Trường: THPT TAM PHƯỚC

Tổ: Ngoại ngữ

UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS

Môn học/Hoạt động giáo dục: Tiếng Anh
Thời gian thực hiện: 8 Tiết
Lesson 1: Getting started – Planning our education
Week 20
Period 60

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 planning the education;
- Get to know the language aspects: Perfect gerunds & perfect 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
- Actively join in class activities
- Get ready and be responsible for the education choices after leaving schools

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 (adj) /vəʊˈkeɪʃənəl/ connected with the skills, knowledge, etc.
that you 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 due - Encourage students to work in pairs and in groups
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 on the topic of Education
options for school-leavers;
- To set the context for the listening and reading part;
- 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 universities in + University of Languages and
Viet Nam 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 point + Hanoi University of Science and
with the correct answer. Technology
- The first team with more correct answers will be the + University of Trade
winner.

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:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words and phrases related to the topic.
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 “Rub 4. vocational (adj)
out and remember” technique. 5. mechanic (n)
- Teacher reveals that these five words will appear in the 6. sensible (adj)
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 education.
- To help Ss identify the perfect gerunds and past participle clauses
b. Content:
- Task 1: Listen and read.
- Task 2: Read the conversation again. Decide whether the following statements are true (T)
or false (F).
- Task 3: Find phrases in the conversation that mean the following.
- Task 4: Complete the sentences using phrases from the conversation.
c. Expected outcomes:
- Students can identify some ideas from 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 asks Ss to read the conversation again and
work independently to find the answers. Remind Ss to Key:
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 before 4. F
checking with the whole class.
- Teacher checks the answers as a class and gives
feedback.
Task 3: Find phrases in the conversation that mean the following. (5 mins)
- Teacher asks Ss to read the definitions, then scan the Answer key:
conversation looking for words or phrases matching 1. education fair
2. entrance exam
the meanings. 3. academic education
4. vocational school
- Teacher has Ss compare and share their answers with
the class.
* Extension
- Check answers as a class.
Suggested phrases:
Extension: Put Ss into groups and have each group
primary/ vocational/ university education,
write as many phrases as they can with the words
pursue/ get/ receive (your/an) education,
education, school and exam . Set a time limit of five
education system/ programme; go to/
minutes. When the time is up, put up their lists of
start/quit/ leave school, primary/ secondary
phrases on the board. Ask Ss from different groups to
school; take/ do/ sit/ pass/ fail an exam, revise
read them aloud and count the correct ones. The
for an exam, exams in Maths/ English, exam
winner is the group with the most correct phrases.
paper/ results)
Task 4. Complete the sentences using phrases from the conversation. (5 mins)
- Teacher has Ss read each sentence individually.
Encourage them to try to complete it with an Answer key:
appropriate verb phrase without referring to the
conversation. Then ask them to find the answers in the 1. Having won
conversation.
- Teacher checks answers: first ask the class to call out 2. having gone
the correct perfect gerund or perfect participle clause,
then call on individual Ss to read the complete 3. Having watched
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.

UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS

Lesson 2: Language
Week 21
Period 61

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;
3. Personal qualities
- Actively join in class activities
- Get ready and be responsible for the education choices after leaving schools

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
- 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
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:
- 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-yjtPZTDuc
- Teacher plays the video and asks Ss to pay attention to the
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.
- Task 2: Listen and mark the intonation in these questions, using (rising intonation) or
(falling intonation). Then practise saying them in pairs.
c. Expected outcomes:
- Students can practise intonation in wh- and yes/no questions.
d. Organisation

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.
- Teacher asks Ss to work in pairs and take turns to read 2. Would you like to share some of it with
the sentences with correct intonation. the class?
- Teacher checks the answers as a class.
- Teacher has Ss read the explanation in the Remember! 3. What are your plans for the future?
box Ask questions to check understanding of the use of
rising and falling intonation in Wh- and Yes/No 4. When does the course start?
questions.
Task 2: Listen and mark the intonation in these questions, using or . 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 (rising 1. Do you want to go to university?
or falling) at the end of each question.
2. Have you talked with your parents about
- Teacher plays the recording several times, if necessary,
pauses after each sentence for Ss to repeat. your plans?

- Teacher checks answers as a class. 3. How much does it cost to study at

- Teacher puts Ss into pairs and has them practise saying university?
these questions. Walk round the class, praising pairs for
good effort and using the appropriate intonation pattern. 4. What’s your favourite subject at 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 & intonation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS

Lesson 4: Speaking – Vocational training vs. academic study
Week 21
Period 63
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;
- Gain some language expressions to talk about the benefits of vocational training and
academic study;
- Know how to end a conversation or discussion.
- Develop presentation skills;
2. Competences
- Be collaborative and supportive in pair work and teamwork;
3. Personal qualities
 - Get ready and be responsible for the education choices after leaving schools

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 the suggested and their own ideas.
c. Expected outcomes:
- Students can complete the table about benefits of vocational training and academic stury
using the suggested and their own ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Brainstorming Suggested answers:
- Teacher asks Ss to look at the table giving some Benefits of Benefits of
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.
- Teacher checks comprehension and explains any ● provide shorter ● develop critical
phrases Ss may find hard, e.g. low cost, critical
thinking skills, duration of study. duration of study thinking skills
● develop practical ● develop research
skills skills
● can find jobs ● personal
quickly development
 ● 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 provide students with more ideas about benefits of vocational training and ways to end a
conversation.
b. Content:
- Tips to end a conversation or discussion;
- Task 2: Complete the conversation with the sentences in the box.
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students can get some ideas about the benefits of vocational training and identify ways to
end a conversation.
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 the
Tips to end a conversation or discussion:
order of the speakers’ lines in the word box to complete
the conversation. We can end a conversation or discussion
- Teacher tells Ss to read the useful expressions in the by:
Tips box and ask if the speakers have used any of them • summarising it, e.g. We’ve decided …/
to end their conversation. We’ve agreed to …/ We’ve covered
everything/ all points.
- Teacher checks answers as a class. • 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.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (15 mins)

a. Objectives:
- To help Ss practise structures to end a conversation or discussion;
- To give Ss an opportunity to practise 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.
c. Expected outcomes:
- Students can talk about the benefits of academic study based on the suggested ideas and
model, and use the learnt structures to end a conversation.
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 focuses on the useful Suggested answer:
phrases to end a conversation or discussion. Ask Ss to look
at the conversation and the Tips box in activity 2 again to A: Now, let’s decide on the three main
benefits of academic study. First, I think
see how these phrases are used.
it will help students develop critical
- Teacher has Ss list the benefits of academic study from thinking skills.
Activity 1: develop critical thinking skills, develop research B: I agree. Students can also develop
research skills.
skills, give opportunities for further studies, can earn more.
A: That’s right. These skills are very
- Teacher has Ss work in their pairs from 2 and make their important for university students.
conversation. Give a time limit of 8-10 minutes. Walk B: So, what do you think is the third
benefit?
round the class to monitor Ss’ preparation and make sure
A: I think it’s the opportunities for
that shy Ss also have the opportunity to contribute, e.g. ask further studies. University students get
Ss to look at the list and put them in the order of more opportunities to continue their
importance. studies after graduation.
B: I can’t agree more. So, we’ve decided
- In weaker classes, ask Ss to look at the model on the three main benefits: developing
conversation in Activity 2, underline the benefits of critical thinking skills, developing
vocational training, then they can replace them with the research skills, and having more
benefits of academic study. T can also write some prompts opportunities for further studies.
on the board, e.g. Now A: Great! We’re now ready to report to
the class.
- Teacher invites some pairs of Ss to role-play their
conversations in front of the whole class. When Ss finish
their conversation, give further comments and correction if
necessary. Praise for good effort, clear pronunciation and
natural interaction.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
 Lesson 6: Writing – A request letter about a course
Week 22
Period 65
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 the learnt structures to write a request letter about a course
- Develop presentation skills;
2. Competences
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Get ready and be responsible for the education choices after leaving schools

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 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 in the classroom
- To set the context for the writing part
b. Content:
- Game: Hidden picture
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Hidden picture Clues:
- Ss work in groups. 1. Connected with a job that needs special training
- There are 4 questions which relate to a key and skills
picture. 2. A person working for an employer to learn a skill or
- T asks Ss to guess the word in each puzzle and a job
guess the key picture behind after each puzzle is 3. A small book giving information about something
opened. 4. A person who has just left school
- The group which gets the correct answer of the Answer key:
key picture is the winner. 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.
c. Expected outcomes:
- Students can 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)
- Teacher asks Ss to look at the advertisement about a Suggested answers:
vocational school and its tour guide training courses. 1. if/whether I need to take a test
- Teacher asks Ss to read the information about the 2. if/whether there are discounts for poor
course and check understanding, e.g. Do applicants students
need any qualifications? Are the courses expensive?
3. how much the daily wage is
- 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 offers 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/ letters asking for information
letter, the Tips box and the information from Activity 1
- Teacher explains more about the structure of the letter 1. Greeting: Dear Sir/Madam, (or name if
known)
and useful expressions. 2. Reason(s) for writing: I would like to have
- Students note down the information. more information 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):
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: I look forward to hearing
from you/receiving your reply.
5. Signature: 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.

UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS

Lesson 7: Communication and Culture / CLIL
Week 22
Period 66
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Identify the similarities and differences between education after leaving school in Viet
Nam and in the UK;
- Review making an appointment.
2. Core competence
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Get ready and be responsible for the education choices after leaving schools

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 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
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 in the classroom.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:
- Students can identify the language people use when making an appointment and get ready
for the lesson
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link: https://www.youtube.com/watch?
- Teacher plays the video and asks Ss to answer v=qG9oD9qxX6g
the questions. Questions:
- Ss watch the video and note down the answers 1. How many people are there in the
for the questions conversation?
- Teacher calls some Ss to share and confirm the 2. What is the man doing?
answers. Answers:
- Teacher leads in the new lesson. 1. There are two people in the conversation.
2. The man is calling to make an appointment with
the doctor.

e. Assessment
- Teacher observes, listens to Ss’ answers 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.
- 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.
 c. Expected outcomes:
- Students can use appropriate language to make an appointment.
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
- Teacher has Ss listen and complete the conversation 4. A
with the expressions from the box.
- Teacher checks answers by asking two Ss to read out
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, Suggested answers:
giving them further explanations if necessary. 1.
- Teacher has Ss work in pairs. In weaker classes, A: Mr B, could I meet you on Monday
afternoon? I would like to discuss my
underline the words and phrases in the conversation education plans after leaving school.
that Ss can replace with their own ideas. You can also B: I’m afraid I can’t make it at that time. But
write some prompts on the board. In stronger classes, I’m free on Tuesday afternoon.
A: That would be great for me. What time
encourage them to be more creative and use the useful
shall I come to see you?
expressions given in the box. B: Would 3 p.m. be OK for you?
- Teacher has Ss spend a few minutes planning their A: Yes, it suits me fine. Thank you, Mr B.
conversations, e.g. decide on the roles (a university B: OK, then. See you on Tuesday afternoon in
my office.
representative / a school student); plan who says
2.
what. Have Ss practise their conversation in pairs. B: Mrs A, will you be available on Friday
- Teacher invites several pairs of Ss to act out their afternoon? I would like your advice on
conversations in front of the class. vocational courses.
A: Sorry, I’ve got another appointment at that
- Teacher praises for good effort, clear pronunciation, time. How about Saturday morning?
fluent delivery and interesting ideas. 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 scores to evaluate Ss’ performance.

UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS

Lesson 8: Looking back and project
Week 23
Period 67
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;
3. Personal qualities
- Get ready and be responsible for the education choices after leaving schools
 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 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 in the classroom.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can revise the vocabulary learnt throughout the unit.
d. Organisation

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 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 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. Then practise saying them in
pairs.
- Task 2: Complete the text. Use the correct form of the words in the box.
- Task 3: Rewrite these sentences using perfect participle clauses or perfect gerunds.
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 or . 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
- Teacher asks several pairs of Ss to say these exchanges university?
2. How much is the fee for this cooking
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 4. Who would like to train to become a tour
delivery. guide?
Task 2: Complete the text. Use the correct form of the words in the box. (4 mins)
- Teacher has Ss read the text, and the given words in the Answer key
box. Tell Ss that all these words have been taught and 1. school-leavers
used throughout the unit. 2. higher education
- Teacher asks Ss to focus their attention on the gaps in 3. apprenticeships
the text. 4. institutions
- Teacher tells Ss to study the context carefully and 5. graduation
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 new 1. Having finished school, my brother
sentences without changing the meaning. 2. He did not remember having discussed
- Teacher asks Ss to write their sentences first. Then ask 3. Not having asked anyone for advice, my
them to check their answers in pairs / groups. cousin
- Teacher checks answers as a class by asking individual 4. Having won the first prize in the
Ss to read a sentence each. competition
e. Assessment
- Teacher obverses Ss’s work and gives feedback.