
- Task 5: Discussion
*Homework

Period 87 UNIT 9: SOCIAL ISSUES

Lesson 4: Speaking – Experiencing peer pressure.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Present ideas clearly in a discussion.
- Talk about experiences of peer pressure and responding to peer pressure situations.
2. Competences
- Gain some language expressions to ask for and give opinions.
- Talk about the steps to ask for and give opinions.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Acknowledge and be able to know why peer pressure can easily affect the teenagers.

Nguyễn Thị Ngọc Anh

 - Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

Form Pronunciation Meaning

1. Positive (adj) /ˈpɒz.ə.tɪv/ full of hope and confidence, or giving cause for
hope and confidence

2. Permission (n) /pəˈmɪʃ.ən/ the act of allowing someone to do something, or

of allowing something to happen

3. Poverty (n) /ˈpɒv.ə.ti/ the condition of being extremely poor

4. make fun of /ˌmeɪk ˈfʌn əv/ to make a joke about someone or something in a
way that is not kind

Assumption

Anticipated difficulties Solutions

Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
Nguyễn Thị Ngọc Anh
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on peer pressure.
- To set the context for the speaking part.
- To help Ss warm up and get ready for the lesson by providing some background information.
b. Content:
- Multiple choice quiz.
c. Expected outcomes:
- Students can follow the instructions and memorize some of the steps.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz Answers:
- Teacher shows the questions with multiple choices. 1. B 2. C 3. C 4. D
- Ss works in 4 groups. Each group raise hands to take turn and 5. B
match the causes with the correct effect.
- The team with highest points is the winner.

e. Assessment
- Teacher observes the students’ performance, collect their answers, and give feedback.
2. ACTIVITY 1: PRE-SPEAKING (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:
- Pre-teach vocabulary related to the content of the lesson.
- Task 1. Order the examples of peer pressure below from 1 (most powerful) to 6 (least
powerful). (p.104)
c. Expected outcomes:
- Students understand different examples of peer pressure.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (4 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary with 1. Positive (adj)
Nguyễn Thị Ngọc Anh
different techniques (pictures, actions, synonyms …) 2. Permission (n)
- Teacher checks students’ understanding with the “Rub out and 3. Poverty (n)
remember” technique. 4. make fun of
- Teacher asks Ss to take notes on their notebooks.
Task 1. Order the examples of peer pressure below from 1 (most powerful) to 6
(least powerful). (5 mins)
- Ask Ss to work individually and look at the pictures and the Students’
examples of peer pressure. Tell them to order these types of performance
peer pressure from the most to the least powerful. Explain that
the most powerful peer pressure is the one that is hardest to
resist.
- T walks around to provide help if necessary.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.

3. ACTIVITY 2: WHILE-SPEAKING (15 mins)

a. Objectives:
- To help Ss personalize the topic.
- To help Ss review different techniques communication strategies they have learned for starting,
maintaining, and ending a conversation / discussion.
b. Content:
- Task 2. Work in pairs. Talk about your experiences of peer pressure. use the following guiding
questions. (p.105)
- Task 3 Work in groups. Read the situations below and think of some possible responses. Provide
reasons for each answer. (p.105)
c. Expected outcomes:
- Students know how to present ideas clearly.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 2. Work in pairs. Talk about your experiences of peer pressure. use the
following guiding questions. (7 mins)
- Ask Ss to look at the questions. Tell them that
they are going to work in pairs to answer these Students’ performance
questions.
- Before they start, quickly review
communication strategies for starting,
maintaining, and concluding a conversation or
discussion, e.g. Can you tell me how can we start
Nguyễn Thị Ngọc Anh
a conversation? When we end the conversation or
discussion, what do we usually do? What
questions do we normally use to keep the
conversation going?
- Encourage Ss to use these strategies when they
answer the questions in pairs.
- Walk around and provide help if necessary.
Task 3. Work in groups. Read the situations below and think of some possible
responses. Provide reasons for each answer. (8 mins)
- Ask Ss to read the situations and check Suggested answer:
understanding. Draw their attention to the
2. I’m not ashamed of my old phone.
example answer and ask if they agree with it.
We are students and not making any
Brainstorm other possible responses as a class.
money yet, so buying a new phone
- Put Ss in groups and have them come up with
will cost our parents too much
responses to the other situations. Encourage them
money. Besides, my phone is still
to continue using the techniques communication
working properly and I don’t see any
strategies for starting, maintaining, and
reason why I should buy a new one.
concluding a discussion.
- Have each group agree who will be the group 3. That’s a great idea! Learning with
note taker to take notes of their ideas. Ss can then stronger students will motivate me to
use the notes to formulate the final response that study harder. Besides, I could learn
everyone/most people in the group agree on. some useful techniques from you and
- Set a time limit for this activity. others to improve my grades.
- T walks around to provide help if necessary.
4. No way! Skipping class without
permission is disrespecting our
teachers. Besides, I don’t want to fall
behind with my school work.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-SPEAKING (13 mins)

a. Objectives:
- To give Ss an opportunity to take part in a group discussion about peer pressure, then report their
discussion to the whole class.
b. Content:
- Task 4. Report your answers to the whole class. Vote for the most interesting responses. (p.105)
c. Expected outcomes:
- Students can use the language and ideas from the unit to present ideas about peer pressure.
d. Organisation

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 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 4. Report your answers to the whole class. Vote for the most
interesting responses. (13 mins) Students’
- Have some Ss or groups share their answers to each situation in front practice.
of the class.
- Praise for good effort, well-structured responses, and fluent delivery.
- After all groups present their responses to a situation, ask the class to
vote for the best answer. Count the votes for each group and announce
the best response for each situation.
e. Assessment
- Teacher 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 on workbook.
- Prepare for the next lesson – Listening.
Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 4: Speaking – Experiencing peer pressure.
*Warm-up
Multiple choice quiz
* Vocabulary
1. Positive (adj)
2. Permission (n)
3. Poverty (n)
4. make fun of
- Task 1. Order the examples of peer pressure below from 1 (most powerful) to 6 (least
powerful). (p.104)
- Task 2. Work in pairs. Talk about your experiences of peer pressure. use the following guiding
questions. (p.105)
- Task 3 Work in groups. Read the situations below and think of some possible responses.
Provide reasons for each answer. (p.105)
- Task 4. Report your answers to the whole class. Vote for the most interesting responses. (p.105)
*Homework

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Period 88 UNIT 9: SOCIAL ISSUE
Lesson 5: Listening – Types of bullying.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for main ideas and specific information in a conversation about types of bullying.
- Memorize vocabulary to talk about bullying.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

Form Pronunciation Meaning

1. Offensive (adj) /əˈfen.sɪv/ causing someone to feel upset and angry, often
because of being rude

2. Ashamed (adj) /əˈʃeɪmd/ feeling guilty or embarrassed about something you

have done or about a quality in your character

3. Physical (adj) /ˈfɪz.ɪ.kəl/ relating to things you can see or touch, or relating to
the laws of nature

Nguyễn Thị Ngọc Anh

4. Cyberbullying (n) /ˈsaɪ.bəˌbʊl.i.ɪŋ/ the activity of using the internet to harm or frighten
another person, especially by sending them
unpleasant messages

Assumption

Anticipated difficulties Solutions

Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic.
- To set the context for the listening part.
b. Content:
- Multiple choice quiz.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Quiz
- Teacher shows the questions with multiple Answers:
Nguyễn Thị Ngọc Anh
 choices. 1.A 2. C 3. D 4. D 5. B
- Ss works in 4 groups. Each group raise hands
to take turn and match the causes with the
correct effect.
- The team with highest points is the winner.

e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.

2. ACTIVITY 1: PRE-LISTENING (10 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:
- Pre-teach vocabulary related to the content of the lesson.
- Task 1: Choose the word or phrase with the closest meaning to the underlined one. (p.105)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Choose the word or phrase with the closest meaning to the underlined one.
(5 mins)
- Write the phrase “bullying” on the board. Help Suggested answers:
Ss to recall what “bullying” is. (i.e. to frighten 1. B 2. B 3. B
or hurt a weaker person). Tell Ss that they are
going to learn more about different types of
bullying today.
- Ask Ss to do the exercise by choosing the
words or phrases with the closest meanings to
the underlined ones.
- Check answers as a class.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new 1. Offensive (adj)
vocabulary with different techniques (pictures, 2. Ashamed (adj)
actions, synonyms …) 3. Physical (adj)
- Teacher checks students’ understanding with 4. Cyberbullying (n)
the “Rub out and remember” technique.
- Teacher asks Ss to take notes on their
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 notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (15 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
b. Content:
- Task 2. Listen to a conversation between two students and match the pictures with the type of
bullying. (p.105)
- Task 3. Listen again. Circle the correct answers. (p.105)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a conversation between two students and match the pictures with
the
type of bullying. (7 mins)
- Tell Ss to listen to a conversation between two students, Mai and Answer key:
Mark. Explain them that this is related to the conversation they heard 1D 2B 3A 4C
in Getting started and takes place a few days after it, but without Nam.
If necessary, quickly summarize the main ideas of that conversation.
- Encourage Ss to study the pictures and the example before they
listen.
- Play the recording for Ss to listen and do the matching.
- Check answers as a class. Play the recording again, pausing after the
description of each type of bullying and checking understanding.
Task 3. Listen again. Circle the correct answers. (8 mins)
- Tell Ss to study the statements. Help them identify that Questions 1-3
are for specific information, while Question 4 is for making prediction. Answer key:
- Encourage them to underline the key words in each statement. 1. more
Remind them that they are likely to hear paraphrases of these key 2. was bullied
words in the recording. by others
- Ask them to focus on the highlighted words. Make sure they notice 3.
the differences or contrast between them. Remind them that these are cyberbullying
the most important key information they should pay attention to when 4. how
listening to the recording.
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- As for Question 4, encourage them to pay close attention to the last
part of the talk, and recognise any clues about what they are going to
do or say next.
- Tell Ss to listen again. Ask them to circle the correct answer.
- Check their answers as a class.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
Tape script:
Audio script – Track …:
Mai So at our club meeting last time, we decided to plan our campaign around bullying among
teenagers. We’ve also thought that it’d be useful to do some research on the topic before this
meeting. So what have you found out, Mark?
Mark Well, I’ve learned that there are three main types of bullying - physical, verbal and social
bullying.
Mai I guess physical bullying involves violent behaviour such as hitting, kicking, or pushing
people.
Mark That’s right. And verbal bullying means using words to attack others, such as shouting at, or
saying something offensive to them.
Mai What about social bullying?
Mark Well, it happens when people keep telling lies or bad things about someone behind their back
or making them feel ashamed in public.
Mai That’s very mean. As we use more technology, bullying is also becoming more common on
social media.
Mark That’s cyberbullying, which takes place over digital devices such as mobile phones and
computers. People sometimes tell lies or post offensive comments about someone else on
social media.
Mai My friend was the victim of cyberbullying. Some people kept posting very rude comments
about her weight on social media. She became very upset and cried a lot.
Mark I’m sorry for your friend. Body shaming is now one of the most common forms of
cyberbullying.
Mai I agree. So let’s meet next week and start planning our campaign.

4. ACTIVITY 3: POST-LISTENING (12 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording.
- To help some students enhance presentation skills.
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- To give students authentic practice in using target language.
b. Content:
- Task 4. Work in groups. Discuss the following questions. (p.106)
c. Expected outcomes:
- Ss use the language and ideas from the listening to talk about their own experiences related to
bullying.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Discuss the following questions. (p.47)
Question:
Student’s
• What types of bullying have you experienced or seen happening performance
to people around you?
- Ask Ss to work in groups. Have them talk about if they have
experienced or seen any type of bullying in the text. Encourage them to
talk about these experiences by giving more specific questions (if
necessary), e.g. What type of bullying did you or someone you know
experience? How did you/that person feel? What did you/that person
do?
e. Assessment
- Teacher observation on Ss’ performance, provide help if necessary.
- 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 on workbook.
- Prepare for the next lesson –Writing.

Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUE

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 Lesson 5: Listening – Types of bullying.
*Warm-up

* Vocabulary
1. Offensive (adj)
2. Ashamed (adj)
3. Physical (adj)
4. Cyberbullying (n)
- Task 1: Choose the word or phrase with the closest meaning to the underlined one. (p.105)
- Task 2. Listen to a conversation between two students and match the pictures with the type of
bullying. (p.105)
- Task 3. Listen again. Circle the correct answers. (p.105)
- Task 4. Work in groups. Discuss the following questions. (p.106)

*Homework

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 Period 89 UNIT 9: SOCIAL ISSUES
Lesson 6: Writing – A proposal against cyberbullying

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a proposal.
- Apply structures to express suggestions and request.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be convincing when writing a proposal for a school campaign against cyberbullying.
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have - Guide students to make an outline before they write.
underdeveloped writing skills.
- Encourage students to work in pairs and in groups so that
they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES

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 1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ comprehension of cyberbullying.
- To set the context for the writing part.
b. Content:
- Mini game.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Watch and answer. 5. Online and offline bullying have no
- Students work in 4 groups connection. - F
- Ss watch the video and decide if the 6. Gossip and rumors can be considered
statements below are True or False. cyberbullying. - T
- Ss raise hands to get turn and answer. 7. It is difficult to stop the spread of
-Teacher leads into the new lesson. cyberbullying. - T
8. Controlling online status and spending
time with close people in real life can
help us counteract cyberbullying. - T

e. Assessment
- Teacher observes the students’ performance, collect their answers, and give feedback.

2. ACTIVITY 1: PRE-WRITNG (10 mins)

a. Objectives:
- To help Ss build up ideas that they can later use for their writing.
b. Content:
- Teach Ss elements of a proposal.
- Task 1: You are planning a school campaign against cyberbullying. Work in groups to discuss these
questions. (p.106)
c. Expected outcomes:
- Students understand the reason to reduce .black carbon emissions.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. You are planning a school campaign against cyberbullying. Work in
groups to discuss these questions. (p.106) (10 mins)
- Tell Ss that they are going to write a proposal for a school
campaign against cyberbullying.
Student’s
- Review the structure of a proposal. Writing its parts on the board, performance
but jumbled up, and ask Ss to put them in the correct order. Have Ss
to refer to the Writing section in Unit 4 to check their answers.
- Ask Ss to work in groups and discuss the questions. Remind them
that the questions also reflect the structure of a proposal so once
they answer the questions, they will also have a plan their writing.
- Walk around and provide help if necessary.
- Have some groups report their answers to the class. Ask questions
to clarify details, such as Who is going to organise the events? Who
are you going to invite to give the talks? or Who will benefit from
this?
e. Assessment
- Teacher observes Ss’ work and give feedback.

3. ACTIVITY 2: WHILE-WRITING (17 mins)

a. Objectives:
- To familiarize Ss with the structure and language of a proposal.
- To help Ss practise writing a proposal for a school campaign against cyberbullying.
b. Content:
- Task 2. Write a proposal for the campaign (150–180 words) to your head teacher. use the ideas in
task 1 and the outline with useful expressions below to help you. (p.106)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Write a proposal for the campaign (150–180 words) to your head teacher.
use the ideas in task 1 and the outline with useful expressions below to help you.
(17 mins)
- Tell Ss that they are going to write a proposal based on the ideas
they have brainstormed in Activity 1. Student’s
- Go through the outline with the useful expressions and check performance
understanding. In weaker classes, give examples of how to complete
the sentences and encourage Ss to use the sentences, e.g.
Nguyễn Thị Ngọc Anh
 Cyberbullying has become a common issue nowadays because more
students are using digital devices.
- Give Ss a time limit. In weaker classes, put Ss in pairs or groups to
help each other. Walk round the class to provide help when
necessary.
- Collect Ss’ proposals writing tasks and give face-to-face feedback in
private or give them back with some written feedback.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
SAMPLE

Title: A proposal for a school campaign against cyberbullying

To: Ms. Le Thi Hoa
Date: February 14th, 2022
Prepared by: Vu Hoang Ha, President of the Social Awareness Club

Introduction
Cyberbullying has become a common issue nowadays because more students are using digital
devices. Moreover, there have been reports of people making offensive comments about others
online. Therefore, we would like to propose a school campaign against cyberbullying.

Campaign details
The campaign will include a series of activities organised by the school Social Awareness Club. They
will take place in our school hall after classes. The campaign will last for a month, from the 1st of
March until to the 1st of April. All students who are interested will be able to participate in the
activities. The main events will include several talks by cyberbullying experts and sharing sessions
for students to talk about their experiences of cyberbullying.

Goals and benefits

Our goals are to raise awareness of cyberbullying, and to promote responsible and safe use of the
Internet. The campaign will also help students identify cyberbullying and report it when they see it.

Conclusion
We hope that you will consider our proposal. We believe that this campaign will encourage students
to make friends and promote a positive atmosphere in the school, which will ensure cyberbullying
does not happen.
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(176 words)

4. ACTIVITY 3: POST-WRITING (10 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

CROSS-CHECKING (10 mins) Writing rubric
- Teacher has the pairs swap and give feedback on 1. Organization: …/10
each other’s writing. Teacher shows a writing 2. Legibility: …/10
rubric to help Ss do the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the 5. Grammar usage and
owner and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing and TOTAL: …/50
gives feedback on it as a model.
- Teacher chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to
give suggestions to other Ss
- Teacher chooses some typical errors and correct as
a whole class without nominating the Ss’ names.
e. Assessment
- Teacher observation on Ss’ performance, provide help if necessary.
- 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 on workbook.
- Prepare for the next lesson – Communication and Culture.

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 Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 6: Writing – A proposal against cyberbullying
*Warm-up
- Task 1: You are planning a school campaign against cyberbullying. Work in groups to discuss
these questions. (p.106)
- Task 2. Write a proposal for the campaign (150–180 words) to your head teacher. use the ideas
in task 1 and the outline with useful expressions below to help you. (p.106)
* Cross-checking

*Homework

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Period 90 UNIT 5: GLOBAL WARMING
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- express disappointment and sympathy.
- understand some of the social problems facing teens in the US today.
2. Core competence
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Personal qualities
- Be ready to share the awareness to fight social issues.

II. MATERIALS
- Grade 11 textbook, Unit 9, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

Form Pronunciation Meaning

1. Sympathy (n) /ˈsɪm.pə.θi/ (an expression of) understanding and care for
someone else's suffering

2. Anxiety (n) /æŋˈzaɪ.ə.ti/ an uncomfortable feeling of nervousness or worry

about something that is happening or might happen in
the future

3. Victim (n) /ˈvɪk.tɪm/ someone or something that has been hurt, damaged, or
killed or has suffered, either because of the actions of
someone or something else, or because of illness or
chance

4. The poverty line /ˈfɑː.mɪŋ/ the official level of income that is needed to achieve a
(n) basic living standard with enough money for things
such as food, clothing, and a place to live

Assumption

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 Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so

Students are reluctant to work in
that they can help each other.
groups.
- 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 (3 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the impact of farming on the
environment.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Mini game
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Listen to 4 speakers:
- Students work in 4 groups. Negativity: 1, 2
- You will hear and find if 4 speakers below Positivity: 3, 4
express positivity or negativity.
- Raise your hands to get turn and answer.

e. Assessment
- Teacher observes the groups and give feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH- EXPRESSING DISAPPOINTMENT AND

SYMPATHY (20 mins)
a. Objectives:
- To provide a model conversation in which express disappointment and sympathy.
- To review expressions for expressing disappointment and sympathy.
b. Content:

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- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (p.107)
- Task 2: Work in pairs. use the model in task 1 to make similar conversations for these situations.
one of you is Student a, the other is Student B. use the expressions to help you. (p.107)
c. Expected outcomes:
- Students can use expressions for giving and responding to warnings
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then
practise it in pairs. (6 mins)
- Ask Ss in what situations people express Answer key
disappointment and/or sympathy, e.g., when something 1. C 2. B 3. A
bad has happened, or when people are ill or failed an
exam.
- Tell Ss that they are going to listen to a conversation
between two teenagers, Mark and Mary. While
listening, they should complete the conversation with
the expressions from the box.
- Give them some time to skim through the
conversation.
- Play the recording once in stronger classes and twice
in weaker classes.
- Check answers as a class. Play the recording again,
pausing after each blank to confirm the correct
answers.
- Ask Ss to underline the phrases used by the speakers
to express disappointment and sympathy.
- Put Ss into pairs and have them practise the
conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions to prepare Useful expressions
for Task 2 - Expressing
disappointment
• What a pity/shame!
• It’s a pity/shame that
…
• That’s (so)/How
disappointing.
• That’s too bad
- Responding to
compliments
• I’m (so) sorry (to hear
that) …
• I (can) sympathize
(with you/him/her).

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 • That’s so sad (that …).
• I know how it feels
Task 2: Work in pairs. use the model in task 1 to make similar conversations for
these situations. one of you is Student a, the other is Student B. use the expressions
to help you. (7 mins)
- Tell Ss that the words they used to fill in the gaps in Students’ activity
Activity 1 are expressions for expressing Sample conversations:
disappointment and sympathy. 1. A: I’m afraid I can’t
- Ask Ss to read the list of useful expressions in the box go on the class trip tomorrow.
and check understanding.
B: What a shame! We’ve
- Give Ss a few minutes to plan their conversations.
been planning for the trip for
Have them write down some prompts to help them.,
weeks. What’s wrong?
e.g. how they are going to start the conversation, who
the two speakers are - friends/classmates in the first A: My brother’s ill and I have
situation, student and teacher in the second, what is to take care of him.
wrong with their brother/sister, what the community B: I’m so sorry to hear that. I
project is about and why they can’t finish it. wish he’d get well soon.
- Ask Ss to practise their conversations. Encourage A: Thanks.
them to swap roles. 2. A: I don’t think I’ll be
- Walk round the class and provide help when able to finish the community
necessary. project on time.
- Ask some pairs to role-play their conversations in B: That’s too bad! And you
front of the whole class. Praise for good effort, don’t look so well today. Is
appropriate use of the expressions for disappointment everything OK?
and sympathy, clear pronunciation and fluent delivery . A: Not really. I’m so stressed
about the exams next week so
I don’t have time for the
project. I can’t sleep well
either.
B: I can sympathize. Exams
can be stressful. Try some
sports to feel less stressed,
and good luck with the
exams.
A: Good idea. Thank you.

Task 1- Audio script

Mary: I’m afraid I can’t go to the cinema with you, Mark.
Mark: What a pity! I really wanted you to watch the film.
Mary: Maybe another time. My brother is going to see a doctor tomorrow and
I promised to go with him.
Mark: I’m sorry to hear that. What’s wrong with him?
Mary: He’s been bullied at school. We think he’s suffering from depression and needs help.
Mark: I can sympathize. I was also the victim of bullying and had a very painful experience. I hope
he’ll be fine.
Mary: Thank you for your sympathy, Mark.
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e. Assessment
- Teacher obverses Ss’s work and give feedback.
- Teacher gives score to evaluate Ss’ performance.

3. ACTIVITY 2: CLIL- SOCIAL PROBLEMS FACING TEENS IN THE US TODAY (20 mins)
a. Objectives:
- To help Ss learn about social problems facing teens in the us.
b. Content:
- Task 1: Read the text and match each percentage in the chart with one social problem mentioned in
the text. (p,107)
- Task 2. Work in pairs. Discuss the following questions. (p.108)
c. Expected outcomes:
- Students understand and can relate what they have learnt social problems to their country.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Pre-teach vocabulary (4 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary by pictures. 1. Sympathy (n)
- Teacher checks students’ understanding and reveals that these 2. Anxiety (n)
words will appear in the reading text and asks students to open their
3. Victim (n)
textbook to discover further.
4. The poverty
line (n)
Task 1. Read the text and match each percentage in the chart with one social
problem mentioned in the text. (6 mins)
- Ask Ss some questions to find out what they already know about Answer key:
the topic, e.g. Do you know what social issues may be facing 1. Anxiety and
teenagers in the US today? Are they similar to the issues we have depression 2.
discussed in this unit? Bullying 3. Drug
- Ask Ss what they want to know about the topic. Write their (addiction) 4.
questions on the board, e.g. What are the most serious issues facing (Drinking)
teenagers in the US today? What can be done about these issues? Alcohol 5.
- Ask Ss to study the chart. Make sure they understand the main Poverty
idea what each bar represents, i.e., the percentage of teens, and what
words they need to fill in the blanks, i.e., top social problems among
teenagers.
- Explain or elicit any new or difficult words, e.g., admit, likely,
poverty line.
- Have Ss read the text and complete the chart individually.
- Check answers as a class.
- Go back to the questions on the board, i.e. the things Ss wanted to
know about the topic. Ask which of the questions they can answer
now and cross them out. Assign the rest for homework.
Nguyễn Thị Ngọc Anh
 Task 2. Work in pairs. Discuss the following questions. (10 mins)
Questions:
• Are the problems mentioned in the text similar to those
Students’ own
facing Vietnamese teens?
answers
• Are there any other problems among teenagers in Viet Nam?
- Put Ss in pairs. Have them discuss each problem mentioned in the
text and decide if Vietnamese teens experience it as well, e.g.,
Anxiety and depression: I don’t think this is a major problem in Viet
Nam. There is a lot of pressure on young people to do well at
school, but they have extra support from their family and can cope
better.
- Then ask groups to discuss the second questions. Alternatively,
brainstorm the answers as a whole class activity, e.g., violence,
social media addiction, juvenile delinquency.
- Ask some pairs to share their answers in front of the class.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Do exercises on workbook.
- Prepare for Lesson 8. Looking back and project.

Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 7: Communication and Culture / CLIL
*Warm-up

* Everyday English. Giving and responding to warnings.

- Task 1: Listen and complete the conversation with the expressions in the box. Then practise it
in pairs. (p.107)
- Task 2: Work in pairs. use the model in task 1 to make similar conversations for these
situations. one of you is Student a, the other is Student B. use the expressions to help you.
(p.107)
* CLIL Reducing the environmental impact of farming.

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- Vocabulary
- Task 1: Read the text and match each percentage in the chart with one social problem
mentioned in the text. (p,107)
- Task 2. Work in pairs. Discuss the following questions. (p.108)

*Homework

Nguyễn Thị Ngọc Anh

Period 91 UNIT 9: SOCIAL ISSUES
Lesson 8: Looking back and project.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 9;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 9, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Assumption
Anticipated difficulties Solutions

Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating skills so that they can help each other.
when doing the project.
- Provide feedback and help if necessary.

Some students will excessively talk in the - Explain expectations for each task in detail.
class. - Have excessive talking students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:

Nguyễn Thị Ngọc Anh

- To stir up the atmosphere and review students’ rising and falling intonation.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Mini game
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Watch and answer
- Ss work in 4 groups.
- Teacher shows the video about daily
conversations.
- Ss watch the video and decide if the
statements below are using rising or falling
intonation. Ss raise hands to get turn and
answer.
- After the game, group with the highest
point is the winner.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the groups and give feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review intonations in choice questions.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the use of linking words and phrases.
b. Content:
- Task 1: Mark the intonation in these questions, using (rising intonation) or (falling intonation).
Listen and check. Then practise saying them. (p.108)
- Task 2: Solve the crossword. use the words you have learnt in this unit. (p.108)
- Task 3: Choose the best answer to complete each sentence below. (p. 108)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Mark the intonation in these questions, using (rising intonation) or (falling
intonation). Listen and check. Then practise saying them. (4 mins)

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- Ask students to mark the intonations in the Key +Audio script - Track
choice questions. 1. Should we report bullying to
teachers ↗ or speak to our parents
- Check answers as a class by playing the ↘ first?
recording and writing the appropriate arrows on 2. Is this social awareness campaign
the board. about poverty ↗ or crime↘?
- Ask Ss to practise the questions in pairs. Ask 3. Have you ever experienced any
them to use appropriate rising and falling tones. physical ↗, verbal ↗, or social
bullying↘?
- Ask some Ss to read the questions out loud in 4. Do you worry about peer
front of the class. pressure ↗, body-shaming↗ or
bullying↘?

Task 2: Solve the crossword. use the words you have learnt in this unit. (4 mins)
KEY:
- Select some words from the unit to write on the
board, one letter at a time. Have individual Ss call
out their guesses.
- Ask Ss to solve the crossword. Encourage them
to look at the clues and identify the parts of
speech of each missing word.
- Have Ss complete the activity.
- Check answers as a class.
- If time allows, ask them to find the texts where
these words first appear in the unit and call out
the section of the unit where it appears, e.g.
campaign first appears in the Getting started.
Task 3: Choose the best answer to complete each sentence below. (4 mins)
- Explain to Ss that they are going to review the Answer key:
use of linking words and phrases. In weaker 1. In addition 2. Therefore 3.
classes, give Ss some time to review the grammar Because 4. In spite of
rules in the Language lesson before doing the
activity.
- Correct answers as a class by asking individual
Ss to read the answers out loud.
- If time allows, encourage Ss to explain their
choices. E.g., ‘In addition,’ is the correct answer
for Question 1 because it adds more ideas to the
first sentence.
e. Assessment
- Teacher obverses Ss’s work and give feedback.

3. ACTIVITY 2: PROJECT (28 mins)

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a. Objectives:
- To provide an opportunity for Ss to develop their communication and collaboration skills, and to
practise reporting survey results in an oral presentation.
b. Content:
Work in groups. Your class is starting a campaign to raise people’s awareness about different social
issues in your community. each group is responsible for planning activities for one social issue.
c. Expected outcomes:
- Students practice working on a project.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Project: A social awareness campaign
Work in groups. Your class is starting a campaign to raise people’s awareness about
different social issues in your community. each group is responsible for planning
activities for one social issue.
- Give a group presentation. use these questions as cues.
• What is the social issue? How does it affect the community?
• Who will participate in your campaign? Who can help to fix
this issue?
• What activities do you plan to include in your campaign? What
are their goals?
- As Ss have prepared for the project throughout the unit, the focus of
this lesson should be on the final product, which is an oral
presentation.
- Have Ss work in their groups. Give them a few minutes to prepare for
the presentation.
- Give Ss a checklist for peer and self-assessment. Explain that they
will have to tick appropriate items while listening to their classmates’
presentation and write comments if they have any. The presenters
should complete their self-assessment checklist after completing their
presentation.
- If necessary, go through the assessment criteria to make sure Ss are
familiar with them.
- Invite two or three groups to give their presentations. Encourage the
rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also give
Ss marks for their presentation as part of their continuous assessment.
Students’ presentations
- All groups exhibit their results and make presentations.
- When one group make presentation, others listen and complete the
evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations and awards a prize to the group
which has the most votes.
- Suggested checklist for peer assessment.

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 Comments (in
Tick where
English or
appropriate
Vietnamese)

DELIVERY

- The presenters greeted the audience.

- The presenters spoke clearly and naturally.

- The presenters cooperated when delivering their

talk.

- The presenters interacted with the audience.

- The presenters used some photos / pictures to

illustrate their ideas.

- The presenters concluded their talk appropriately.

CONTENT: The presentation includes the

following information:

What the social issue is and how it affects the

community

Who will participate in the campaign, and who can

help to fix this issue

The activities in the campaign

The goals of the campaign

- Suggested checklist for self-assessment:

Comments (in
Tick where
English or
appropriate
Vietnamese)

DELIVERY

- I greeted the audience.

- I spoke clearly and naturally.

- I cooperated with my group members when

delivering the talk.

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 - I interacted with the audience.

- I used some photos/pictures to illustrate my ideas.

- I concluded my part of the talk appropriately.

CONTENT: Our presentation includes the

following information:

What the social issue is and how it affects the

community

Who will participate in the campaign, and who can

help to fix this issue

The activities in the campaign

The goals of the campaign

4. CONSOLIDATION (3 mins)
a. Wrap-up - T asks Ss to talk about what they have learnt in the lesson.
b. Homework - Do exercises on workbook - Prepare for Unit 10.
Board Plan
Date of teaching
Unit 9: SOCIAL ISSUES
Lesson 8: Looking back and project.
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project. A social awareness campaign.
*Homework

Nguyễn Thị Ngọc Anh

 Period 92 UNIT 10. THE ECOSYSTEM
Lesson 1: Getting started – Ecosystems and humans

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic The ecosystem;
- Gain vocabulary to talk about ecosystems;
- Get to know the language aspects: Compound nouns.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3. Personal qualities
- Be aware of the responsibility for protecting the ecosystems;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 10, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Nguyễn Thị Ngọc Anh

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. flora (n) /ˈflɔːrə/ the plants of a particular area, type of Hệ thực vật
environment or period of time

2. fauna (n) /ˈfɔːnə/ all the animals living in an area or in a Hệ động vật
particular period of history

3. insect (n) /ˈɪnsekt/ any small creature with six legs and a body Côn trùng
divided into three parts. Insects usually also
have wings. Ants, bees and flies are
all insects.

4. organism (n) /ˈɔːɡənɪzəm/ a living thing, especially one that is Sinh vật
extremely small

5. biodiversity /ˌbaɪəʊdaɪˈvɜːs the existence of a large number of different Đa dạng sinh

(n) əti/ kinds of animals and plants which make a học
balanced environment

Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that

Students are reluctant to work in they can help each other.
groups.
- 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 a speech - Provide vocabulary and useful language before assigning
tasks
- Encourage students to work in groups so that they can
help each other.

Nguyễn Thị Ngọc Anh

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of ecosystems;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Guess the place.
c. Expected outcomes:
- Students can name the targeted place which is the topic of the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
GAME: GUESS THE PLACE Clues:
- Teacher divides class into 2 teams and 1. This landscape forms the habitat
explains the rules of the games. for some of Asia’s rarest animal
- There are three clues for Ss to guess the place. and plant species.
- Teacher shows each clue, one by one. 2. Visitors in April and May have
- If one team: the chance to see thousands of
+ gets the correct answer after the 1st clue ➔ vibrant butterflies.
they get 3 points. 3. This place is located 120 km
+ gets the correct answer after the 2nd clue ➔ southwest of Hanoi, and nestled
they get 2 points. between the provinces of Ninh
+ gets the correct answer after the 3rd clue ➔ Binh, Thanh Hoa and Hoa Binh.
they get 1 point. ➔ CUC PHUONG NATIONAL
- The team with the correct answer is the PARK
winner.

e. Assessment
- Teacher observes the groups and give feedback.

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students learn vocabulary related to the topic.
b. Content:
Nguyễn Thị Ngọc Anh
- 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’ CONTENTS

ACTIVITIES

Vocabulary pre-teaching New words:

- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new 1. flora (n)
vocabulary by pictures. 2. fauna (n)
- Teacher checks students’ understanding with 3. insect (n)
the “Rub out and remember” technique. 4. organism (n)
- Teacher reveals that these five words will 5. biodiversity (n)
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 on 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 ecosystems;
- To help Ss identify the compound nouns.
b. Content:
- Task 1. Listen and read (p.110)
- Task 2. Read the conversation and decide whether these statements are True or False (p.111)
- Task 3. Complete the diagram with words and phrases in Task 1 (p.111)
- Task 4. Use the words in the box to form compound nouns mentioned in Task 1. Match them with
the meaning below (p.111)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen and read. (5 mins)

- Teacher sets the context of the conversation. Have Ss
look at the picture. Ask Ss questions about it, e.g. Suggested answers:
1. Cuc Phuong National
+ What can you see in the picture 1? Park
+ Can you tell your friends what you know about this 2. Cuc Phuong National
place? Park is situated in Ninh Binh
province. This park is
+ What can you see in picture 2? known as the first national
+ How do you understand the picture? park and the largest nature
reserve in the country.
- Teacher encourages Ss to use their imagination and
3. The hands are holding
accept all answers. Then explain that Ms Hoa, Nam,
different kinds of animals.
and Mai are in class and they are talking about the
4. We should protect the
ecosystem.
wildlife.
- Teacher plays the recording twice for Ss to listen and
read along. Have Ss underline words/phrases related to
the ecosystem in the conversation.
- Teacher has Ss compare the words they have
underlined in pairs and discuss their meaning. Then
check comprehension as a class.
- Teacher calls on three Ss to read the conversation
aloud.
Task 2. Read the conversation and decide whether these statements are True or
False (5 mins)
- Teacher asks Ss to work in pairs and read each
statement carefully. Ask them to guess whether these Answer key:
questions are True or False, then read the conversation 1. F
and locate the part of the conversation that contains the 2. T
information. 3. T

- Teacher calls out each question and has different pairs

provide their answers.
- Teacher confirms the correct answers.
Extension: Teacher asks Ss some additional
comprehension questions to check understanding of
other parts of the conversation, e.g., Where did Nam go
last week? What did he like about his trip? Why are
many ecosystems lost, damaged or destroyed?

Task 3. Complete the diagram with words and phrases in Task 1 (5 mins)
- Teacher has Ss read the conversation quickly again,
Answer key:
and find suitable words to complete the diagram.
1. Living
- Teacher calls on individual S to write the answers on 2. flora

Nguyễn Thị Ngọc Anh

 the boards. Check with the whole class. 3.fauna
4.bacteria
5. non-living
Task 4. Use the words in the box to form compound nouns mentioned in Task 1.
Match them with the meaning below (5 mins)
- Teacher has Ss read the four definitions and checks
Answer key:
their understanding.
1. climate change
- In weaker classes, teacher encourages Ss to read the
2.natural resources
conversation again and underline the compound nouns.
Then try to match them with the given definitions. 3.national park
- Teacher checks answers by calling on individual Ss to 4.raw materials
read out the compound nouns.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practice speaking skills;
- To help Ss memorize the information about ecosystems that they have learnt in the lesson.
b. Content:
- Role play
c. Expected outcomes:
- Students can give a short presentation about ecosystems.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Role play

- Teacher asks Ss to work in groups. In each group, one student Students’ own
will play the role of the teacher and others are students. creativity.
- The teacher and the students are going to discuss what an
ecosystem is and how important ecosystems are to our planet.
- Ss have 3 minutes to prepare for the role play.
- Teacher invites one or two groups to come to the stage and do
the role play.
- Teacher asks other groups to listen and gives comments.
- Teacher gives feedback and gives marks to the best group.
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e. Assessment
- Teacher 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 workbook.
- Prepare for the project in Lesson 8

Board Plan

Date of teaching
Unit 10: The ecosystem
Lesson 1: Getting started
*Warm-up

* Vocabulary
1. flora (n)
2. fauna (n)
3. insect (n)
4. organism (n)
5. biodiversity (n)

- Task 1. Listen and read (p.110)

- Task 2. Read the conversation and decide whether these statements are True or False
(p.111)
- Task 3. Complete the diagram with words and phrases in Task 1 (p.111)
- Task 4. Use the words in the box to form compound nouns mentioned in Task 1. Match
them with the meaning below (p.111)
- Task 5: Role play

*Homework

Nguyễn Thị Ngọc Anh

Period 93 UNIT 10: THE ECOSYSTEM
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 Plants and animals;
- Revise intonation in question tags;
- Review and practise the use of compound nouns.
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
- Be aware of the importance of protecting the ecosystem;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 10, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

A compound noun is a noun that is made with two or more words. It is usually
formed by:
1. noun + noun E.g: bus stop
2. adj + noun E.g: wildlife
3. V-ing + noun E.g: washing machine
4. noun + V-ing E.g: film-making
5. verb + preposition E.g: break-out

Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that

Students are reluctant to work in
they can help each other.
groups.
- Provide feedback and help if necessary.

Students may lack vocabulary to - Explain expectations for each task in detail.
deliver a speech - Continue to explain task expectations in small chunks

Nguyễn Thị Ngọc Anh

 (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 Plants and animals;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Categorizing game
c. Expected outcomes:
- Students can learn some more new words about plants and animals.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Categorizing game Answer keys:
- Ss work in groups. Each group is given Mammals: human, squirrel, hedgehog,
small pieces of paper on which names of deer, bat, dolphin
plants and animals are written. Birds: seagull, crow, owl, eagle,
- Each group has to classify them into peacock, parrot
correct categories. Insects and invertebrates: wasp,
- The first team to complete the task butterfly, snail, beetle, worm, ant
correctly is the winner. Flowers: marigold, orchird, daffodil,
- Teacher asks the winner to go to the poppy, lily, daisy
board and show the correct answers. Trees and other plants: cactus, palm,
bamboo, oak, seaweed, mushroom
Sea and river creatures: lobster, squid,
trout, octopus, oyster, salmon

e. Assessment
- Teacher observes the groups and give feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss revise intonation in question tags;
- To help Ss practise intonation in question tags.
b. Content:

Nguyễn Thị Ngọc Anh

- Task 1: Listen to these conversations. Pay attention to the intonation of the question tags. Then
practise saying them in pairs (p.111)
- Task 2: Mark the intonation in the question tags, using falling intonation or rising intonation. Then
practise saying the conversations in pairs. (p.111)
c. Expected outcomes:
- Students can put correct intonation in question tags.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Listen to these conversations. Pay attention to the intonation of the
question tags. Then practise saying them in pairs (5 mins)
- Teacher writes the first sentence on the board Audio script:
and calls on one or two Ss to read it. Check if Ss 1. So we need to protect local
are familiar with question tags. If necessary, ecosystems, don’t we? ↘
explain how these questions are formed, e.g. We Yes, we do.
add question tags to statements to invite a 2. You’ll take the books back to
response from the listener. When the statement is the library, won’t you? ↗
positive, we use a negative question tag. If the OK, I’ll do that tomorrow.
statement is negative, we use a positive question 3. We don’t want our planet to
tag. lose biodiversity, do we? ↘
No, we don’t.
- Teacher reads the question and asks questions 4. An ecosystem is a
to elicit the intonation, e.g. Did I raise or lower community of living things,
my voice on the question tag? What do you think isn’t it? ↗
this means? No, it isn’t. It’s a community
- Teacher focuses Ss’ attention on the of both living and non-living
Remember! box and has Ss read the explanation things.
and examples. 5. You went to Cuc Phuong
National Park last weekend,
- Teacher plays the recording of the first didn’t you? ↘
exchange and ask Ss to listen and repeat, paying Yes. I did.
attention to the intonation of question tag. Have
Ss say what intonation the speaker uses and why,
e.g. The speaker uses falling intonation because
he/she is sure of the answer.
- Teacher plays the recording of the second
exchange and ask Ss to listen and repeat, paying
attention to the intonation of the question tag.
Have Ss say what intonation the speaker uses
and why, e.g. The speaker uses rising intonation
because he/she is not sure of the answer.
- Teacher plays the rest of the recording and asks
Ss to repeat.
- Teacher has Ss practise reading the sentences in
pairs. Walk round the class and encourage Ss to
try to use appropriate intonation. Call on some
Nguyễn Thị Ngọc Anh
 pairs to role-play the conversation aloud.
Task 2: Mark the intonation in the question tags, using falling intonation or rising
intonation. Then practise saying the conversations in pairs (7 mins)
- Teacher asks Ss to read the sentences. Then Answer key:
teacher checks comprehension. 1. A: Sorry, I didn’t hear my alarm
this morning.
- Teacher has Ss mark the intonation on the
B: So you were late again,
question tag in each sentence individually. Then
weren’t you?
ask them to work in pairs to compare their
answers.
↘
- Teacher checks answers as a class by playing 2. A: I couldn’t watch the match
the recording. Pause after each question tag and last night. We won, didn’t we? ↗
confirm the intonation. Call on individual Ss to B: Yes, we did.
mark the intonation on the question tags on the 3. A: There are several ecosystems
board. that can be found in Viet Nam.
- Teacher puts Ss in pairs again and has them B: Yes! Viet Nam is biologically
practise reading the sentences to each other. diverse, isn’t it? ↘
4. A: We are using up fossil fuels,
aren’t we? ↘
B: Yes, we should find more
alternative sources of energy.
5. A: People should stop damaging
the environment, shouldn’t they? ↘
B: Yes, I agree with you.
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 help Ss understand the meanings of the words / phrases that have been introduced in Getting
Started or will be encountered in the unit.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words and phrases with their meanings (p.112)
- Task 2. Complete the sentences using the words and phrases in Task 1 (p.112)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in meaningful
context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words and phrases with their meanings (6 mins)

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 - Teacher reads the words on the left and makes sure Answer key:
Ss understand the abbreviations in brackets (n, np, 1.e
adj). 2.d
- In weaker classes, teacher reads each word and 3.a
elicits the part of speech students need to look for in 4.b
the definitions, e.g., What part of speech do you need 5.c
to look for in the definition of ‘native’’? Which
definition contains verbs?
- Teacher asks Ss to work in pairs to do the matching.
- Teacher checks answers as a class. Call on one
student to read aloud a word and on another student to
read its definition.
Task 2. Complete the sentences using the words and phrases in Task 1 (6 mins)
- Teacher has Ss work in pairs. Tell them to read the
sentences carefully to decide which word in 1 can be Answer key:
used to complete each of the sentences. Remind them 1. Tropical forests
to use the contextual clues to decide on the
word/phrase. 2. conservation
3. native
- Teacher checks answers as a class. Have individual
Ss call out the word they have used for each sentence 4. species
first. 5. mammals
- Teacher confirms the correct answers.
- In stronger classes, ask Ss to explain why they have
chosen the word for each sentence (the clues in the
context), e.g. The first sentence needs a noun and it
refers to a place with different kinds of plants and
animals. The second sentence needs a noun to go with
“wildlife”, and the words ‘conservation’ is the best
choice.
- Teacher asks individual Ss to read the whole
sentences.
Extension: In stronger classes, have Ss play a
competitive game. Divide them into several teams.
Call out one of the five words and have teams write as
many sentences with it as they can. Give a time limit
of one minute. Repeat for the other words. Invite each
team to read their words. The team with the most
correct sentences is the winner.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

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a. Objectives:
- To help Ss understand how to form and use compound nouns;
- To help Ss practise forming compound nouns and using them in context.
b. Content:
- Task 1. Use the words in the box to make five compound nouns. (p.112)
- Task 2. Work in pairs. Use the words in the box to make compound nouns. Then make sentences
with them. (p.112)
c. Expected outcomes:
- Students know how to form and use compound and can apply it to use them in context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Use the words in the box to make five compound nouns. (6 mins)
- Teacher tells Ss to look at the nouns in Activity 4 Answer key:
in GETTING STARTED. Elicit the formation of endangered species, life
compound nouns e.g., How many words is a expectancy, rainforest, nature
compound noun formed from? What word reserve, vocational school
combinations are most common? Are compound
nouns always written as one word?
- Teacher has Ss read the explanation and examples
in the Remember! box. Check understanding and
provide more examples if necessary.
- Teacher asks Ss to work in pairs or individually to
form five compound nouns from words given in the
box.
- Teacher calls on individual Ss to write their
answers on the board. Check answers as a class.
Have Ss explain the meaning of each compound
word by giving examples or making sentences with
them, e.g. The tiger is an endangered species.
Women have a longer life expectancy than men.
Task 2. Work in pairs. Use the words in the box to make compound nouns. Then
make sentences with them. (7 mins)
- Teacher has Ss read the instruction and check to Suggested answers:
make sure they all understand what they have to do. 2. wildlife
Point to the example in the first sentence and the two
3. sea level
words that have been crossed out in the box. Ask
questions, e.g. Can we make a compound from 4. swimming pools
‘globe’ and ‘warm’? What do we need to change? 5. mobile phone
- Teacher asks Ss to look at the words in the box and
form the other four compound nouns.
- Teacher puts Ss in pairs to compare their answers
use the compound nouns to make sentences.

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 - Teacher checks answers as a class.
e. Assessment
- Teacher 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 on workbook. - Prepare for Lesson 3. Reading.
Board Plan
Date of teaching
Unit 10: The ecosystem
Lesson 2: Language
*Warm-up
Categorizing game
* Pronunciation
- Task 1: Listen to these conversations. Pay attention to the intonation of the question tags. Then
practise saying them in pairs
- Task 2: Mark the intonation in the question tags, using falling intonation or rising intonation.
Then practise saying the conversations in pairs.
* Vocabulary
- Task 1: Match the words and phrases with their meanings
- Task 2. Complete the sentences using the words and phrases in Task 1
* Grammar
- Task 1. Use the words in the box to make five compound nouns.
- Task 2. Work in pairs. Use the words in the box to make compound nouns. Then make
sentences with them.
*Homework
Period 94 UNIT 10: THE ECOSYSTEM
Lesson 3: Reading – U Minh Thuong – A unique national park

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 U Minh Thuong
National Park.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
Nguyễn Thị Ngọc Anh
 3. Personal qualities
- Be aware of the values of U Minh Thuong National Park and ready to protect it;
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 10, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

Pronunciatio Vietnamese
Form Meaning
n equivalent

1. unique (adj) /juˈniːk/ being the only one of its kind Độc đáo

2. mangrove (n) /ˈmæŋɡrəʊv/ a tropical tree that grows in mud or at Cây đước
the edge of rivers and has roots that are
above ground

3. delta (n) /ˈdeltə/ an area of land, like a triangle in shape, Đồng bằng
where a river has split into several
smaller rivers before entering the sea

4. pangolin (n) /pæŋˈɡəʊlɪn/ a small animal from Africa or Asia that Con tê tê
eats insects, and has a long nose, tongue
and tail, and hard scales on its body

5. floating (adj) /ˈfləʊtɪŋ/ staying on or near the surface of a Nổi

liquid and not sink

Assumption

Anticipated difficulties Solutions

1. Students may lack knowledge Provide students with the meaning and pronunciation of
about some lexical items. words.

Nguyễn Thị Ngọc Anh

 - Let students read the text again (if necessary).
- Create a comfortable and encouraging environment for
2. Students may have students to speak.
underdeveloped reading,
speaking and co-operating skills. - 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;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Quiz: National Parks in Vietnam.
c. Expected outcomes:
- Students can have some knowledge about famous national parks in Vietnam.
d. Organisation

TEACHER’S AND CONTENTS

STUDENTS’ ACTIVITIES
Quiz Quiz content:
- Teacher divides the class into 4 1. This national park has a favorable geographical
groups. position: bordering with Ha Long Bay, near
- Clues about national parks in Haiphong city and others Red River Delta
Vietnam are shown on the slides. provinces.
- If one team know the name of 2. This national park has everything to offer, from
the national park, they say an amazingly biodiverse area of tourist resorts, a
BINGO and grab the chance to string of mysterious French ruins to a host of
answer. intriguing mini-hikes and trekking trails.
- If the answer is correct, they 3. This is a national park and UNESCO World
have one point. Heritage Site. It is approximately 500 km south of
- If the answer is incorrect, the Hanoi or about 1,200 km north of Ho Chi Minh
chance is for another team. City.
- The group with the highest 4. It is situated in Bac Can Province, about 240 km
points will be the winner. from Hanoi. It spans over 23,000 hectares of
- Teacher leads in the lesson. beautiful waterfalls, deep rivers, valleys, lakes and
caves, all set amongst towering peaks.
5. The park covers a flat plain that extends from
Nguyễn Thị Ngọc Anh
 eastern Cambodia into northern Dak Lak and
southern Gia Lai provinces in Vietnam.
6. Located in Kien Giang Province, it is recognized
as one of the three highest priority sites for wetland
conservation in the Mekong Delta.
Answer keys:
1. Cat Ba National Park
2. Ba Vi National Park
3. Phong Nha – Ke Bang National Park
4. Ba Be National Park
5. Yok Don National Park
6. U Minh Thuong National Park

e. Assessment
- Teacher observes the groups, collect their answers and give 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’ CONTENTS

ACTIVITIES

Lead-in (4 mins)
- Teacher shows photos of the park or shows
video clips to get Ss engaged then put them into Suggested answers:
pairs to discuss the two questions. + U Minh Thuong National Park is
in Kien Giang Province.
+ Have you ever been to U Minh Thuong + We can enjoy the beautiful
National Park? Where is it? scenery, visit the rare animals and
+ What did/can you see in the park? plants.

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 - Teacher calls on some pairs to share their
ideas.
- Teacher elicits the things that Ss may see in U
Minh Thuong national park.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new 1. unique (adj)
vocabulary by pictures. 2. mangrove (n)
- Teacher checks students’ understanding with 3. delta (n)
the “Rub out and remember” technique. 4. pangolin (n)
- Teacher reveals that these five words will 5. floating (adj)
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 on 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 and match the headings (1-4) with the appropriate paragraph (A-D). (p.113)
- Task 3. Read the article again and complete the sentences with no more than three words. (p.113)
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 and match the headings (1-4) with the appropriate
paragraph (A-D) (10 mins)
- Teacher asks Ss to read the four headings and checks Ss’ Answer key:
understanding. 1.C
- Teacher asks Ss to skim the text and identify the main idea of 2.D
each paragrah, then match the heading with a suitable paragraph. 3.A
Remind Ss to underline key words or phrases in the text which
Nguyễn Thị Ngọc Anh
 help them identify the correct heading. 4.B
- Teacher checks answers as a class. Ask individual Ss to call out
their answers and provide evidence for each one from the text, e.g.
1. Flora and fauna (paragraph C: plants, birds, mammals); 2. Best
time to visit (paragraph D: ideal time, November…); 3. Location
(paragragh B: located, place, site…); 4. Geography (paragraph B:
large area of fresh water wetlands, surrounded by waterways…)
Task 3. Read the article again and complete the sentences with no more than
three words. (10 mins)
- Teacher asks Ss to read the statements and underline the key Answer key:
words in each of them. 1. biodiversity
2. central part
- Teacher checks whether Ss have got the right key words (e.g., 1. 3. mammal
famous, rare, rich; 2. waterways, surround, national park; 3. two species
hundred; 4. 32; 5. best time, visit. 4. species of
- Teacher tells Ss to scan the text to locate the answers, then read plants
again, this time paying attention only to the parts of the text that 5. August to
contain the information. Remind them to complete each sentence Novembe
with no more than THREE words. r
- Teacher has Ss work in pairs or groups to compare answers.
- In weaker classes, check answers as a class and give the clues by
highlighting the phrases or sentences that contain the information.
In stronger class, ask Ss to explain their answers by providing
clues from the text.
Extension: Ask Ss to close their books. Choose three sentences
from the text and write them on the board. Have Ss read them
aloud several times. Then erase two or three words from each
sentence and have Ss say them again, including the missing words.
Erase more words and repeat until Ss are saying the full sentences
from an almost empty board.

e. Assessment
- Teacher 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 help Ss use the ideas and discuss the solutions to protect the national park.
b. Content:
- Discussion on the reasons why we need to protect the national park and the solutions.
Nguyễn Thị Ngọc Anh
c. Expected outcomes:
- Students can use the language and ideas from the unit to give ideas on how to protect the national
park.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 4. Discussion
Suggested answers: We need to
- Teacher puts Ss into pairs. Have them discuss
the two questions. Remind them that national protect national parks to maintain the
local ecosystems. There are several
parts are important for local ecosystems, such as
U Minh Thuong so they need to protect them. ways of protecting those parks such
as building up conservation
- Teacher invites one or two pairs of Ss to campaigns, raising funds or doing
present their ideas to the class. Praise for scientific research to save
interesting ideas and fluent delivery. endangered species.

e. Assessment
- Teacher 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
- Write a short paragraph about how to protect national parks in Vietnam.
- Do exercises on workbook.
- Prepare for the next lesson – Speaking.
Board Plan

Date of teaching
Unit 10: The ecosystem
Lesson 3: Reading – U Minh Thuong – A unique national park
*Warm-up
* Lead-in
* Vocabulary
1. unique (adj)
2. mangrove (n)
3. delta (n)

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 4. pangolin (n)
5. floating (adj)
- Task 2. Read the article and match the headings (1-4) with the appropriate paragraph (A-D).
- Task 3. Read the article again and complete the sentences with no more than three words.
- Task 4: Discussion
*Homework

Period 95 UNIT 10: PRESERVING OUR HERITAGE

Lesson 4: Speaking – Ways to protect local biodiversity

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about ways to protect local biodiversity;
- Memorize vocabulary to discuss ways to protect local biodiversity.
2. Competences
- Gain some language expressions to talk about ways to protect local biodiversity;
- Make a conversation about ways to protect local biodiversity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to talk about ways to protect local biodiversity;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 10, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

Form Pronunciation Meaning Vietnamese

Nguyễn Thị Ngọc Anh

 equivalent

1. mass tourism /mæs ˈtʊərɪzəm/ a kind of tourism in which there is Du lịch đại
(noun phrase) huge gathering of tourist in a trà
destination and creates huge impact
upon its carrying capacity.

2. carbon /ˌkɑːbən ˈfʊtprɪnt/ a measure of the amount of carbon Dấu chân

footprint dioxide that is produced by the carbon
activities of a person or company
(noun phrase)

3. shelter (n) /ˈʃeltə(r)/ a structure built to give protection, Nơi sống

especially from the weather or from
attack

4. native (adj) /ˈneɪtɪv/ (of animals and plants) existing Bản địa
naturally in a place

Assumption

Anticipated difficulties Solutions

Students may lack more vocabulary - Provide vocabulary and useful language before
to deliver a speech. assigning tasks.
- Encourage students to work in groups so that they can
help each other.
- Give short, clear instructions 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;
- To set the context for the speaking part;
b. Content:
- Watch a video.
c. Expected outcomes:
- Students can find the correct ideas related to the topic of the lesson.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Watch a video
https://www.youtube.com/watch?v=kHhspf5If Suggested answers:
dE - Discuss reasons for deforestation
and the effects
- Develop a list of actions to restore
- Ss work in 4 groups. Each group is given a
the forest
big-sized piece of paper and markers.
- Animate a community radio program
- Ss watch the video once and answer the - Organize role-play activities to raise
question: What did the group of students do in awareness
the video to protect biodiversity?
- All teams stick the paper on the boards.
- Teacher checks answers of each group.
- The group that has the most correct answers
is the winner.

e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.

2. ACTIVITY 1: PRE-SPEAKING (13 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.
- To help Ss personalize the topic;
- To help Ss review different communication strategies they have learned for giving their opinions
and reasons in a conversation.

b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- To introduce more ideas for the main speaking task;
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to talk about ways to protect local biodiversity.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new 1. mass tourism (n.phr)
vocabulary with different techniques (pictures, 2. carbon footprint (n.phr)
actions, synonyms …) 3. shelter (n)
- Teacher checks students’ understanding with 4. native (adj)
the “Rub out and remember” technique.
- Teacher asks Ss to take notes on their
notebooks.
Task 1. Look at the table below. Which of the followings are ways to protect local
biodiversity. Tick the correct boxes. Add more if you can. (4 mins)
- Teacher reminds Ss of the reading text about
U Minh Thuong National Park, and elicits
what is it famous for, e.g., rich and rare Answer key:
biodiversity, ecosystem conservation, many 1, 2, 4
species of birds and mammals, and what we
should do, e.g., protect its biodiversity.
- Teacher asks Ss to read the list in the table
and decide which of the actions can help
protect biodiversity.
- Teacher checks answer as a class.
- Teacher lets Ss brainstorm two more ideas,
e.g., protect local habitats by following
walking paths or hiking trails when outdoors,
reduce the amount of water your use, educate
people about the importance of biodiversity.
Task 2. Work in pairs. Choose a way to protect local biodiversity from the list in
Task 1, and tell your partner about it. (5 mins)
- Teacher tells Ss to refer back to the three Suggested answer:
ways of protecting the local diversity in 1 and Plants play an important role in
think of ideas to answer the three questions. ecosystems. They provide food and
shelter for many animal species. Each
- Teacher asks Ss to look at the example and plant supports the ecosystem and
note down the necessary phrases or biodiversity of the local area. We can
expressions to use for their ideas help by researching the local flora, and
- Teacher asks Ss to look at the questions. Tell planting more native plants.
them that they are going to work in pairs to
answer these questions.
- Before they start, quickly review the
communication strategies for giving their
opinions and reasons in a coversation by
asking, e.g. How can we give opinion and
reasons in a conversation?

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 - Teacher encourages Ss to use these strategies
when they answer the questions in pairs.
- Teacher walks around and provide help if
necessary.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.

3. ACTIVITY 2: WHILE-SPEAKING (12 mins)

a. Objectives:
- To give Ss an opportunity to use the language and ideas from the unit to respond to real-life
situations related to biodiversity protection.
b. Content:
- Task 3. Work in groups. Your class is on a field trip to a national park. Read the situations below and
think of some possible responses. Provide reasons for each answer.
(p.114)
c. Expected outcomes:
- Students know how to response to real-life situations related to biodiversity protection.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in groups. Your class is on a field trip to a national park. Read the
situations below and think of some possible responses. Provide reasons for each
answer. (12 mins)
- Ask Ss to read the instruction and check their
understanding. Suggested answers:
- Put Ss in groups and have them come up with 2. You shouldn’t feed the animals
responses to the other situations. Encourage them to with these snacks because the
continue using the communication strategies for animals in the national parks have
giving opinions and reasons. to follow a strict time table. What
- Have each group agree who will be the group note to eat and when to eat are decided
taker to take notes of their ideas. Ss can then use the by the zoo keepers so that the
notes to formulate the final response that everyone animals will be kept in the best
most people in the group agree on. health conditions. Our snacks
- Set a time limit for this activity. may not be good for their health.
- Walk round the class and offer help if necessary. 3. Throwing rubbish into the
water or on the grass is not good
for the environment because it
will badly affect the scenery in
Nguyễn Thị Ngọc Anh
 the national park. Moreover, it
can pollute the environment
there.
4. You shouldn’t build a fire in
the park because it can easily
create a forest fire. If the trees are
burnt, the wild species in the
forest are damaged. In addition, a
large amount of carbon dioxide
will be released, which are
harmful to people living near that
area.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-SPEAKING (12 mins)
a. Objectives:
- To give Ss an opportunity to summarise and present a group discussion to the class;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4. Report your answer to the whole class. Vote for the best answer. (p114)
c. Expected outcomes:
- Students can use the language and ideas from the unit to present about the protection of local
biodiversity.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 4. Report your answer to the whole class. Vote for the best answer.
- Teacher has some Ss or groups share their answers to each
situation in front of the class.
Students’ practice.
- Teacher praises for good effort, well-structured responses and
fluent delivery.
- After all groups present their responses to a situation, ask the
class to vote for the best answer. Count the votes for each group
and announce the best response for each situation.
Extension: Put Ss in groups. Have each group come up with
another situation and then “challenge” other groups to give a
Nguyễn Thị Ngọc Anh
 response impromptu. The group which has come up with the
situation can decide which answer is best.

e. Assessment
- Teacher 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 on workbook.
- Prepare for the next lesson – Listening.
Board Plan

Date of teaching
Unit 10: The ecosystem
Lesson 4: Speaking – Ways to protect local biodiversity
*Warm-up
* Vocabulary
1. mass tourism (n.phr)
2. carbon footprint (n.phr)
3. shelter (n)
4. native (adj)
- Task 1. Look at the table below. Which of the followings are ways to protect local biodiversity.
Tick the correct boxes. Add more if you can
- Task 2. Work in pairs. Choose a way to protect local biodiversity from the list in Task 1, and
tell your partner about it.
- Task 3. Work in groups. Your class is on a field trip to a national park. Read the situations
below and think of some possible responses. Provide reasons for each answer.
- Task 4. Report your answer to the whole class. Vote for the best answer.

*Homework

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 Period 96 UNIT 10: THE ECOSYSTEM
Lesson 5: Listening – Human impact on ecosystems

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about humans’ impact on ecosystem;
- Memorize vocabulary to talk about humans’ impact on ecosystem.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Be aware of what people can do to restore the ecosystems;
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 10, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

Form Pronunciation Meaning

1. coral reef (n) /ˈkɒrəl riːf/ a hard substance that is red, pink or white in colour,
and that forms on the bottom of the sea from the
bones of very small creatures.

2. expert (n) /ˈekspɜːt/ a person with special knowledge, skill or training in

something

3. food chain (n) /ˈfuːd tʃeɪn/ a series of living creatures in which each type of

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 creature feeds on the one below it in the series

4. run out of to use up or finish a supply of something

(phrasal verb)

5. restore (v) /rɪˈstɔː(r)/ to bring back a situation or feeling that existed

before

Assumption

Anticipated difficulties Solutions

Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the listening part;
b. Content:
- Game: Food chain
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

Nguyễn Thị Ngọc Anh

 TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Game: Food chain Content:
- Ss work in groups.
- Teacher explains what a food chain is.
- Teacher asks Ss to put the animals in the
correct positions in the food chain.
- Ss stick the animal on their paper and
put the paper on the board.
- Teacher corrects and gives feedback.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.

2. ACTIVITY 1: PRE-LISTENING (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:
- Pre-teach vocabulary related to the content of the lesson;
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES

Task 1. Choose the correct meaning of these words (4 mins)

- Teacher asks Ss to work in pairs and guess the
meaning of the words or phrases. Explain that
they will appear in the recording. Tell them to Suggested answers:
look at the given pictures as suggestion. 1.B
- Teacher calls on some pairs to share their 2.A

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 answers. Correct answers as a whole class. 3.A
- Teacher elicits the topic by asking questions 4.B
such as “What the listening is about”, “What the
human impact on ecosystems are”.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new 1. coral reef (n)
vocabulary with different techniques (pictures, 2. expert (n)
actions, synonyms …) 3. food chain (n)
- Teacher checks students’ understanding with 4. run out of (v)
the “Rub out and remember” technique. 5. restore (v)
- Teacher asks Ss to take notes on their
notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (15 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about humans’ impact on ecosystem.
b. Content:
- Task 2. Listen to a talk and choose the correct answers A, B or C. (p.115)
- Task 3. Listen to the talk again and decide the statements are True or False. (p.115)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a talk and choose the correct answers A, B or C (6 mins)
- Teacher has Ss read each of the question and three options, and Answer key:
underline the most important key words in the questions, e.g. (1. why, 1. B
Dr Logan, give a talk; 2. Which, benefits, provided, a healthy 2.C
ecosystem, NOT mentioned; 3. How much, coral reef, disappeared; 4. 3.B
What, happen, result, damaging, ecosystem balance; 5. What, Dr 4.B
Logan, talk, next). Ss should also underline the key words in the 5.A

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 options to help them work out the difference between the options,
then think of synonyms or paraphrases they might hear.
- Teacher plays the recording and tells Ss to listen and choose the best
answer for each question.
- Teacher has Ss compare their answers in pairs / groups.
- Teacher checks answers as a class and confirm the correct ones.
Invite individual Ss to explain why they have chosen that option and
give evidence from the listening.
Task 3. Listen to the talk again and decide the statements are True or False (9
mins)
- Teacher has Ss read each of the statements and underline key words,
e.g. (1. Threat, Earth, biodiversity, come, human activities; 2. Nearly Answer key:
half, world’s forest, destroyed; 3. disappearance, species, cause Key: 1. T
problem, food chain; 4. Health, human beings, depend, healthy 2. F
ecosystem). Tell Ss to pay more attention to these words and phrases, 3. T
and the context around them. Remind Ss that the statements may 4. F
include paraphrased or different information from what they hear in
the recording so they should listen for synonyms, antonyms or
phrases with similar meanings.
- Teacher tells Ss to decide whether each statement is true or false
based on their listening in 2.
- Teacher plays the recording again and has Ss check whether their
answers are correct.
- Teacher has Ss compare their answers in pairs / groups.
- Teacher checks answers as a class and confirms the correct ones.
Invite individual Ss to explain why each statement is true or false,
and correct the false sentences.
- Teacher lets Ss listen again, pausing at the places where Ss can find
the information.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (10 mins)
a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To give Ss the opportunity to use the ideas and language in the listening to talk about their opinions
and give reasons.
- To help some students enhance presentation skills;
- To practise team working;
b. Content:
- Discussion: What can humans do to protect and restore the earth’s ecosystems?

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c. Expected outcomes:
- Students can express their opinions on the given topic and present their ideas.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
- Teacher asks Ss to work in groups and discuss Suggested ideas:
the question. Teacher walks round the class and - Try eco-friendly products
offer help. - Plant more trees
- Reduce, reuse and recycle
- Teacher calls on Ss from different groups to materials
share their ideas with the class. - Save water
- Conserve energy
- Buy local, in-season produce
and organic food if possible
e. Assessment
- Teacher observation on Ss’ performance, provide help if necessary.
- Teacher’s feedback and peers’ feedback.
Tapescript:
Nam: Good morning. I’d like to introduce Dr Steve Logan – an environmental expert with a lot
of experience in biodiversity conservation. He’ll talk about the importance of ecosystems
at our environmental club’s meeting. Please welcome, Dr Logan.
Mr Logan: Thank you, Nam. As you know, an ecosystem includes living and non-living things, and
each of them plays an important role. A healthy ecosystem brings many benefits, such as
cleaning our air and water, providing food and controlling climate changes.
But human activities are damaging our planet’s biodiversity. Half of our coral reefs have
disappeared and it’s believed that 90% of the world coral reefs will die by 2050 due to
warming oceans and pollution. We’ve cut down one third of the world’s forests to make
space for farming or houses. As a result, many animals and plants have lost their habitats,
and many species are disappearing.
Nam: So people are destroying the balance of local ecosystems, aren’t they? But this in turn
will affect human life.
Mr Logan: That’s right. One day we may not have fresh air to breathe or water to use. This may
happen if we damage the fine balance among all living and non-living things in the ecosystems. As
species disappear, the food chain may break down. We may run out of food, suffer from health
problems and face more natural disasters. So what can we do to restore ecosystems?

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

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b. Homework
- Do exercises on workbook.
- Prepare for the next lesson –Writing.

Board Plan

Date of teaching
Unit 10: The ecosystem
Lesson 5: Listening – Human impact on ecosystems
*Warm-up

* Vocabulary
1. coral reef (n)
2. expert (n)
3. food chain (n)
4. run out of (v)
5. restore (v)
- Task 1. Choose the correct meaning of these words.
- Task 2. Listen to a talk and choose the correct answers A, B or C.
- Task 3. Listen to the talk again and decide the statements are True or False.
- Task 4. Discussion: What can humans do to protect and restore the earth’s ecosystems?

*Homework

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 Period 97 UNIT 10: THE ECOSYSTEM
Lesson 6: Writing – An opinion essay about spending more money on restoring local ecosystems

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Write an opinion essay to present their point of view on whether we should spend more
money on restoring local ecosystems.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 10, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped - Guide students to make an outline before they write.
writing skills.
- Encourage students to work in pairs and in groups
so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)

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a. Objectives:
- To stir up the atmosphere and review vocabulary of the previous lessons;
- To set the context for the writing part;
b. Content:
- Jumbled words
c. Expected outcomes:
- Students review some vocabulary of the previous lessons.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Game: Jumble words Words:
- Teacher divides class into 2 groups. 1. R/U/N/A/L/T/A E/I/D/A/S/S/T/R (2
- Teacher shows each jumble word on the words)
screen. 2. N/E/B/A/C/A/L
- If a team can answer the word, students 3. L/O/C/A/R F/E/R/E (2 words)
raise their hands and say BINGO to get the 4. M/O/C/E/Y/S/T/S/E
chance to answer. 5. A/N/R/D/E/A/N/G/R/E
- If Ss have a correct answer, they get one C/E/S/I/P/S/E (2 words)
point for their team. Answer key:
- The team with more points will be the NATURAL DISASTER
winner of the game. BALANCE
CORAL REEF
ECOSYSTEM
ENDANGERED SPECIES
e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.
2. ACTIVITY 1: PRE-WRITNG (9 mins)
a. Objectives:
- To help Ss generate ideas about restoring local ecosystems.
b. Content:
- Task 1. Work in groups. Discuss and decide whether the following ideas are for or against restoring
local ecosystems. (p.116)
c. Expected outcomes:
- Students have some ideas about restoring local ecosystems.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS
ACTIVITIES
Task 1. Work in groups. Discuss and decide whether the following ideas are for
Nguyễn Thị Ngọc Anh
 or against restoring local ecosystems. (4 mins)
- Teacher has Ss work in groups. Tell them to
read the statements and discuss which of them are
for or which against restoring local ecosystems. Answer key:
Ss may refer back to the ideas in the reading (the For: 2,4,5 Against: 1,3,
importance of national parks in local ecosystems) 6
and listening sections (how human can influence
the ecosystems).
- Teacher calls on some pairs to share their
answers.
- Teacher checks answers as a class.
- Teacher asks Ss to think of more ideas which
are for or against restoring local ecosystems.
Write the best suggestions on the board E.g., The
air quality is gettig worse; People hunt wild
animals; People are changing into green living
lifestyle.
Useful expressions (5 mins)
- Teacher gives Ss a handout and asks them to List of expressions:
classify the items into correct categories: - Introduction
Introduction, Body, Conclusion + Today, many people argue that
- Teacher lets Ss work in groups. + From my point of view/In my
- The groups show their answers on the board. opinion, this is/people should
- The whole class check the task together. …
- Body
+ Firstly, the most important
reason why we should/should
not … is that …
+ Secondly, we should/should not
… because/as/since … (this)
has caused … That’s why …
+ Finally, … this has led/affected
- Conclusion
+ In conclusion, I firmly believe
that … it is essential to …
e. Assessment
- Teacher observes Ss’ work and give feedback.
3. ACTIVITY 2: WHILE-WRITING (16 mins)
a. Objectives:
- To help Ss practise writing an opinion essay on restoring local ecosystems.
b. Content:
- Task 2. Write an opinion essay (150-180 words) presenting your point of view on whether we
should spend more money on restoring local ecosystems. Use the ideas in Task 1 and the outline
below to help you (p.116)
c. Expected outcomes:
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- Students can write a complete opinion essay on restoring local ecosystems.
d. Organisation
TEACHER’S AND CONTENTS
STUDENTS’ ACTIVITIES
Task 2. Write an opinion essay (150-180 words) presenting your point of view on
whether we should spend more money on restoring local ecosystems. Use the
ideas in Task 1 and the outline below to help you.
- Teacher asks Ss to study the Suggested answer:
outline or they may refer to the Today many people argue that we should spend
structure in Unit 2. more money on restoring local ecosystems. From
my point of view, this is a great idea for the
- Teachers puts Ss into groups following reasons.
and has them brainstorm ideas for Firstly, the most important reason why we should
their essays. Encourage Ss to use invest in restoring the ecosystems is that we are
the ideas in 1 and think of reasons already suffering from the impact of its damage.
to support their view. Both air and water pollution have increased and
- Teacher sets a time limit for the are affecting our health.
task. Walk round the class to give Secondly, habitat loss has caused the
further support if needed. disappearance of many plant and animal species.
This has affected the balance of local ecosystems
- When Ss finish writing, teacher since all living things play an important role.
gives them time to check their When plants or animals die out, the food chain
own essay. may also break down. That is why we should
spend more money on protecting and restoring all
wildlife.
Finally, much of our local forest has been cut
down to make space for houses and farm land.
This has led to more natural disasters in the
region. For example, floods have become more
common. They destroy people’s houses, fields and
crops every year. To prevent damage from natural
disasters, we should spend more money on
planting more trees and restoring our forest.
In conclusion, I firmly believe that it is essential
to spend more money on restoring local
ecosystems. Investing in nature conservation will
help create a healthy and stable living
environment for future generations.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-WRITING (12 mins)
a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
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- Students exchange their writing for peer review.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
CROSS-CHECKING Writing rubric
- Teacher has the pairs swap and give feedback on each 6. Organization: …/10
other’s writing. Teacher shows a writing rubric to 7. Legibility: …/10
help Ss do the peer review. 8. Ideas: …/10
- Ss do the task as required. 9. Word choice: …/10
- After peer review, Ss give the writing back to the 10. Grammar usage and
owner and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/
phrases/ expressions/ word choices Ss have used to
give suggestions to other Ss
- Teacher chooses some typical errors and correct as a
whole class without nominating the Ss’ names.
e. Assessment
- Teacher observation on Ss’ performance, provide help if necessary.
- 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 on workbook.
- Prepare for the next lesson – Communication and Culture.
Board Plan

Date of teaching
Unit 10: The ecosystem
Lesson 6: Writing – An opinion essay about spending more money on restoring local
ecosystems
*Warm-up
- Task 1. Work in groups. Discuss and decide whether the following ideas are for or against
restoring local ecosystems.
* Useful expressions
-Task 2. Write an opinion essay (150-180 words) presenting your point of view on whether we
should spend more money on restoring local ecosystems.
* Peer-review
*Homework
Nguyễn Thị Ngọc Anh
Nguyễn Thị Ngọc Anh
Period 98 UNIT 10: THE ECOSYSTEM
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Have some knowledge about protecting ecosystems around the world;
- Review expressions to talk about likes and dislikes.
2. Core competence
- Be able to express likes and dislikes;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be able to express likes and dislikes in different ways;
- Be aware of how to protect ecosystems around the world.

II. MATERIALS
- Grade 11 textbook, Unit 10, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. fancy (v) /ˈfænsi/ to want something or want to do Thích

something

2. cruelty (n) /ˈkruːəlti/ cruelty (to somebody/something) Sự tàn ác

behaviour that causes physical or mental
pain to others and makes them suffer,
especially deliberately

3. barrier (n) /ˈbæriə(r)/ something that exists between one thing Hàng rào
or person and another and keeps them
separate

4. snorkelling /ˈsnɔːkəlɪŋ/ the sport or activity of Môn lặn biển

(n) swimming underwater with a snorkel

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 5. marine /məˈriːn/ connected with the sea and the creatures Thuộc về đại
(adj) and plants that live there dương

Assumption
Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so

Students are reluctant to work in
that they can help each other.
groups.
- 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
- Provide vocabulary and useful language before
deliver 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 lesson.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video
c. Expected outcomes:
- Students can identify expressions to talk about likes and dislikes in a video.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Watch a video Answer key:
https://www.youtube.com/watch?v=sAPK6-
Likes Dislikes
pEoPk
I’d love to … sounds better
- Ss work in pairs and watch a video. I love them. to me
- Ss answer the questions: Which Sounds good Not my style
expressions are used to talk about likes and Sounds great I don’t like
dislikes in the video? Perfect No thanks
- In pairs. One student lists out the Great No way
It’s just awful
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 expressions to talk about likes, one notes Wonderful It’s terrible
down the dislikes. I’m not a fan
- Teacher calls some pairs to write their
answers on the board.
- Teacher checks the answers and leads in
the lesson.
e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)
a. Objectives:
- To review how to express likes and dislikes.
- To help Ss practise expressing likes and dislikes in authentic situations.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practice it in
pairs (p.116)
- Task 2: Work in pairs. Use the model in Task 1 to make similar conversation for these situations.
One of you is Student A, the other is Student B. Use the expressions below to help you (p.117)
c. Expected outcomes:
- Students can use appropriate language to express likes and dislikes in certain situations.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then
practice it in pairs (6 mins)
- Teacher asks Ss to read through the incomplete Answer key
conversation. Check comprehension by asking 1. C 2.A. 3.B
questions, e.g. Who are the speakers? What are Audio script:
they talking about? Alice: There’re so many activities
for visitors in this park. Do you
- Teacher gives Ss a few minutes to read the
fancy going on an elephant ride,
expressions in the box and the conversation. In
Mai?
stronger classes, encourage Ss to guess the
Mai: No, thanks. I’m not a fan of
answers based on context clues.
elephant rides.
- Teacher has Ss listen and complete the Alice: Don’t you like elephants?
conversation with the words from the box. They are very gentle creatures.
- Teacher checks answers by asking two Ss to read Mai: That’s why we shouldn’t ride
out the conversation. on them. I can’t stand animal
cruelty.
- Teacher has Ss underline expressions used to Alice: Yes, you’re right. Perhaps
express likes and dislikes (Do you fancy...; Don’t we should learn more about the
you like...; I really love; I can’t stand; I’m not a birds in the park.
fan...) Mai: Good idea! I really love bird-
- Teacher puts Ss in pairs and has them practise watching
the conversation.
- Teacher invites some pairs to role play the

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conversation in front of the class.
Useful expressions (7 mins)
- Teacher gives students a list of expressions Useful expressions
which are mixed together. Ss have to classify them - Expressing likes:
into 2 groups: expressing likes and dislikes + I love/adore …
- Ss work in groups to do the task. + I’m really into …
- Check as a class. + I’m a (big) fan of …
- T asks if Ss can add some more expressions. + I’m keen on …
+ I’m into …
- Expressing dislikes:
+ I hate/don’t like …
+ I can’t bear/stand …
+ I’m not really into …
+ … is not my favorite
Task 2: Work in pairs. Use the model in Task 1 to make similar conversation for
these situations. One of you is Student A, the other is Student B. Use the expressions
below to help you (7 mins)
- Teacher reminds Ss that the expressions they Sample conversations:
used in 1 are for expressing likes and dislikes.
Brainstorm more expressions or have Ss study the Situation 1.
useful expressions in the table. A: In our field trip to Cat Ba
- Teacher gives Ss a few minutes to plan their National Park, we should bring
conversations. Have them write down some snacks to feed the birds. They like
prompts to help them, e.g., how they are going to snacks.
start the conversation, which national park they B: I’m not really into that idea.
are going to, what they like or dislike doing there. Snacks are not good for their health.
- Teacher walks around the class and provides Moreover, it can be harmful to other
help if needed. wildlife animals.

- Teacher calls on some pairs to role play their B: Really, I don’t know that. How
conversations in front of the class. Praise for good about burning the camp fire in the
effort, appropriate use of the expressions for forest?
likes/dislikes, clear pronunciation and fluent A: I think we should do it. It can
delivery. lead to the forest fire. It’s clearly
stated in the national park
regulations.
Situation 2.
A: We are going to have an eco-
friendly party. What should we
prepare for it?
A: Shall we decorate the party with
flowers and plants. It will be the
greenest party ever.
B: Oh I love it. We can also use
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 paper cups, straws and plates instead
of plastic ones.
A: I’m really into that idea. How
about organizing a fashion show in
which our friends are wearing
clothes made from eco-friendly
materials?
B: Perfect. Let’s do it.
e. Assessment
- Teacher obverses Ss’s work and give feedback.
- Teacher gives score to evaluate Ss’ performance.
3. ACTIVITY 2: CLIL (20 mins)
a. Objectives:
- To help Ss practise reading comprehension;
- To help Ss learn about how to protect the ecosystems around the world.
- To give Ss an opportunity to relate what they have learnt in the reading text to their own culture.
b. Content:
- Task 1: Read the text and tick the correct project in the table (p.117)
- Task 2. Work in groups. Discuss the following questions. Are there similar projects in Vietnam? Do
you think the projects in Task 1 can be applied in Vietnam? (p.118)
c. Expected outcomes:
- Students understand the information, practise reading skills and develop critical thinking to decide
is the projects are applicable in Vietnam.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Pre-teach vocabulary (5 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary by pictures. 1. fancy (v)
- Teacher checks students’ understanding with the “Rub out and 2. cruelty (n)
remember” technique.
3. barrier (n)
- Teacher reveals that these words will appear in the reading text
4. snorkelling
and asks students to open their textbook to discover further.
(n)
5. marine (adj)
Task 1. Read the text and tick the correct project in the table (7 mins)
- Teacher asks Ss some questions to find out what they already
know about the topic, e.g., Do you know any ecological projects Answer key:
that help protect ecosystems in other countries? Have you heard of The Great
the Great Green Wall in Africa? What is its goal? Have you heard of Green Wall:
the Belize Barrier Reef? Where is it? 2,3.
- Teacher asks Ss what they want to know about the topic. Write Belize Barrier
their questions on the board, e.g. What did they do in those projects? Reef System:
1,4
Nguyễn Thị Ngọc Anh
 Are they successful?
- Teacher puts Ss into pairs. Ask them to read the text and complete
the table by putting a tick under the correct project.
- Teacher walks round the class and offer help, explaining
unfamiliar words or answering questions.
- Teacher checks answers as a class calling on pairs to write their
answers on the board. Have Ss provide evidence from the text for
each answer.
- Teacher goes back to the questions on the board, i.e., the things Ss
wanted to know about the topic. Ask which of the questions they
can answer now and cross them out. Assign the rest for homework.
Task 2. Work in groups. Discuss the following questions. Are there similar
projects in Vietnam? Do you think the projects in Task 1 can be applied in
Vietnam? (8 mins)
- Teacher asks Ss to work in groups to discuss whether Viet Nam Students’ own
have similar projects of protecting ecosystems. ideas
- Teacher provides some pompts, guiding questions (Do we have the
same projects in Vietnam? Where are they implentemented?...) and
examples of ecological projects in Vietnam. (such as Ecovillage
projects (http://environment-ecology.com/ecovillages/424-
ecovillage-projects-in-vietnam.html; Green buildings
(https://www.vietnam-briefing.com/news/green-buildings-in-
vietnam-how-sustainable-are-they.html/,
https://unhabitat.org/vietnam-materials)
- Teacher invites some groups to present a summary of their
discussion to the class.
e. Assessment
- Teacher 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 on workbook.
- Prepare for Lesson 8. Looking back and project.

Board Plan

Nguyễn Thị Ngọc Anh

 Date of teaching
Unit 10: The ecosystem
Lesson 7: Communication and Culture / CLIL
*Warm-up

* Everyday English. Expressing likes and dislikes

- Task 1: Listen and complete the conversation with the expressions in the box. Then
practice it in pairs (p.116)
- Task 2: Work in pairs. Use the model in Task 1 to make similar conversation for these
situations. One of you is Student A, the other is Student B. Use the expressions below to
help you (p.117)
* CLIL (Culture) Preserving heritage around the world
- Task 1: Read the text and tick the correct project in the table (p.117)
- Task 2. Work in groups. Discuss the following questions. Are there similar projects in
Vietnam? Do you think the projects in Task 1 can be applied in Vietnam? (p.118)
*Homework

Nguyễn Thị Ngọc Anh

 Period 99 UNIT 6: THE ECOSYSTEM
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 10;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Unit 10, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Assumption
Anticipated difficulties Solutions

Students may have underdeveloped - Encourage students to work in pairs and in groups
speaking, writing and co-operating skills so that they can help each other.
when doing the project.
- Provide feedback and help if necessary.

Some students will excessively talk in the - Explain expectations for each task in detail.
class. - Have excessive talking students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
Nguyễn Thị Ngọc Anh
- To stir up the atmosphere and help Ss review vocabulary;
b. Content:
- Miming game.
c. Expected outcomes:
- Students can develop speaking skills and review vocabulary of the unit.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
MIMING GAME
- Teacher lists out some words that Ss Suggested words:
have learnt in Unit 10 Flora and fauna
- Teacher has a volunteer come to the Bacteria
front then whispers one of the words into Ecosystem
his/her ears. Insect
- Ss have to draw or mime the word. The Climate change
rest of the class makes guesses. The first Biodiversity
student who correctly calls out the word
gets a point.
- The class plays the game together.
- T checks if the answers are correct or
incorrect and leads in the lesson

e. Assessment
- Teacher observes the students’ performance, collect their answers and give feedback.

e. Assessment
- Teacher observes the groups and give feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss further revise intonation in question tags and practise speaking with a natural intonation.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss revise the use of compound nouns.
b. Content:
- Task 1: Mark the intonation in the question tags. Then listen and check. Practise saying them in
pairs. (p.118)
- Task 2: Choose the correct word or phrase to complete each sentence (p.118)
- Task 3: Find and correct the mistakes in the following sentences (p.118)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.

Nguyễn Thị Ngọc Anh

d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Mark the intonation in the question tags. Then listen and check. Practise
saying them in pairs. (4 mins)
- Teacher tells Ss to mark the intonation on the Audio script and key:
question tags in each sentence individually, then 1. I don’t know where my key is.
compare their answers in pairs. Help me find it, will you? ➚
2. People have destroyed so many
- Teacher plays the recording for Ss to check
forests, haven’t they? ➘ When’s
their answers.
deforestation going to stop?
- Teacher has Ss practise saying the sentences 3. I’ve been to Yellowstone. It’s a
out loud in pairs, making sure they use famous natural park in the USA,
appropriate intonation on the question tags in isn’t it? ➘
bold. 4. I don’t know much about Sam.
- Teacher asks several Ss to say these sentences He didn’t graduate from university,
out loud in front of the class. Praise for using did he? ➚
appropriate intonation and fluent delivery.

Task 2: Choose the correct word or phrase to complete each sentence (4 mins)
- Teacher asks Ss to read each sentence and Answer key
check comprehension. Then focus Ss’ attention 1. species
on the options. 2.conservation
3. Ecosystems
- Teacher tells Ss to study the context carefully
4. resources
and decide on the suitable word to complete each
sentence.
- Teacher has Ss check their answers in pairs /
groups.
- Teacher checks answers as a class by asking
individual Ss to read the sentences.
Task 3: Find and correct the mistakes in the following sentences (4 mins)
- Teacher asks Ss to read each sentence and find Answer key:
the mistake and correct it. 1. bus stop => bus stop
- Teacher has Ss check their answers in pairs / 2. sunsetting => sunset
groups. 3. sightsee => sightseeing
- Teacher checks answers by asking individual 4. wildlives => wildlife
Ss to read a sentence each.
e. Assessment
- Teacher obverses Ss’s work and give feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
Nguyễn Thị Ngọc Anh
- To provide an opportunity for Ss to develop their research and collaboration skills and to
practise giving an oral presentation.
b. Content:
- Presentation of posters about “Restore and protect a local ecosystem?” in class.
c. Expected outcomes:
- Students practise giving an oral presentation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENT

S
Instructions (given in Lesson 1 – Getting Started)
- T assigns the project after finishing Lesson 1 – Getting Started. T Suggested
divides class into 4 groups. checklist for
- As Ss have prepared for the project throughout the unit, the focus of peer
this lesson should be on the final product, which is an oral presentation assessment
and a poster. and self-
- Teacher has Ss work in their groups. Give them a few minutes to assessment
prepare for the presentation. are attached
below as
- Teacher gives Ss a checklist for peer and self-assessment. Explain that appendixes.
they will have to tick appropriate items while listening to their
classmates’ presentations and write comments if they have any. The
presenters should complete their self-assessment checklist after
completing their presentation.
- If necessary, teacher goes through the criteria for assessing their talk to
make sure Ss are familiar with them.
- Teacher invites two or three groups to give their presentations.
Encourage the rest of the class to ask questions at the end.
- Teacher gives praise and feedback after each presentation.
- Teacher can also give Ss marks for their presentation as part of their
continuous assessment

Students’ presentations
- All groups exhibit their posters and make presentations.
- When one group make presentation, others listen and complete the
evaluation sheet.

Suggested checklist for peer assessment:

Comments (in
Tick where
English or
appropriate
Vietnamese)

Nguyễn Thị Ngọc Anh

 DELIVERY

- The presenters greeted the audience.

- The presenters spoke clearly and naturally.

- The presenters cooperated when delivering their

talk.

- The presenters interacted with the audience.

- The presenters used appropriate photos /

pictures to illustrate their ideas.

- The presenters concluded their talk

appropriately.

CONTENT: The presentation includes the

following information:

What the heritage is

What it is famous for

How important it is

What we can do to preserve it

VISUAL AIDS:

The poster is well-organized and visually

attractive.

There are no spelling or grammar mistakes.

Suggested checklist for self-assessment:

Comments (in
Tick where
English or
appropriate
Vietnamese)

DELIVERY

- I greeted the audience.

- I spoke clearly and naturally.

Nguyễn Thị Ngọc Anh

 - I cooperated with my group members when
delivering the talk.

- I interacted with the audience.

- I used some photos/pictures to illustrate my

ideas.

- I concluded my part of the talk appropriately.

CONTENT: Our presentation includes the

following information:

What the heritage is

What it is famous for

How important it is

What we can do to preserve it

VISUAL AIDS:

The poster is well-organized and visually

attractive.

There are no spelling or grammar mistakes.

e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the group
which has the most votes.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for End-of-term test.

Board Plan

Date of teaching
Unit 10: The ecosystem
Lesson 8: Looking back and project
*Warm-up
* Looking back
Nguyễn Thị Ngọc Anh
- Pronunciation
- Vocabulary
- Language
* Project. Restore and protect a local ecosystem.
*Homework

Nguyễn Thị Ngọc Anh

Period 100 REVIEW 4
Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 9 and 10.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook, Review 4
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring - Encourage students to work in pairs and in
due to a large number of language groups so that they can help each other.
exercises.
- Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. Have excessive talking students’ practice.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To revise the vocabulary related to the topic of Unit 9 and Unit 10.
Nguyễn Thị Ngọc Anh
b. Content:
- Miming game: Students guess the word using the clue given. The results are the words that they
have learnt in 2 units.
c. Expected outcomes:
- Students can recall the important new words that they have learnt.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
MINI GAME: CATCH A WORD Answers:
- Divide 2 teams and tell students the Depression, national park, ecosystem, crime,
rules of the game food chain, pressure
- T shows the pictures to students
- Introduces the lesson

e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To check if Ss can identify intonation in tag and choice questions and provide further pronunciation
practice.
b. Content:
- Mark the intonation, using  (falling intonation) or  (rising intonation). Then listen and check.
Practise saying the sentences in pairs. (p.120)
c. Expected outcomes:
- Students can express intonation in tag and choice questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Mark the intonation, using  (falling intonation) or  (rising intonation). Then
listen and check. Practise saying the sentences in pairs. (12 mins)
- Ask students to study the questions. Encourage them to identify the
type of questions (i.e. tag or choice questions).
- Briefly review intonation in tag and choice questions on the board.
- Ask Ss to mark the intonation in these questions. Then play the
recording for them to check their answers.
- Ask Ss to practise saying the questions in pairs, using the correct
intonations.
- Ask some Ss to say these questions out loud in front of the whole
class.
Nguyễn Thị Ngọc Anh
 Extension: Ask Ss to work in pairs and change the tag questions into
choice questions, and vice versa, e.g., 1. This is an example of
negative peer pressure, isn’t it? 6. Have you been to Cuc Phuong or U
Minh National Park? Ask Ss to practise saying the new questions in
pairs. Invite some Ss to say their sentences in front of the class.
Audio script – Track … & key:
1. Is this an example of negative peer pressure ↗or bad decision-making↘?
2. Have you ever experienced physical ↗or verbal bullying↘?
3. Is the most serious issue cutting down trees↗, hunting wild animals↗ or littering↘?
4. Is your awareness campaign going to focus on social issues↗, environmental problems ↗ or
educational themes↘?
5. Cutting down forests is destroying ecosystems, isn’t it ↘? Governments should stop deforestation.
6. You have been to Cuc Phuong National Park, haven’t you↗? – No, I haven’t.
7. Buying products made from wild animals is not good, isn't it↘? We shouldn't do it.
8. People don’t want to harm the environment, do they↘? But they do so little to protect it, don’t
they↘?

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 check Ss if Ss can understand and use topic-related words and phrases from Units 9-10.
b. Content:
- What are the missing letters? Complete the sentences using the pictures to help you. (p. 120)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and use them in meaningful context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

What are the missing letters? Complete the sentences using the pictures to help
you. (12 mins)
- Ask Ss to work individually, then compare answers Answer key:
in pairs. Encourage them to use the pictures as clues. 1. Alcohol – violent
- Check answers as a class. Call on individual Ss to 2. Ashamed – bullied
spell the words or write them on the board. 3. Depression – pressure
4. Crime – physical
- In weaker classes, do the first item as a class. Read 5. Species – national park
the beginning of the sentence and ask Ss what the 6. Fauna – flora
picture shows. Elicit the answer (alcohol) from Ss. 7. Biodiversity

Nguyễn Thị Ngọc Anh

 - Remind them that these are words they learnt in Unit
9 and Unit 10.
- In weaker classes, put Ss in pairs to work on the
activity.
- Check answers as a class by asking individual Ss to
spell the words on the board

Extension: Play a game to revise other key words Ss

have learnt in Unit 9 and Unit 10. Have a volunteer
come to the front. Whisper one of the words into his /
her ear and have the student draw the word on the
board or mime it. In stronger classes, ask the student
to write the first two or three letters. Ask the rest of
the class to make guesses. Give a point to the first
student who correctly calls out the word. Continue
with other words until all Ss have a go. The winner is
the student with most points.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To check if Ss can use linking words and phrases.
- To check if Ss can use the compound nouns correctly.
b. Content:
- Task 1. Write one sentence using the linking words and phrases in brackets. Do not change the
meaning of the original sentences. (p.121)
- Task 2. Circle the correct answer. (p.121)
c. Expected outcomes:
- Students know how to adapt linking words/ phrases and compound nouns for real life conversations.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Write one sentence using the linking words and phrases in brackets. Do not
change the meaning of the original sentences. (7 mins)
- Ask Ss to read the sentences and check Suggested answers:
understanding. 1. Because of cyberbullying,
- Have Ss study the linking words and phrases and many teenagers become
try to recall how they are used (i.e. whether they are depressed. / Many teenagers
followed by a noun/gerund or by a clause; whether become depressed because of
they are used to add information or show reasons). cyberbullying.
In weaker classes, review the rules on the board. 2. As people pollute the
environment, ecosystems are
- Ask Ss to work individually, then compare their
Nguyễn Thị Ngọc Anh
 sentences in pairs. damaged. / Ecosystems are
damaged as people pollute the
- Check answers as a class and provide explanations
environment.
if necessary. E.g., 1. We use “because of” before a
noun phrase to give explanations. 3. Although our awareness
campaign was a success, there are
still a lot of things to do to stop
Extension: Ask Ss to work in pairs to connect these cyberbullying. / There are still …
sentences using other linking words or phrases they
4. Since the forest has become ….
know, e.g.. 1. Many teenagers are victims of
cyberbullying, so they become depressed. Invite 5. In spite of the many campaigns
some Ss to share their answers new sentences with to protect the national park, some
the whole class. trees are still being cut down.
6. Despite the peer pressure from
my friends, I didn’t ….
7. In addition to working on ….
8. Despite the/our effort to save
our local park, it was sold to a
property developer.
Task 2. Circle the correct answer. (6 mins)
- Ask Ss to read the sentences and pay attention to Answer key:
answer options. 1. national 2. Cyberbullying 3.
- Remind them that these are words they have learnt nature 4. vocational 5. life 6.
in different units so far. generation 7. climate 8. social

- Quickly remind students of how compound nouns

are often formed.
- Check answers as a class.
Extension: Ask students if they remember in which
unit these compound nouns first appear. E.g.,
national park in Unit 10, cyberbullying in Unit 9.

e. Assessment
- Teacher 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 on workbook.
- Prepare for Review 4. Lesson 2. Listening and Speaking.

Board Plan

Nguyễn Thị Ngọc Anh

 Date of teaching
REVIEW 4
Lesson 1: Language
*Warm-up
Mini game
* Pronunciation
- Mark the intonation, using ↘ (falling intonation) or ↗ (rising intonation). Then listen and
check. Practise saying the sentences in pairs. (p.120)
* Vocabulary
- What are the missing letters? Complete the sentences using the pictures to help you. (p. 120)
* Grammar
- Task 1. Write one sentence using the linking words and phrases in brackets. Do not change
the meaning of the original sentences. (p.121)
- Task 2. Circle the correct answer. (p.121)
*Homework

Nguyễn Thị Ngọc Anh

Period 101 REVIEW 4
Lesson 2: Skills (1) - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the Listening and Speaking skills they have learnt in Unit 9 and 10.
2. Core competence
- Develop critical thinking skill.
- Be collaborative and supportive in pair work and team work.
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due - Encourage students to work in pairs and in
to a large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. Have excessive talking students’ practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
Nguyễn Thị Ngọc Anh
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video. Suggested answers:
https://www.youtube.com/watch?v=D9OOXCu5XMg The message is that it’s good to
be yourself. The film’s goal is to
- Teacher asks Ss to watch a short video and try to empower children of all ages to
remember the information in the video. find the courage to look inside
- After the Ss listen, teacher shows the question. and love themselves as they are.
- Ss raise their hands to grab the chance to answers.
- T checks if the answers are correct or incorrect and
leads in the lesson.
Question:
“What message does the video convey?”

e. Assessment
- Teacher observes the students and give feedback.
2. ACTIVITY 1: LISTENING (18 mins)
a. Objectives:
- To practise listening for main ideas
- To practise listening for specific information
b. Content:
- Task 1. Listen to a talk show. Put the main points in the order they are mentioned. There is one extra
choice. (p.121)
- Task 2. Listen to the talk show again. Choose the correct answers A, B, or C. (p.122)
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and solve the exercises successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen to a talk show. Put the main points in the order they are mentioned.
There is one extra choice. (9 mins)

Nguyễn Thị Ngọc Anh

 - Ask Ss if they remember what body-shaming is. Tell them that Answer keys:
they are going to listen to a talk show about body-shaming. 1.A 2. D 3. B
- Ask Ss to read the ideas (A-D) and put them in the order that they
appear on the recording. Remind them that there is ONE extra
option.
- Play the recording for Ss to listen and number the points.
- Check answers as a class.
Task 2. Listen to the talk show again. Choose the correct answers A, B, or C. (9
mins)
- Ask Ss to read the questions and options, and check understanding.
- T identifies the types of questions and review some strategies for Answer keys:
each type, e.g., underlining key words for Q2 (listening for 1A 2. C 3. A 4.
information not given in the text), paying attention to paraphrases B
for Q3 (making inference), and understanding the organization of
ideas for Q4 (making prediction).
- Check answers as a class.
- Extension: Put Ss into pairs. Ask them to summarize the main
contents of the talk. Invite some Ss to share their summary in front
of the class.

Audio script
TV host Good evening, everyone. Welcome to Teens’ World. Today we have in our
studio Dr. Janet Harrison. She’s a psychologist who has worked on teen
issues for many years. Welcome to our program, Dr. Harrison.
Dr. Thank you for having me here.
Harrison
TV host You told us that you’d like to discuss a serious teen problem today. What’s
it?
Dr. Well, it’s body-shaming - the act of making fun of someone because of his or
Harrison her appearance.
TV host Oh, I recall being called “fat” and “ugly” by one of my classmates when I
was at secondary school. Is it an example of body-shaming?
Dr. I’m sorry to hear that, and yes, it is. Although body-shaming is not a new
Harrison topic, it has recently become more common today. You see, as young people
are using more and more Internet, body-shaming can be done online. People
can post anything offensive about others and invite others to join them.
TV host That sounds terrible!
Dr. It is. Victims of body-shaming may have to suffer from a lot of health and
Harrison mental problems. The most common ones are depression and low self-
confidence.
TV host So, do you have any suggestion for teenagers who are the victims?
Dr. Well, the first thing they should do is … (fading)
Harrison

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
Nguyễn Thị Ngọc Anh
3. ACTIVITY 2: SPEAKING (19 mins)
a. Objectives:
- To help Ss develop ideas for the speaking task.
- To give Ss an opportunity to take part in a group discussion, then report their discussion to the
whole class.
b. Content:
- Task 1: Work in pairs. Which of the ways below do you think is the best way to deal with body
shaming? give your reasons. (p.122)
- Task 2. Work in groups. Read the situations below and think of some possible responses. Provide
reasons for each answer. Report to the class and vote for the best response. (p.122)
c. Expected outcomes:
- Students come up with good ideas and good ways to deal with body shaming.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Which of the ways below do you think is the best way to
deal with body shaming? give your reasons. (9 mins)
- Put Ss in pairs. Ask them to discuss which they think is the best
way to deal with body-shaming.
Students’
- Before they start, quickly review different techniques for starting,
performance
maintaining, and concluding a conversation or discussion by writing
on the board some key communication strategies and eliciting useful
expressions, e.g. Can you tell me one way to start a conversation?
When we end a conversation, what should we do?
- Encourage Ss to use the expressions when they discuss the
questions in pairs.
- Go through each point and ask Ss how each point will help victims
of body shaming. e.g., 1) People should ignore negative comments
especially online and pretend that they don’t even hear them.
Responding to rude comments will only give the other person more
attention and more opportunities to be rude and offensive.
- Walk around and provide help if necessary.
Task 2. Work in groups. Read the situations below and think of some possible
responses. Provide reasons for each answer. Report to the class and vote for the
best response. (10 mins)
- Ask Ss to read the situations carefully.
- Tell Ss that they are going to work in groups to discuss each Students’
situation and provide a suitable response. Encourage them to performance
continue using the communication strategies for starting,
maintaining and concluding a discussion.
- Put Ss in groups and assign one person to be the group note taker
to take notes of their ideas. Ss can use the notes to formulate the
final response that most group members agree on.
- Set a time limit for the activity.
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- Have some Ss present their ideas the whole class.
- Ask other Ss to vote for the best idea. Announce and praise the
winners.
e. Assessment
- Teacher 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 on workbook.
- Prepare for Review 4. Lesson 3. Reading and Writing.
Board Plan
Date of teaching
REVIEW 4

Lesson 2: Skills (1) - Listening & Speaking

*Warm-up
Watch a video.
* Listening
- Task 1. Listen to a talk show. Put the main points in the order they are mentioned. There is one
extra choice. (p.121)
- Task 2. Listen to the talk show again. Choose the correct answers A, B, or C. (p.122)
* Speaking
- Task 1: Work in pairs. Which of the ways below do you think is the best way to deal with body
shaming? give your reasons. (p.122)
- Task 2. Work in groups. Read the situations below and think of some possible responses.
Provide reasons for each answer. Report to the class and vote for the best response. (p.122)
*Homework

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 Period 102 REVIEW 4
Lesson 3: Skills (2) - Reading and Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the Reading and Writing skills they have learnt in Unit 9 and 10.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.
II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn
Assumptions
Anticipated difficulties Solutions
Students may find the lesson boring - Encourage students to work in pairs and in
due to a large number of language groups so that they can help each other.
exercises.
- Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. Have excessive talking students practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.

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b. Content:
- Watch 2 videos about national parks and answer the questions.
c. Expected outcomes:
- Students understand what is inside a national park.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
- Teacher shows the rule to all students
- There are two videos about two National Parks: Answers:
Cuc Phuong (Ninh Binh- Vietnam) and Saguaro 1. Saguaro NP
(Arizona- USA). 2. Saguaro NP
- Ss watch the video and memorize the details 3. Cuc Phuong NP
(landscape- fauna- flora). 4. Saguaro NP
- After the videos, T shows screenshots from the 5. Cuc Phuong NP
same 2 videos. 6. Cuc Phuong NP
- Ss raise hands and decide which national park
the screenshots belong to.
- T leads into the lesson. “What can be found
inside a national park?” Ss elicit the idea from T
and videos.

e. Assessment
- Teacher observes the students and give feedback.
2. ACTIVITY 1: READING (18 mins)
a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the article. Choose the best heading for each section. There are TWO extra headings.
(p.122)
- Task 2. Read the article again. Which paragraph contains the following information? Write A, B, or
C (p.123)
c. Expected outcomes:
- Students can understand the main ideas as well as specific information of the reading passage.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the article. Choose the best heading for each section. There are
TWO extra headings. (6 mins)
- Ask Ss if they have been to Cuc Phuong National Park. Invite Answer keys:
some Ss to quickly share their experiences and tell them that they A.2 B.1 C.3
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 are going to read about the national park today.
- Ask Ss to quickly skim through the text and choose the best
heading for each section.
- Check answers as a class. Have Ss explain why options 4 and 5 are
not appropriate, e.g. They mention some details in Section C, rather
than the main idea of the whole section.
Task 2. Read the article again. Which paragraph contains the following
information? Write A, B, or C. (6 mins)
- Ask Ss to read the five points and check understanding.
- In stronger classes, have them do the activity first, then read the Answer keys:
text to check their answers. In weaker classes, do the first one as an 1 B 2A 3 C 4
example and have Ss read the text again to locate the information. B5C
- Check answers as a class.
- Ask Ss to provide evidence from the text to support each answer,
e.g. 1 B (attracts many nature lovers, very popular).
Extension: (6 mins)
Put Ss into teams. Ask them to study the numbers in the text for one
minute, then close their books. Write a number on the board, e.g.
400, 2000, 3,000. The first group to say what the number refers to,
e.g. 400 species of butterflies, 2000 kinds of plants, 3000 bird
species wins a point The winner is the team with most points.
e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: WRITING (19 mins)
a. Objectives:
- To help Ss generate ideas for a proposal.
- To help Ss practise writing a proposal.
b. Content:
- Task 1: Work in pairs. Discuss the advert and the questions below. Add more details. (p. 123)
- Task 2: Write your proposal (150–180 words). Use the idea in 1 and the outline below to help you.
(p. 123)
c. Expected outcomes:
- Students develop writing skills on the given topic. They can complete a proposal for protecting Cuc
Phuong National Park.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Discuss the advert and the questions below. Add more
details. (9 mins)
- Ask Ss to read the advert in the box and check understanding. Students’
Encourage them to underline key words to identify the topic (i.e., performance
how to protect Cuc Phuonng national park) and the task (i.e., writing
a short proposal)
- Put Ss in pairs to read the suggested plan for their proposal and
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complete the missing items.
- Encourage Ss to add more ideas to the plan or come up with their
own plan.
Task 2: Write your proposal (150–180 words). Use the idea in 1 and the outline
below to help you. (10 mins)
- Ask Ss to write their proposals, using the ideas in Activity 1 and the Sample answer
outline in Activity 2.
- In weaker class, quickly review the outline and useful sentence
structures in writing a proposal.
- Give Ss enough time to write their proposals. Walk round the class
and offer help.
- Collect some or all Ss’ proposals and give written feedback in the
next lesson.
Sample answer:
Title: Preserving Cuc Phuong ecosystem
To: Vietnam Wildlife Conservation Committee
Date: February 25th, 20__
Prepared by: Vu Hoang Ha
Introduction
Cuc Phuong is famous for its wonderfully rich ecosystem. However, the National Park
has been threatened by human activities such as illegal hunting, logging and littering.
Therefore, we would like to propose some ideas for protecting its ecosystem.
Details
We would like to create an online photo album of the area on the park website. The
photos will show eco-friendly activities such as picking up litter, going on ecotours,
planting trees, and activities that can harm the ecosystem in Cuc Phuong, e.g., cutting
down trees, or littering in the forest. Anyone interested, especially tourists to Cuc
Phuong, will be able to take photos and post them on the website for everyone to see.
This initiative will last for at least one year.
Goals and benefits
Our goals are to raise awareness of the need to protect Cuc Phuong ecosystem, and to
promote environmentally friendly activities. The campaign will also help people
identify any activity which can damage the ecosystem and report it when they see it.
Conclusion
We hope that you will consider our proposal. We believe that this initiative will
encourage more people to take action against damaging the ecosystem of Cuc Phuong
National park.
(182 words)
e. Assessment
- Teacher 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 on workbook.
Board Plan

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 Date of teaching
REVIEW 4
Lesson 3: Skills (2) – Reading and Writing
*Warm-up
Watch videos.
* Reading
- Task 1. Read the article. Choose the best heading for each section. There are TWO extra
headings. (p.122)
- Task 2. Read the article again. Which paragraph contains the following information? Write A,
B, or C (p.123)
- Extension.
* Writing
- Task 1: Work in pairs. Discuss the advert and the questions below. Add more details. (p. 123)
- Task 2: Write your proposal (150–180 words). Use the idea in 1 and the outline below to help
you. (p. 123)
*Homework

PERIOD 103: REVISION FOR FINAL TERM TEST

ĐỀ CƯƠNG ÔN TẬP CUỐI KÌ II KHỐI 11 -NĂM HỌC 2024-2025

Nghe: 2 điểm – 10 câu
Nói : 2 điểm
Viết: 2 điểm – 1 đoạn văn & 5 câu viết lại unit 6-10
TN: 2 điểm- 2 anouncement (thông báo): 6 câu &4 câu ( 2grammar+ 2 voca) Đọc: 2
điểm- 10 câu ( 5 điền từ đơn& 5 câu hiểu)

PRACTICE
Part 1: Mark the letter A, B, C, or D to indicate the correct answer to each of the following
questions.
1. We are discussing several ways to encourage young people to learn about and______our
cultural heritage
A. contribute B. restore C. propose D. appreciate
2. Not many people are brave enough to stand _____bullies.
A. in with B. in on C. up with D. up to
3. All buildings in Trang An are kept in their _____ state, which helps scientists learn about
lifestyles from the 15th to the 19th century.
A. original B. historical C. floating D. cultural
4. Teens should have the ability to _____loneliness.
A. put away B. cope with C. set up D. look after
5. _____education is a popular option for school-leavers who don’t go to university.
A. Vocational B. Academic C. Secondary D. Formal
6. High parents’ expectations can put children under too much _____.
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A. depression B. pressure C. bullying D. peer pressure
7. One of Vinh’s hobbies is _____. He loves seeing the birds in the wild.
A. bird-watch B. bird-watched C. watched-bird D. bird-watching
8. Located on a bridge over the Thu Bon River, Cau Pagoda is one of the most interesting places
_____in Hoi An.
A. to visit B. visited C. visiting D. being visited
9. My university was the first one _____money-mangagement courses.
A. offer B. to offer C. offering D. having offered
10. Son Doong Cave is the largest cave _____in Phong Nha-Ke Bang National Park.
A. to be discovered B. discovering C. discover D. which discovered
11. Giang talked about _____for 3 colleges last year.
A. having applied B. applying to C. to apply D. to have applied
12. _____the final exams made me feel happy.
A. To pass B. Have passed C. Having passed D. Passed
13. _____about the college, she started searching for information about it.
A. Heard B. Have heard C. Hearing D. Having heard
14. It was _____Vietnam won the Dien Bien Phu victory.
A. on May 7th that B. May 7th when C. May 7th that D. on May 7th when
15. It was Henry _____to help us.
A. comes B. that comes C. to come D. who came
16. It was _____I bought the postcards for my friends.
A. this souvenir shop that B. this souvenir shop
C. from this souvenir shop that D. from this souvenir shop which
17. _____the heavy police presence, there is an increase in crime in the city.
A. Because of B. Although C. Despite D.Because
18. Many people joined our campaign. _____, it was a huge success.
A. Moreover B. However C. As a result D. Besides

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19. The world is facing many social issues nowadays. _____, we need to work together to
solve them.
A. Therefore B. In addition C. As a result D. By contrast
20. People should stop smoking _____it is extremely detrimental to health.
A. although B. despite C. because D. because of
Rewrite the following sentences using the given suggestions. (1 points)
1. Mai is the youngest person who won the first prize in the singing competition.
(Using to - infinitive clause)
→Mai ____.
2. Minh left the show very early. He was the first person who did so .
( Dùng TO + INFINITIVE để viết lại câu )
→Minh was ____________________________________________________________.
3. We went to Hoi An last year . We wanted to visit ancient houses there.
( Dùng TO + INFINITIVE để viết lại câu )
→We went _____________________________________________________________.
4. She graduated from high school. She is attending a vocational school.
( Dùng having V3/ed để viết lại câu )
→Having _______________________________________________________________.
5. My classmate did not study hard for the exam. She regretted it.
( Dùng having V3/ed để viết lại câu )
→My .
6. Welsh boys gave hand-carved wooden spoons to girls as a symbol of their love.
(Cleft sentence)
→It .
7. Mai does babysitting as a part-time job to earn some money. (Cleft sentence)
→It .
8. I usually take part in extracurricular activities after school to improve social skills.
(Cleft sentence)
→It .
9. Jeremy signed up for a cooking course last Sunday .( Sử dụng câu chẻ để viết lại câu )
→It .
10. In spite of developing health problems, some people continue to drink too much.
→Although ______.
11. Although the picture was expensive, we bought it.
→In spite of ___.
12. She doesn’t like any accademic subject. She may choose a vocational school. (Therefore)
→______________________________________________________________________.

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READING : Read the following advertisement and mark the letter A, B, C, or D to indicate
the correct option that best fits each of the numbered blanks.
1. HOW TO FIGHT AGAINST SOCIAL ISSUES
- Are you (1) ______ about the pressing social issues facing our society today?
- Take a stand against overpopulation, (2) ______, crime, and body shaming.
- Join us in creating a better world for all.
+ Stand up, speak out, and make a difference.
+ Together, we (3) ______tackle these challenges head-on and create a more inclusive and
compassionate community.
+ Let's work together to combat these social issues and build a brighter future for everyone.
- Join the movement today!
1. A. concerning B. concerned C. tobe concerned D. concern
2. A. plagiarism B. illegal migrating C. overthinking D. bullying
3. A. mustn’t B. had to C. can D. could

2.WANT TO BE A TUTOR?
Do you enjoy teaching? We're looking for tutors to join our team! If you like helping others
learn, we want to hear from you!
• Your job will involve assisting students (1) ______their studies.
• No formal experience needed.
• Training will be provided, so don't worry if you haven't tutored before.
• (2) ______working hours available.
We welcome anyone with a passion for teaching!
Please contact us for more details on how (3) ______.
Email: [email protected]
Address: 100 Olden Street, Ballack Clava
1. A. for B. of C. with D. in
2. A. Flexibly B. Flexible C. Inflexible D. Flexibility
3. A. apply B. applying C. to apply D. will apply
3.UNLEASH YOUR POTENTIAL: THE ROAD TO INDEPENDENCE!
Calling all young visionaries! Are you ready to dive (1) ______ a world of self-reliance and
empowerment? Join us for the must-see show of the season: "Mastering Independence: A
Youngster's Guide to Living Bold"!
• Date: Coming Soon!;
• Venue: The Grand Auditorium of Youth Empowerment;
• Time: Doors open at 6 PM
It is (2) ______one show that brings you a life-changing journey tailored for the ambitious souls
eager to carve their own paths. We're bringing together life coaches, self-made entrepreneurs,
and independence gurus to equip you with the tools, knowledge, and (3) ______ to take on the
world.
• Tickets: Early bird specials available now!
1. A. into B. on C. at D. for

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2. A. a B. an C. the D. Ø (no article)
3. A. confidential B. confidently C. confident D. confidence

CLOSE TEST
PEER PRESSURE
While peer pressure has affected teens for generations, social media brings it to a whole new
level. Sexting, (1) ______, is a major cause for concern; many teens do not understand the
lifelong consequences that sharing explicit photos can have on their lives. But sharing
inappropriate photos is not the only thing kids are being pressured into doing.
(2) ______teens face pressure to have sex, use drugs or (3) ______, and even bully others. To
keep your kids from falling victim to peer pressure, give them skills to (4) ______healthy choices
and to resist peer pressure. Also, talk to teens about what to do if they make a mistake.
Sometimes, kids may be afraid to seek help when they make poor choices. It's important that your
teen feels safe coming to you
(5) ______they have a problem.
1. A. for example B. therefore C. however D. if
2. A. Few B. Much C. Many D. Little
3. A. chemicals B. books C. alcohols D. candies
4. A. save B. make C. admit D. Obey
5. A. How B. when C. which D. why
TIME MANAGEMENT FOR STUDENTS
Learning to manage your time involves using a variety of life skills together. First of all, you
need to know yourself. Only you know (1) you are a morning or an evening person, for
example. Understanding when you are (2) your best can help you decide when to do
certain things you have to do - like studying. Then, you need to prioritise and decide which things
are the most (and least) important. After that, you need to get organised and start planning a
schedule, (3) _______could include when to study, as well as when to relax. It is important to be
realistic when you are trying to manage your time. You need to factor in time to sleep, (4)
______, and this should be based on your normal sleep patterns there is no (5) in planning to
study at six in the morning if you have never managed to get out of bed before eight. Many
people forget to include socialising, but this is a mistake because it is unhealthy to avoid seeing
people, just as it is a mistake to spend all your time socialising while your list of things to do
grows longer and longer.
1. A. that B. whether C. what D. how
2. A. in B. on C. at D. over
3. A. that B. which C. it D. there
4. A. in contrast B. in addition C. for all D. for instance
5. A. point B. need C. demand D. request

EFFECTS OF PHYSICAL BULLYING

Bullying negatively impacts students' academic performance. Research from the CDC
indicates that 12.9% of teenagers who missed school due to safety concerns were afraid of being
bullied. Victims often avoid participating in class because they fear attracting attention and facing
bullying. This can lead to them being seen as low achievers, increasing their chances of being
bullied.
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 Physical bullying also affects victims emotionally. They may feel insecure and have a low self-
image, which can result in feelings of shame, loneliness, and despair. Victims might lose interest
in activities they used to enjoy and may engage in harmful behaviors like self-harm. Such actions
can cause a cycle of negative thoughts and feelings. For those already dealing with depression
and anxiety, bullying can make these issues worse. Besides physical injuries from bullying,
victims may also experience health problems known as somatization, which includes physical
symptoms like headaches and fatigue caused by emotional distress.

1. What is the main effect of bullying on academic performance?

A. It improves grades. B. It has no impact.
C. It decreases academic performance. D. It helps students focus more.
2. What does the word "victims" refer to in the passage?
A. Students who bully others. B. Students who are bullied.
C. Students who witness bullying. D. Students who support others.
3. Which emotion might victims of bullying experience?
A. Joy B. Anger C. Shame D. Confidence
4. What is somatization as described in the passage?
A. A way to stop bullying. B. Emotional support for victims.
C. Physical symptoms caused by emotional issues. D. A form of bullying behavior.
5. Which statement is NOT true based on the passage?
A. Victims may feel lonely and ashamed.
B. Victims might stop enjoying activities they liked.
C. Victims of bullying may become high achievers.
D. Bullying can worsen existing mental health issues.

WRITING :Write a paragraph (120-140words) about the benefits of self- study

Period 104: THE 2ND TERM TEST

PERIOD 105: CORRECTION AND FEEDBACK FOR THE 2ND TERM TEST

Ký bởi: Hà Thị Thanh Trà

Email: [email protected]
Cơ quan: SỞ GIÁO DỤC VÀ
ĐÀO TẠO, TRƯỜNG
TRUNG HỌC PHỔ THÔNG
AN LƯƠNG ĐÔNG, ỦY
BAN NHÂN DÂN TỈNH
THỪA THIÊN HUẾ
Ngày ký: 16-04-2025 16:02:11
+07:00

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