Date of preparing:

Period 54
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
Vietnamese
Form Pronunciation Meaning
equivalent
1. landscape (n) /ˈlændskeɪp/ everything you can see when you look across phong cảnh
a large area of land, especially in the country

2. monument (n) /ˈmɒnjumənt/ a building, column, statue, etc. built to remind công trình
people of a famous person or event tưởng niệm

3. architecture (n) /ˈɑːkɪtektʃə(r)/ the design or style of a building or buildings kiến trúc

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 deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:

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- 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 2. Trang An Scenic Landscape Complex.
have to say BINGO to grasp the chance to answer 3. Hoi An Ancient Town
where it is. 4. Mekong River Delta
- One point for each correct answer. 5. Thang Long Imperial Citadel
- The group which gains most points is the winner
of the game.

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

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 Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. landscape (n)
- Teacher explains the meaning of the new vocabulary by pictures. 2. monument (n)
- Teacher checks students’ understanding with the “Rub out and 3. architecture (n)
remember” technique. 4. urban (adj)
- Teacher reveals that these five words will appear in the reading text and 5. promote (v)
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)
- 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 on the board and write Heritage in the
middle. Elicit some sub-categories of the
topic, e.g. traditions, buildings, literature,
natural sites, and write them on the branches
of the mind map. Have groups brainstorm
words related to each one, e.g. traditions:
festivals, dance, performances, and
ceremonies.
- Call on some groups to write their words in
the mind map on the board.
- Teacher introduces the context of the
conversation (A group of international
students, including Peter and Anna, are
discussing the 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

3
 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 Answer key:
for Trang An, H for Hoi An and M for 1. T
Mekong River Delta in the appropriate boxes 2. T
3. H
- Teacher has Ss share their answers with the 4. M
class. Encourage them to provide evidence
from 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)
- 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 Answer key:
sentence. Check understanding and elicit the 1. to be recognized as a mixed heritage by UNESCO
clause that they need to use to fill in the gaps. 2. to enjoy beautiful landscape
3. to learn about Vietnamese history
- Teacher asks Ss to find the clauses in the 4. to promote this kind of cultural heritage of
conversation and fill in the gaps. southern Viet Nam
- Teacher checks answers as a class. Call on
individual Ss to read the complete sentences.

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

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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.
- 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

Date of preparing:
Period 55
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

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 - 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 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.

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 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? - Complex of Hue Monuments
v=zDsjiWWwG80 - Hoi An Ancient Town
- Ss work in 4 groups. Each group is given a big- - My Son Sanctuary
sized piece of paper and markers. - Ha Long Bay

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 - Ss watch the video once and list out names the - Phong Nha – Ke Bang National Park
destinations and cultural heritage sites of Viet Nam - Imperial Citadel of Thang Long
that they see in the video. - Trang An Scenic Landscape Complex
- All teams stick the paper on the boards. - Space of gong culture (Không gian văn hoá
- Teacher checks answers of each group. Cồng chiêng Tây Nguyên)
- Vietnamese Court Music (Nhã nhạc cung
- The group that has the most correct answers is the
đình Huế)
winner.
- 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)
- Teacher plays the recording and asks Ss to listen and Audio script – Track 45:
repeat after each sentence, paying attention to intonation 1. Our class is going on a field trip next
in the sentences. Play the recording as many times as week.
necessary.
2. Put your rubbish in the bin!
- Focus attention on the way the intonation patterns are 3. You can see beautiful caves ,
used (We usually use a falling intonation at the end of
green valleys , and mountains.
statements and commands. When listing things, we
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)

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 - 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 World
- Teacher reminds Ss to raise or lower their voice at the Heritage Site in 1999.
right words. 2. Please turn on the light . It’s dark
- Teacher has Ss mark the changes in intonation in the in here.
sentences individually. 3. Cultural heritage may include
- Teacher has Ss compare their answers in pairs. Check temples , pagodas and
answers as a class. monuments.
4. Tourists can visit the pedestrian
- Teacher puts Ss in pairs again and has them practise
reading the sentences to each other. 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
and match them to their meanings. 2. a
3. e
- Teacher checks answers as a class. Call on one student to
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 be used to Answer key:
complete each of the sentences. Explain that they can use the 1. historical
context clues to help them decide on the word / phrase. 2. historic
- Teacher checks answers as a class. Ask individual Ss to call 3. restore
out the word / phrase they have used in each sentence first. 4. preserve
5. folk
- Teacher confirms the correct answers. Ask Ss to give reasons
why they have chosen the word / phrase for each sentence

8
(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 be monuments there.
used in other structures and have other functions, but this 2. Minh created a website to give
unit only focuses on two uses: to express purpose and to more information about local
modify a noun or noun phrase. historic sites to visitors.
3. Peter took a boat trip around the
- Teacher asks Ss to work in pairs or individually to combine floating market to listen to don ca tai
the sentences. tu.
4. My sister has opened a small shop
- Teacher calls on some Ss to write the sentences on the
behind the museum to sell postcards
board.
and souvenirs to tourists.
- Teacher checks answers as a class and confirms the correct
sentences.

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

9
 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.

Date of preparing:
Period 56

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

10
 Pronunciat Vietnamese
Form Meaning
ion 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 take bài dự thi
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 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 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 English
our heritage? 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

11
 - All groups stick their paper on the board. displays on heritage.
- Teacher checks the answers. - Involve students in documenting local living heritage
- The group with the most appropriate like festivals, performing arts or craftsmen 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.
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 discuss why it is Students’ practice
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 with 1. appreciate (v)
pictures. 2. challenge (n)
- Teacher checks students’ understanding with the “Rub out and 3. trending (adj)
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.

12
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 the 1. A
words are used rather than looking them up in the dictionary. 2. A
- Teacher tells Ss to work in groups to discuss the best option and compare 3. C
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 not 2. C
need to use. 3. A
- Tell Ss to identify key words in the heading first. Remind Ss that the correct 4. B
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, this 1. B
time paying attention only to the parts of the text that contain the answers. 2. A
- Explain that the information in the statements is paraphrased and make sure 3. B
Ss understand the vocabulary and the overall meaning of the statements. 4. C
- 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;

13
- 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 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.

Date of preparing:
Period 57

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

14
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Pronunciati Vietnamese
Form Meaning
on equivalent
1. spread (v) /spred/ to affect or make something affect, be known by, or lan truyền
be used by more and more people

2. involved /ɪnˈvɒlvd/ being part of something or connected with có liên quan

(adj) something

3. cultural /ˈkʌltʃərəl the heritage of tangible and intangible heritage di sản văn hóa
heritage ˈherɪtɪdʒ/ assets of a group or society that is inherited from
(n) past generations.

4. (to) set up /set ʌp/ to create something or start it cài đặt

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 the Key:
game. 1. FOLK MUSIC
2. AWARENESS
3. SOCIAL MEDIA
4. COMPETITION
5. FESTIVAL

15
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 “Rub 4. (to) set up
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 answers. 4. c
- 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 them Answer key:
to read the conversation and complete it with the words 1. D (Let me think)
and phrases in the box. 2. B (Right)
- Teacher explains that the words and phrases in the box 3. A (Well)
are used to keep the conversation going and to show that 4. C (Really)
you are interested in it and encourage the speaker to Tips to keep a conversation going:
continue speaking. - Show that you are interested in it and
- Teacher checks answers as a class. encourage the speaker to continue
- Teacher asks Ss to practise the completed conversation speaking using words and phrases such
in pairs and calls on some pairs to practise the as Yeah, Uh huh, OK, Right, I see,
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.

16
- 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 conversation. Suggested answers:
- Teacher encourages Ss to choose the other ways to preserve Students’ own ideas
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:
- 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.

17
 - 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.

Date of preparing:
Period 58

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
Vietnamese
Form Pronunciation Meaning
equivalent
1. limestone /ˈlaɪmstəʊn/ a type of white rock that contains calcium, đá vôi
(n) used in building and in making cement

18
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 (v) /ˌɪntərˈækt/ if one thing interacts with another, or if two tương tác
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 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 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 dynasty of Viet
- There are 4 questions related to a Nam?
key picture. 2. What is a complex of Buddhist temples in Gia Vien
- T asks Ss to guess the word in District, Ninh Binh Province, Viet Nam?
each puzzle and guess the key 3. Which movie took place in the northern part of Vietnam
picture behind after each puzzle is such as Van Long and Tam Coc (Ninh Binh Province), Ha
opened. Long Bay (Quang Ninh Province)?
- The group which gets the correct 4. What are they? Large holes in the side of a hill, cliff,
answer of the key picture is the or mountain, or one that is underground.
winner. Answer keys:

19
 - Teacher asks the Ss to explain the 1. Dinh Bo Linh / Dinh Tien Hoang
relationship between 4 questions 2. Bai Dinh Pagoda
and the key picture. 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:
- 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 Complex in
+ Where is Trang An? Ninh Binh Province in Northern Viet
+ Is Trang An a World Heritage Site? Nam is called a “Ha Long Bay on land”
+ How big is the area? with numerous caves, mountains, valleys,
+ Have you ever been to Trang An? trees and historic relics.
+ If yes, what did you see and do there? - It covers an area of 10,000ha in Hoa
- Students work in pairs or groups, discuss and raise Lu, Gia Vien and Nho Quan districts and
their voice to answer the questions. Ninh Binh City.
- Teacher sets the scene of the listening part and leads 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 “Rub 4. interact (v)
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)

20
- 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:
guide who is introducing Trang An to tourists. B. The tour guide is talking
about the ecosystem of Trang
- Teacher asks Ss to have a guess about the summary of the talk. An and efforts to preserve it.
- Teacher plays the recording for the first time and asks Ss to 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
2. three protected areas
- Teacher makes sure that Ss understand that they can write up to 3. 600 types
three words per gap, and these words should be the exact words 4. early humans
from the recording. In stronger classes, encourage them to work 5. natural state
out the missing words based on what they remember 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.

21
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
with …
- Teacher tells Ss to base their predictions on the last 1. Hoa Lu Ancient Capital
sentence of the talk (Now, we’ll start our tour with…) 2. Trang An Scenic Area
- Teacher calls on some pairs to present and explain their 3. Tam Coc Scenic Area
predictions to the class. Note that there is no right or wrong 4. Bich Dong Scenic Area
prediction. Encourage Ss to give different answers based on 5. Hoa Lu Special-use primary forest
the signal at the end of the talk.
- Teacher lets Ss work in groups using their smart devices 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.

22
Date of preparing: 29/1/2024
Period 59

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
- 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’ ACTIVITIES CONTENTS

23
 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.

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)

24
- Teacher has Ss work in pairs to match the problems
with the possible solutions.
- Teacher tells Ss to read both notes carefully to have an Answer key:
overview of the problems and solutions before doing the 1. B
task. 2. D
- In stronger classes, encourage Ss to come up with 3. C
more potential problems and possible solutions, e.g the 4. A
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 classify List of expressions:
the items into correct categories. - To talk about problems and
- 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
different contexts. 1. Brand ______ and logo

- There are some tips in designing beautiful and 2. Make it _______: The purpose of the
professional leaflets that students need to know. leaflet

- Students work in groups to fill in the blanks with 3. _____ is the leaflet for?
suitable words in the box to create a list of tips in
designing a leaflet. 4. Speak _____ to people

- Teacher checks their answers and discusses each tip 5. The right spacing
with the whole class.
6. Eye-catching, ______ imagery
- Teacher further elicits some information about which
softwares / websites / applications can help Ss in 7. The power of persuasion
designing leaflet.
8. Call to _______
E.g: Canva, Adobe Photoshop, Adobe Illustrator, etc.

colours different who

25
 directly actions useful

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 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 –
PRESERVE TRANG AN LANDSCAPE
- Teacher has Ss identify these parts in the outline COMPLEX
on page 72 of the student’s book e.g. heading, Trang An (Ninh Binh Province) was the first
subheadings, slogans, one idea per paragraph, call site in Viet Nam to be recognised by
for action,... and also asks them to identify which UNESCO as a mixed World Heritage Site in
information is missing in the outline. 2014. It is famous for its natural beauty and
- Teacher asks Ss to work individually and reads the rich biodiversity. To preserve its beauty, we
instructions for the writing carefully (Ss have to need to identify what problems Trang An may
complete the leaflet with problems that may face and find ways for preserving it.
damage Trang An and possible solutions ). PRESERVING NATURE
Trang An is affected by mass tourism. This
- Teacher gives Ss enough time so that they can kind of tourism can pollute rivers and valley.
finish the leaflet. It can also damage the ecosystem because of
- Teacher goes around the class and provides help the large number of visitors.
when necessary. To preserve Trang An, it is necessary to
organize eco-tours to the heritage sites. We
- Teacher corrects some pieces of writing in class. should also create a sustainable habitat for
wildlife on the heritage site.
- Teacher collects Ss’ writings and provides written
PRESERVING CULTURE
feedback in the next lesson.
Another problem is young people’s lack of
- In weaker classes, provide some suggested
knowledge about our cultural heritage. As a
answers if necessary.
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.

26
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
Peer check Writing rubric
1. Organization: …/10
- Teacher has the pairs swap and give feedback on each 2. Legibility: …/10
other’s writing. Teacher shows a writing rubric to help Ss do 3. Ideas: …/10
the peer review. 4. Word choice: …/10
- Ss do the task as required. 5. Grammar usage and
- After peer review, Ss give the writing back to the owner mechanics: …/10
and discuss how to improve it. TOTAL: …/50
- Teacher then chooses one piece of writing and 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 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.

Date of preparing: 29/1/2024

Period 60
UNIT 6: 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 collaborative and supportive in pair work and teamwork
3. Personal qualities
- Responsible for preserving our heritage.

27
II. MATERIALS
- Grade 11 textbook, Unit 6, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Pronunciati Vietnamese
Form Meaning
on equivalent
1. crowdfunding / the practice of funding a project or an huy động vốn từ
(n) ˈkraʊdfʌndɪŋ activity by raising many small amounts of cộng đồng
/ money from a large number of people,
usually using the internet

2. non-profit (adj) /ˌnɒn ˈprɒfɪt/ without the aim of making a profit phi lợi nhuận

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
- 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
- Provide vocabulary and useful language before assigning
deliver a speech
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:

28
 - 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.

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.

29
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.
- Teacher plays the recording once in stronger classes 3. B
or twice in weaker classes if necessary. 4. C
- 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 …?
- 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 expressions Situation 1.
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

30
 be Student A, who will be Student B, and have them B: Sure. Go straight ahead until you get to
underline key words in the task question). Have them Hung Vuong Street. Turn left and walk
write down some prompts to help them. Encourage straight on for a few minutes. You’ll see it
them to swap roles. on your left.
- Teacher walks round the class and provides help Situation 2.
when necessary.
B: Excuse me. How can I get to Ha Noi
- Teacher asks some pairs to role-play their Flag Tower?
conversations in front of the whole class. Praise for
good effort, clear pronunciation and fluent delivery. A: Sure. Walk along Phan Dinh Phung
Street and take the second turn on the 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.
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 pictures. 1. crowdfunding (n)
- Teacher checks students’ understanding with the “Rub out and 2. non-profit (adj)
remember” technique.
3. regardless of (prep)
- Teacher reveals that these words will appear in the reading text
and asks students to open their textbook to discover further. 4. fine (n)
5. unique (adj)
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 been to any Answer key:
heritage sites outside Viet Nam? What did you see there? Was it 1. Italy
preserved in its original state? Do you know any cultural heritage 2. Spain
such as traditions or folk music from other countries?) 3. Australia
- 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

31
 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 they - Are the methods of
can use them in their discussion. preserving heritage in the text
used in Viet Nam?
- In stronger classes, encourage Ss to come up with other ideas - Which one do you think
about effective methods to preserve heritage in Viet Nam e.g. works best in Viet Nam?
installing donation box at the heritage sites, introducing folk arts
to schools,…
- Teacher calls on some groups to present their ideas 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 8 - Looking back and project.

Ký duyệt tuần 21, ngày 1/2/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 14/2/2024

Period 61
UNIT 6: PRESERVING OUR HERITAGE

32
 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
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;

33
 - 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 board.
winner. 2. Tours are a tried-and-true method for building a community’s
- Teacher checks answers for appreciation for its historic resources and significant
the whole class. architecture. Put together a bus tour that takes guests past
- Teacher leads in the lesson. 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:
- 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:

34
 the changes in intonation in the sentences with falling 1. The trip to Hoi An Ancient Town was
tone, or level-rising tone. amazing.
- Teacher plays the recording several times if 2. Please turn off the air-conditioner. It
necessary. wastes too much electricity.
- Teacher asks some Ss to read the sentences aloud in 3. A boat tour is the best way to experience
front of the class. wildlife habitats.
4. In Ha Long Bay you can go swimming,
- Teacher puts Ss into pairs and have them read the
sentences to each other. Encourage them to use correct diving and fishing.
intonation. Praise Ss who try to speak with 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
4. protected
- Teacher checks answers as a class. Ask some Ss to
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.
- Teacher has Ss do this activity individually, then 1. Mai went to Soc Son to attend the Giong
compare their answers with a partner. Festival.
- Teacher checks answers as a class. Ask some Ss to 2. The first place to visit on the trip is Hue
write the sentences on the board and explain the Imperial Citadel.
changes they made to the original sentences. 3. Our music teacher gave lessons in 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
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.

35
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.

Ký duyệt tuần 22, ngày 15/2/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 18/2/2024
Period: 62

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 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

36
 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 so
that they can help each other.
to a large number of language 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

37
 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

38
 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
the meanings. 2. entrance exam
3. academic education
- Teacher has Ss compare and share their answers with 4. vocational school

39
 the class.
* Extension
- Check answers as a class.
Suggested phrases:
Extension: Put Ss into groups and have each group
write as many phrases as they can with the words primary/ vocational/ university education,
education, school and exam . Set a time limit of five pursue/ get/ receive (your/an) education,
minutes. When the time is up, put up their lists of education system/ programme; go to/
phrases on the board. Ask Ss from different groups to start/quit/ leave school, primary/ secondary
read them aloud and count the correct ones. The school; take/ do/ sit/ pass/ fail an exam,
winner is the group with the most correct phrases. revise for an exam, exams in Maths/
English, exam 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.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practise speaking skills;
- To help Ss memorise the basic knowledge of the topic.
b. Content:
- Role-play
c. Expected outcomes:
- 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

40
 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
- Do the workbook exercises
- Prepare for Lesson 2 - Unit 7.
- Prepare for the project in Lesson 8

Date of preparing: 18/2/2024

Period: 63

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;
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

41
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 that they can
Students are reluctant to help each other.
work 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
Students may lack activity).
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-
- 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.

42
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
the sentences with correct intonation. 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 of the use of 4. When does the course start?
rising and falling intonation in Wh- and Yes/No
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
- Teacher plays the recording several times, if necessary,
pauses after each sentence for Ss to repeat. about 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

43
- Teacher checks students’ pronunciation & intonation 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 using the words in meaningful contexts.
b. Content:
- Task 1: Match the words and phrases with their meanings.
- Task 2: Complete the sentences using the correct forms of the words and phrases in 1.
c. Expected outcomes:
- Students can identify the meaning of words, memorise them and use them in meaningful contexts.
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 3. a
asking Ss to match the rest individually or in pairs. 4. e
5. b
- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the words and phrases in 1. (6 mins)
- Teacher asks Ss to read the sentences carefully and decide Answer key:
which word in Task 1 can be used to complete each of the 1. higher education
sentences. Tell them to change the forms of some words if 2. qualifications
necessary. 3. school-leavers
- Teacher checks answers as a class. Have Ss call out the word 4. vocational education
they have used in each sentence first. 5. graduation
- Teacher confirms the correct answers. Ask Ss to explain the
Suggested answer:
meaning of each word using the definitions in Activity 1.
- Teacher asks some Ss to read the complete sentences. Every year, thousands of school-
leavers finish secondary education.
Extension: In stronger classes, have Ss play a game Most of them choose to continue
individually or in pairs. Each student or pair writes a short their study in either higher
meaningful text in which all four phrases have been used. Give education institutions or vocational
a time limit of three minutes and have each student or pair education institutions. These
read out their texts. The other Ss give a mark out of 10. Have students believe that with the right
Ss add up their marks. The winner is the student or pair with qualifications from these
the highest score.
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.

44
4. ACTIVITY 3: GRAMMAR (15 mins)
a. Objectives:
- To help Ss recognise and practise perfect gerunds and perfect participle clauses in grammar exercises
- To help Ss practise perfect gerunds and perfect participle clauses in a speaking activity
b. Content:
- Task 1: Find and correct the mistakes in the following sentences.
- Task 2: Rewrite these sentences using perfect participle clauses.
- Task 3: Work in pairs. Make sentences, using perfect gerunds and perfect participle clauses.
c. Expected outcomes:
- Students can identify the use of perfect gerunds and 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 Answer key:
read the rules for using perfect gerunds. Check 1. I forgot have discussed this topic with
understanding by asking, e.g. Which verbs are often you. 🡪 having
followed by a perfect gerund? (admit, deny, forget, and 2. Had won many maths competitions
remember); Can a perfect gerund be used as a subject / helped me to win a place at university.
an object? (Yes); What are the similarities between
gerunds and perfect gerunds?(They both can be used 🡪 Having
as subjects and objects); What are the differences 3. Nam regretted not having choose a
between gerunds and perfect gerunds? (Their forms; more interesting course at university.
perfect gerunds refer to the actions that were 🡪 chosen
completed in the past) 4. He was proud of had won the first place
in a biology competition.
- Teacher tells Ss to work in pairs or individually to
complete the activity. 🡪 having
- Teacher checks answers as a class. * Extension
Suggested sentences:
- Extension: Write more sentences with mistakes in
using perfect gerunds on the board and have Ss correct - The thief denied stolen the expensive
them in pairs. watch (denied having stolen).
- I remember saw this advertisement
(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 1. Having listened to an introduction to
uses of perfect participle clauses. the course
2. Having failed the university entrance
- Teacher asks Ss to read each sentence carefully and
exams
decide how they can complete another sentence with a 3. Not having studied hard enough
participle clause that still has the same meaning as the 4. Having answered the job interview
given one. questions
- Teacher has Ss work in pairs to write the sentences.
- 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

45
 sentence. The other students, without looking at the
book, say 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 Having completed the project gave us a
gerunds and perfect participle clauses. feeling of satisfaction.
- Teacher encourages Ss to apply the vocabulary they Having finished school, I can apply to
have learnt in the lesson.
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.

Date of preparing: 18/2/2024

Period: 64

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.
- Develop presentation skills;
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
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, Reading

46
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. opportunity (n) /ˌɒp.əˈtʃuː.nə.ti/ a time when a particular situation makes it possible to do
or achieve something

2. independently /ˌɪn.dɪˈpen.dənt.li/ without being connected with or influenced by something

(adv) 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 about Provide students with the meaning and pronunciation of
some lexical items. words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment for
2. Students may have underdeveloped
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:
- 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 answer some questions about the options after leaving school.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Answer the questions.
- Teacher asks Ss to look at the pictures

47
 of a university student and a vocational
school student. Have them work in pairs
and discuss which of the two options is
more common in the area they live in.
A vocational school A university student
- Teacher encourages Ss to think of other student
options.
Questions:
- Teacher invites some pairs to share
1. Which of the two options for school-leavers is more
their answers with the class. common in your town?
2. Can you think of other options?

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

2. ACTIVITY 1: PRE-READING (6 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-in
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words before reading the text
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching (5 mins)
- 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 “Rub 3. hands-on (adj)
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 in their notebooks.

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

a. Objectives:
- To help Ss practise guessing the meaning of words from context;

48
- To develop reading skills for general information & specific information about the educational
journey for school-leavers
b. Content:
- Task 2. Read the article. Match the highlighted words with their meanings.
- Task 3. Read the article again. Match the headings (1–3) with the paragraphs (A–B). There is one
extra heading.
- Task 4. Read the article again and complete each gap with ONE word.
c. Expected outcomes:
- Students can get the general ideas and identify some specific information from the text to 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 of Answer key:
each highlighted word, and looking for clues that they can use to 1. e
guess the meaning, e.g. the first word "formal" in this context is 2. c
used as an adjective to describe the ‘learning’ to get ‘an academic 3. a
degree’. Among the given options, option ‘e’ (received in a 4. b
school, college, or university, with lessons, exams, etc.) is the 5. d
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)
- Teacher elicits strategies Ss can use to read texts for main ideas, Answer key:
e.g. paying attention to the topic sentence in each paragraph, A - 3
highlighting key information, or searching for conclusions. B-1
- 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 summary Answer key:
of the main points of the two body paragraphs. 1. formal
- Teacher has Ss read the points in the table and predict the words 2. degree
they will need to complete the gaps. 3. trade
- Teacher reminds Ss of the maximum number of words they can 4. apprenticeship
use in each gap. 5. training
- 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.

49
 - 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
Suggested answers:
- Teacher asks Ss to read the questions and choose their
A: Which option will be appropriate
options. In stronger classes, ask Ss to write down the
reasons for their option. for you after leaving school, B?

- Teacher has Ss work in pairs to discuss their options. B: Well, I’m very interested in
chemistry and want to become a
- Teacher encourages Ss to explain why they think this is
chemistry teacher. That’s why I think I
the option for them. Walk round the class and offer help
with any words or expressions Ss may not know. Invite will study chemistry at a university.
some pairs of Ss to share their ideas with the whole class. How about you, A?
- Teacher asks other students to listen and give comments. A: I’ve always wanted to become a
- Teacher gives feedback and gives marks to Ss’ chef in a famous restaurant. I think a
performance. cooking course at a vocational school
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.

50
- Prepare for the next lesson – Speaking.

Ký duyệt tuần 23, ngày 19/2/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 25/2/2024

Period: 65
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;
- 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:

51
- 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’ 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 vocational training academic study
education. ●cost less ● can earn more
- Teacher has Ss work in pairs to complete ●provide shorter ● develop critical
them with the suggested ideas and add their duration of study thinking skills
own ideas. ●develop practical ● develop research
- Teacher checks comprehension and explains skills skills
any phrases Ss may find hard, e.g. low cost, ●can find jobs quickly ● personal
critical thinking skills, duration of study. ●easier admission development
requirements ● career preparation
●flexible programmes ● social experiences
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

52
 summary of the benefits.
- Teacher puts Ss into pairs to discuss and decide on the
Tips to end a conversation or
order of the speakers’ lines in the word box to complete
the conversation. discussion:
- Teacher tells Ss to read the useful expressions in the We can end a conversation or discussion
Tips box and ask if the speakers have used any of them by:
to end their conversation. • summarising it, e.g. We’ve decided …/
We’ve agreed to …/ We’ve covered
- Teacher checks answers as a class.
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.

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
see how these phrases are used.
think it will help students develop
- Teacher has Ss list the benefits of academic study from critical 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
Ss to look at the list and put them in the order of get more opportunities to continue
importance. their studies after graduation.
B: I can’t agree more. So, we’ve
- In weaker classes, ask Ss to look at the model decided on the three main benefits:
conversation in Activity 2, underline the benefits of developing critical thinking skills,

53
 developing research skills, and having
vocational training, then they can replace them with the
more opportunities for further studies.
benefits of academic study. T can also write some prompts A: Great! We’re now ready to report
on the board, e.g. Now 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.

4. ACTIVITY 3: FREE PRACTICE (12 mins)

a. Objectives:
- To help some students enhance discussing and presentation skills;
- 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.
c. Expected outcomes:
- Students can use the language and ideas from the unit and develop their own ideas to discuss and
then present options for school-leavers.
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 more
In our group, we discussed both
suitable for.
options and agreed on the
- For a weaker class, T can provide a sample plan as follows:
following. Academic study is
+ group members take turns expressing their opinion about
suitable for hard-working
which option is suitable for which students
students who are highly
+ groups decide on the most common opinion
motivated and want to achieve
+ groups prepare an outline of their summary and decide how to
their goals. Gifted students who
present it
have a particular talent, such as
- Teacher tells groups to choose a group leader whose role is to
a maths or music talent can also
keep the discussion going and ensure that everyone has a chance
benefit from university
to speak. Remind members that they need to listen without
education.
interrupting their classmates, wait for their turn to speak, and
contribute ideas. Vocational training is more
- Teacher walks around to offer help Ss, if necessary, and suitable for students who learn
encourages quiet group members to get involved. through practical experience or
- Teacher invites some groups to report the summary of their by doing. It is also suitable for
students who have decided on a

54
 discussion and answer any questions from the rest of the class. specific trade job, such as a
- Teacher encourages the rest of the class to follow their friends’ restaurant cook, a mechanic, or
performance and compare with their own ideas. a hairstylist.
- 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.

Date of preparing: 25/2/2024

Period: 66

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 and memorise vocabulary to talk about
vocational courses.
- Develop listening skills: listening for the main idea and listening for specific details
2. Competences
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Get ready and be responsible for the education options after leaving schools
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 language
deliver a speech. 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 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.

55
 - 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 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 through listening.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Look at the picture and discuss the questions.

- 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. Questions:
1. What kind of vocational course are they
- Teacher invites some Ss to share their answers or taking?
their partner’s answers with the class. 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
cooking.
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.

56
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 can identify the meanings and can 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 vocabulary items from
Answer key:
the listening. Tell students to study the context clues carefully, then read the
given options for each word in bold and try to choose the correct one. 1. B
- Teacher has Ss check their answers in pairs. 2. A
- Teacher confirms the correct answers as a class. 3. B
e. Assessment
- Teacher checks students’ answers and 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 about vocational courses;
- 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?
- Task 4. Listen to the conversation again and complete the notes below. Use no more
than TWO words for each gap.
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)
- Teacher asks Ss to read the instructions to find out the context of this activity Answer key:
and its aim of listening for the main idea. B
- Teacher has Ss read the options carefully and check if they understand them
- Teacher plays the recording and have Ss listen and choose the correct option.
- Teacher asks Ss to compare their answers in pairs or 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

57
 words for each gap. (12 mins)
- Teacher has Ss read through notes carefully and check if they understand all the Answer key:
vocabulary. 1. months
- Teacher asks Ss to think about the type of information they will need to answer 2. professional
each of these questions, e.g. 1. length of time; 2. type of courses; 3. jobs/people 3. restaurant
in certain professions; 4. positions in a real restaurant; 5. booklet or magazine. cooks
- Teacher reminds Ss of the word limit they will have for each answer. 4. apprentice
- Teacher plays the recording. Ask Ss to listen and fill in the gaps within the 5. (school)
word limit. brochure
- Teacher has Ss compare their answers.
- Teacher checks answers as a class and confirms 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’ answers and interations.
- Teacher’s feedback and peers’ feedback.

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

a. Objectives:
- To check students’ understanding and memorisation of the information in the recording;
- To give students an opportunity to personalise the language and ideas from the recording in a
speaking task.
b. Content:
- Task 5: Work in groups. Discuss the following questions.
c. Expected outcomes:
- Students can use the language and ideas from the listening, and their own ideas to discuss a cooking
course.
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 School I’d be interested in a cooking course
(names of courses, length of study, apprenticeship, brochure because cooking has always been my
about the courses). hobby. In addition, I think the time of
- Teacher puts Ss into groups to answer the question. Walk training is quite short, and the cost is
round the class and offer help. For weaker classes, give them also affordable for me and my
some suggestions, e.g. cost, number of students in a class, family.
job opportunities after finishing the course, … Make sure Ss I like the fact that this course also
take notes of their ideas. provides apprenticeship
- Teacher invites Ss from some groups to share their ideas opportunities. This will help me fіnd
with the whole class. a suitable job immediately after I
fіnish the course.
e. Assessment
- Teacher’s observation on Ss’ discussion. Provide help if necessary.
- Teacher’s feedback and peers’ feedback.

58
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.

Date of preparing: 25/2/2024

Period: 67

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 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

59
c. Expected outcomes:
- Students join the game enthusiastically 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 training
- There are 4 questions which relate to a key and skills
picture. 2. A person working for an employer to learn a skill
- T asks Ss to guess the word in each puzzle or a job
and guess the key picture behind after each 3. A small book giving information about something
puzzle is opened. 4. A person who has just left school
- The group which gets the correct answer of Answer key:
the 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.

60
 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 1. Greeting: Dear Sir/Madam, (or name if
known)
- Teacher explains more about the structure of the 2. Reason(s) for writing: I would like to have
letter and useful expressions. more information about …/I am writing to
- Students note down the information. 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.

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

a. Objectives:
- To help Ss familiarize with the structure and language of an opinion essay, and write their own essay
based on the outline.
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 based on the given outline.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 2. Write a letter (140–170 words) to request information about the courses in 1.
- Teacher tells Ss that the letter is to request Sample letter:
the information about the courses in Dear Sir or Madam,
Activity 1. I am writing to ask for more information about the
- In stronger class, encourage students to tour guide training courses at the SGV Vocational
make more inquiries. School. I am over 18 years now and I am very
- Teacher has Ss work individually to write interested in travelling and exploring different
their draft. cultures. I would really like to apply for one of your
- Teacher collects Ss’ writings to mark and courses.
provide written feedback in the next lesson. First, I would appreciate it if you could tell me what
- Extension: Put Ss in pairs and ask them the entry requirements are. I finished upper-secondary
to swap their draft letter for peer feedback. school last summer. Could you please let me know if I
Encourage Ss to revise their letter and need to take a test? If there is one, please let me know
correct any mistakes before submitting. 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

61
 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’ writings.
- 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 other’s 1. Organization: …/10
writing. Teacher shows a writing rubric to help Ss do the peer 2. Legibility: …/10
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 and 5. Grammar usage: …/10
discuss how to improve it. TOTAL: …/50
- Teacher then chooses one piece of writing and gives 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 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.

62
 Ký duyệt tuần 24, ngày 26/2/2024
Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 3/3/2024
Period: 68

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;
- 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 that they can
Students are reluctant to help each other.
work 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
Students may lack activity).
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.

63
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’ CONTENTS

ACTIVITIES
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 1. How many people are there in the
answers for the questions conversation?
- Teacher calls some Ss to share and confirm 2. What is the man doing?
the 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

64
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 you? proposing
• When’s another time/date
convenient for you? • Sorry, I’ve got
another
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.
write some prompts on the board. In stronger classes, But 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 what.
2.
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
- Teacher praises for good effort, clear pronunciation, that 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?

65
 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.

3. ACTIVITY 2: CULTURE (18 mins)

a. Objectives:
- 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.
- 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 get some information from the text about education after secondary school in the UK..
- Students can relate to Viet Nam and identify 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 already Answer key:
know about UK education after secondary school, e.g. What do 1. 18
you know about UK education after school? What are the 2. technical education
options for school-leavers in the UK? Is higher education in the 3. higher education
UK free? 4. university courses
- Teacher asks Ss what they want to know about the topic, e.g. 5. bachelor’s degree
At what age do students leave schools? Do 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 which Suggested answer:
summarises the information about the UK education after Similarities
leaving school. Both systems provide vocational
- Teacher asks Ss to work in pairs, draw a similar table for Viet education after secondary school.
Nam, discuss and fill in this table.
Students in both countries can

66
 - In pairs, compare these two tables. Discuss the similarities and start university at 18.
differences between education after leaving school in Viet Nam Differences:
and in the UK. In Viet Nam, students can leave
- Teacher invites several groups to report their discussion. school at 15 after they finish
Praise for good effort, clear pronunciation, fluent delivery and lower secondary school.
interesting ideas.
In some parts of the UK, students
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.

Date of preparing: 3/3/2024

Period: 69
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;

67
 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 skills 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 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 without 3. apprenticeship
answering the question. 4. institution
- If they choose the other numbers, one student of a group picks up 5. graduation
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.

68
- 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
delivery. 4. Who would like to train to become a
tour 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
- Teacher asks Ss to 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 individual my cousin
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)

69
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 can give an oral presentation about choosing a perfect educational institution
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 of Students’ presentations
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.

Date of preparing: 3/3/2024

Period: 70
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;

70
 - 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;
3. Personal qualities
- Be responsible for their own lives and get prepared to live independently in the near future
- Be honest to earn trust from parents and other people
- Actively join in class activities & develop their 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 (n) /trʌst/ the belief that sb/sth is good, sincere, honest,
(earn sb’s trust) etc.

3. (to) convince /kənˈvɪns/ to make someone feel certain that something is

true

4. responsible (adj) /rɪˈspɔnsɪbəl/ having the job or duty of doing sth or taking
care 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 so
Students are reluctant to work in 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 deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they can
help each other.

71
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 between 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 + Cook for yourself
and independent lifestyles 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 + Think twice before deciding
the winner. + Get enough good sleep
- Teacher asks the winner to go to the board and - Dependent lifestyle
show the correct answers. + Keep asking parents for money
+ Wait for parents to cook
+ Not do the 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 to learn the vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can identify some new words related to the topic before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. independent (adj)

72
 - Teacher explains the meaning of the new vocabulary by 2. trust (earn sb’s trust)
pictures, or explanations. 3. convince (v)
- Teacher checks students’ understanding with the “Rub out and 4. responsible (adj)
remember” technique. 5. encourage (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 more words and phrases related to the topic ‘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 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 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 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,

73
e.g. Who can manage their money? Who helps Answer key:
with the household chores? Who is good at 1. Mark
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, e.g. 3. responsibilities
No 1 is a noun beginning with the letter ‘c’. No 2 4. money-management
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
- Check answers by having individual Ss read out 2. a

74
 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 practise speaking skills;
- To help Ss memorise 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. The
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

75
 Ký duyệt tuần 25, ngày 4/3/2024
Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 9/3/2024
Period 71
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;
3. Personal qualities
- Actively join in class activities & develop self-study skills.
- Be willing to help their friends to complete learning tasks

II. MATERIALS
- Grade 11 textbook, Unit 8, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis

Structure Example
Cleft sentences with It is/was …
who/that… 1. It was Nam that/who taught Mai how to use the
app in the library last weekend. (Focus on Nam - S)
- A cleft sentence is used to focus on a
2. It was the app that Nam taught Mai how to use in
particular part of the sentence and to
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 so
Students are reluctant to work in groups. that they can help each other.
- Provide feedback and help if necessary.

76
 - 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: https://www.youtube.com/watch?
- Ss work in 4 groups. Each group is given a big-sized v=VLCgMkTIdLA
piece of paper and markers. Suggested answers:
- Ss watch the video once and list out what to do to be - Learn how to save
independent. - Set rules for yourself
- All teams stick the paper on the board. - Cap your spending
- Teacher checks the answers of each group. - Respect to be respected as an individual
- 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 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 say the sentences with correct 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

77
 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 time,
have them repeat the sentences. 2. Why don’t you answer your phone?
- Have Ss read the notes in the Remember! box.
3. Would you like me to help you install the
- Ask Ss to work in pairs and take turns to read the
sentences. Call on some Ss to read them out loud. software?
- In stronger classes, T can explain that the fall-rise
intonation helps make invitations, suggestions, and 4. Can you show me the money-management
requests sound friendlier or more polite. app you told me about?

Task 2: Listen and pay attention to the fall-rise intonation in the following sentences. Then
practise 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 wrong 2. Could you please pay attention when I’m
pronunciation. talking to you?
- In stronger classes, ask individual Ss to read each 3. Why don’t we use public transport to go
sentence first, and then play the recording for them to
check if they have correctly said the sentences. 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 them
out loud. course?
Extension: In stronger classes, have Ss write their
own sentences expressing invitations, suggestions,
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 can identify the meaning of words, memorise them and are able to use them in meaningful
contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

78
 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 they 3. b
need to look for in the given definitions, e.g. What part of speech do
you need to look for in the definition of ‘self-motivated’? Which 4. c
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 them Answer key:
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. motivate
- Have Ss call out the word they have used in each sentence before
checking answers as a class. 5. self-motivated
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
motivates her classmates. 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 identify 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

79
 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 Answer key:
read the explanations and the examples. 1. is John that/who is saving his
- Check understanding by asking questions, e.g. When do pocket money
speakers/writers use cleft sentences? (when they want to 2. is 20 dollars that he gets every
focus on a particular part of the sentence), What is the week
structure of this type of cleft sentence? (begins with It and 3. was last weekend that John earned
the focus of the sentence is put after is / was). 4. was gifts for friends and family
- Have Ss do the sentences individually or in pairs. members that
- Check answers as a class. 5. is by doing household chores with
- In weaker classes, write the sentences on the board and children that parents
explain the structures, e. g. ‘It was at the age of seven that I
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.
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 A: Is it your mum who does the
weaker classes, model a short conversation with a student. laundry at home?
- Have Ss first brainstorm verbs that can be used in the B: No, it is my brother who does the
clauses, and write them down as prompts, e.g. do the laundry. Is it you who tidies up your
laundry, vacuum the floor, water the plants, walk the dog, room?
make the beds, iron the clothes. A: Yes, it is who tidies up my own
- Put Ss in pairs and have them take turns to ask and answer room.
the 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.

Date of preparing: 9/3/2024

80
Period 72

UNIT 8: A LONG AND HEALTHY LIFE

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;
3. Personal qualities
- Be responsible for their own lives and get prepared to live independently in the near future
- Actively join in class activities & develop their 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 of
some lexical items. 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:
- 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 game
c. Expected outcomes:
- Students can find out the keywords based on the definitions given by the teacher.
d. Organisation

81
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Guessing game Suggested words: cook, live alone, get around,
- Ss work in groups. relax, communicate, work
- Call one student from each group 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 is passed 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 introduce the topic of the reading and get Ss involved
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 reflect on how independent they are.
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.

- Have Ss read through the rubrics. Invite some Ss to read the questions out Students’ answer
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 observes 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;

82
- To develop reading skills for specific information.
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 understand ideas 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 idea. Walk round the
class and provide help if necessary. Answer key:
- In weaker classes, go through the options and check A-5
- Ask Ss to work in pairs to discuss and compare their answers. B-4
- In weaker classes offer help if they cannot decide on the correct answers. C - 3
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.
- Focus Ss’ attention on the context of the highlighted words and have them Answer key:
look for clues offering direct or indirect suggestions about their meanings, e. g. 1. c
Ss can match ‘1. get around’ with ‘c. to be able to travel to different places’ 2. e
because they can use the words ‘transport, walking, cycling’ as clues. 3. b
- If necessary, tell Ss that all phrases are phrasal verbs and their meaning is 4. a
idiomatic. 5. d
- 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.
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 steps. Check Ss’
Key:
understanding and explain new / difficult vocabulary for them if necessary.
- Ask Ss to read the text again. Have Ss work individually and fill the gaps. 1. many solutions
Encourage them to discuss and compare their answers with a partner. 2. best option
- Check answers as a class. Have Ss explain the answers by providing evidence
from the article. 3. a to-do-list
Extension: Have Ss create a diagram with information from paragraphs. Help 4. night’s sleep

83
 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 to work in groups and present their
diagrams to the class.
e. Assessment
- 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 of
- Ask Ss to work in groups of three or four.
us have several basic life skills such as
- Have Ss talk about the skills they have, brainstorm getting around by ourselves, cooking
and suggest other skills they think they need to healthy meals for our family, cleaning the
become independent.
house, and doing laundry. Unfortunately, we
- In stronger classes, encourage Ss to use cleft don’t quite know how to manage our money
sentences if possible, e.g. It is getting around using and time. It is the money-management and
public transport that teenagers need to become time-management skills that we have to
independent or It is the time-management skills that I develop. Also, we agree that teenagers need
already have.
emotional skills. It’s important for teens to
- Ask Ss from different groups to share their ideas understand and manage their emotions. It is
with the rest of the class. Praise for good answers and emotional skills that help teenagers behave
fluent delivery. appropriately, make friends, and become
independent.
e. Assessment
- Teacher’s observation on Ss’ discussion.
- 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.

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- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Date of preparing: 9/3/2024

Period 73
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
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills
3. Personal qualities
- Be responsible for their own lives and get prepared to live independently in the near future
- Actively join in class activities & develop their self-study skills

II. MATERIALS
- 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.

85
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 memorise some of the steps.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link:
- Teacher asks Ss to watch a video about how to boil https://www.youtube.com/watch?
eggs. v=FTha4zARGN4
- Students watch the video and note down the steps of
how to boil eggs. Ss raise hands to answer some Questions:
questions related to the video. + What should we prepare?
+ What are the steps to boil eggs?

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

2. ACTIVITY 1: CONTROLLED PRACTICE (10 mins)

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 get some ideas on how to do the laundry.
- Students can identify the language and structures to give detailed instructions.
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 man doing? What Key:
life skill are the pictures showing? (He’s loading a washing machine. He’s 1. B
adding washing detergent to the detergent drawer. They are showing how to 2. D
use a washing machine.) 3. E
- Have Ss work in pairs to discuss the first question. Set a time limit of two 4. C
minutes and invite some pairs to share their answers with the class. 5. A
- Tell Ss to look at the diagram and read through the steps. Explain any new
words or phrases.

86
 - 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, focusing on how to do
the laundry and check their comprehension. Key:
- Have Ss decide on the right choices. Tell them to work in pairs to check and 1. sort
discuss their answers. 2. Secondly
- Check answers as a class. 3. load
- Alternatively, call on some Ss to take turns and share their answers with the
4. remove
whole class. Correct any wrong answers. In stronger classes, ask other Ss to
5. Finally
decide if the answers are correct and give explanations.
e. Assessment
- Teacher observes and gives feedback.

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

a. Objectives:
- 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 give instructions. (p.91)
c. Expected outcomes:
- Students can give instructions on cooking rice in a rice cooker.
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)

87
 - Ask Ss to study the pictures with steps in cooking rice in a
Suggested answer:
rice cooker. Tell them that this is one of the basic life skills
teenagers need to become independent. There are several steps in cooking
- Check to make sure Ss understand the vocabulary used in rice in a rice cooker. First of all, rinse
the pictures. Explain any difficult words / phrases or the rice to remove any dirt. Secondly,
structures. measure the rice and the water. You
- Have Ss refer back to the sample and tips in Activity 2 to should add two cups of water for
help them. Ask Ss to work in pairs. They should give every cup of regular rice. Then,
instructions to each other on how to cook rice in a rice combine the rice and the water in the
cooker.
non-stick bowl that comes with the
- Walk round to provide help if necessary.
rice cooker. Finally, turn on the rice
Extension: Have Ss think of another life skill and write
detailed instructions, e. g. cleaning your bedroom. There are cooker and wait for a few minutes
several steps in cleaning your bedroom. First of all, pick up until the rice is cooked.
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 their 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 further practise giving instructions.
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 rice Additional steps
in a rice cooker. 1. Use cold water to rinse the rice to remove
- In weaker classes, provide more help by making
suggestions of the steps and tips by asking questions, dirt and starch. For best results, rinse the
e.g. Do you use a non-stick container in the cooker? rice until the water runs clean.
Do you have to clean the container? Should you 2. Read the rice cooker instruction manual.

88
 check if the rice cooker works? Is it necessary to 3. There are different types of rice so make
identify the type of rice to find out how much water it
sure you adjust the rice to water ratio
needs? etc. You can offer help by writing or accordingly.
projecting the questions / steps / tips on the board.
- Walk round the class to provide help when 4. Measure the rice and water: 2 cups of
necessary. water for 1 cup of white rice.
5. Combine the rice and water in the non-
- Invite some groups to present their instructions with
additional steps / tips clearly in front of the class.
stick bowl.
- Praise groups for good effort and clear, detailed 6. Turn the cooker on and wait until the rice
instructions. is cooked.
7. Let the rice sit in the rice cooker for 10
minutes after cooking to make it fluffy.
8. Do not leave the cooked rice in the rice
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.

Ký duyệt tuần 26, ngày 11/3/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 16/3/2024

Oeriod 74
UNIT 8: BECOMING INDEPENDENT

89
 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. Competence
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be responsible for their own lives and get prepared to live independently in the near future
- Actively join in class activities & develop their self-study skills

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 can identify steps to follow when learning a new thing.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Reorder the steps Steps:
- Show some jumbled sentences on the screen. 1. Reward yourself at important milestones.

90
 - Ss discuss in pairs to put the steps in the correct 2. Learn through practical experience.
order when they want to learn a new thing. 3. Teach yourself using many sources.
- Ss raise their hands to answer. 4. Compare your work with an expert's.
- Teacher checks answers as a class. Suggested answer: 3-2-4-1

e. Assessment
- Teacher collects Ss’ 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 identify 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 check
comprehension. Explain or teach any difficult vocabulary. Students’ answer.
- 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 all the 4 questions.
e. Assessment
- Teacher observes and gives feedback.

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

a. Objectives:
- To help Ss practise listening for the main idea and specific information about becoming independent
leaners
- 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:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.

91
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 between Mai and Answer key:
Mike. 1. C
- Ask Ss to read through the questions and the choices before they listen to 2. A
the talk. 3. B
- Make sure that Ss understand the vocabulary. Elicit or explain any 4. B
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 underline key words
to help them work out the answers. Answer key:
- Focus Ss’ attention on the instruction ‘using no more than THREE words 1. Four / 4
or a number’. 2. Their own learning
- Ask Ss if they can answer any of the questions without listening to the 3. (Detailed) study
recording again. Write their answers on the board.
plans
- Play the recording once in stronger classes and twice in weaker classes.
4. Asking difficult
- If time allows, ask Ss to discuss their answers in pairs.
- Check answers as a class. Play the recording, pausing at the places where questions
Ss can hear the answers.

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

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

a. Objectives:
- To check students’ understanding and recall the information in the recording;
- To help students enhance their presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:

92
- 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 talk about their characteristics of
independent learners.
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 next to Quang, and me. We are all self-
the relevant characteristics. motivated, responsible, hard-
- In stronger classes, have Ss discuss why they think they have working, and curious. However, we
these characteristics and note down the answers on the list. think independent learners need
- Brainstorm some more characteristics of independent more skills. Minh wants to develop
learners and write them as prompts, e.g. critical thinking, self- critical thinking skills because
confident, discipline, self-evaluation. Ask Ss to explain each these skills will help her make
one or give examples, e.g. They think critically of a situation, better decisions. Quang needs time-
analyse all possible sides and come up with different management skills to get more
solutions. done in less time. I’d like to be
- Give Ss some time to discuss and decide on the more self-confident so as to deal
characteristics they want to develop in the future. Encourage with challenges, overcome
them to provide reasons, e.g. I want to develop critical difficulties, and better
thinking skills because these skills will help me make better communicate with people.
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.

93
Date of preparing: 16/3/2024
Period : 75

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. Competence
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be responsible for their own lives and get prepared to live independently in the near future
- Actively join in class activities & develop their self-study skills

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 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 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:https://www.youtube.com/watch?
- Teacher asks Ss to watch a video. v=mtYahZhsy0M

94
 - Ss watch the video and note down as many ways of Questions:
self-learning as possible. - Name some ways of self-learning
- Teacher calls students randomly to give the ideas of mentioned in the video?
self-learning by asking some questions related to the - Which ways have you applied to learn by
video. yourself?
- Can you name other ways of self-
learning?

e. Assessment
- Teacher collects Ss’ 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 can identify the structure and get 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 the picture and
ask questions, e.g. What does the picture show? What is he doing? Is he Answer key:
studying on his own? Do you know what pros and cons mean? Elicit Ss’ Pros: 1, 3, 5
answers.
- Tell them to look at the table and read through the statements. Explain any Cons: 2, 4, 6
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 checks Ss’ answers and gives feedback.

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

a. Objectives:
- To help Ss practise using some common structures in an article;
- To help Ss write a complete article about the pros and cons of self-study.
b. Content:
- 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)

95
c. Expected outcomes:
- Students are able to write a complete article about pros and cons of self-study.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
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 Pros and cons of self-study
the expressions in the box. Independent learning often involves self-study –
- If necessary, ask Ss to go back to the model learning at home without a teacher. Let’s look at
on page 34 in Unit 3 and revise the different its pros and cons.
parts of an article. First of all, self-study gives learners more
- Remind Ss that writers often provide detailed freedom. They decide what they should study and
explanations or examples to support each idea how to study depending on their abilities.
in a Secondly, it can make learners responsible. They
paragraph, e.g. Self-study gives learners more set their learning goals and make study plans to
freedom. They decide what they should study achieve them. Finally, it makes them more
and how to study depending on their abilities. confident. Completing tasks and solving problems
- Set a time limit for Ss to write in class. on their own boost learners’ confidence.
- In weaker classes, put Ss in pairs or groups to On the other hand, learners may need more time to
help each other. Walk round the class to learn things. They study at their own pace, with no
provide help. one to push them or help them. Moreover, they
- If time allows, encourage Ss to swap their may not develop certain life skills. For example, as
writing with a partner for peer feedback. Ask they always study alone, they may have difficulty
them to communicating or developing relationships.
focus on the content, language, and structure in Finally, they may not learn practical skills.
their comments. Encourage Ss to make some Focusing too much on theoretical knowledge, they
revisions based on their partners’ suggestions may fail to apply their academic skills in real life.
before they produce a final draft. In conclusion, learners should understand both the
- Collect Ss’ articles and give face-to-face advantages and disadvantages to choose the right
feedback in private, or give them back with option. However, as education is changing all the
some written feedback. 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.

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:

96
- 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: …/10
and discuss how to improve it. TOTAL: …/50
- Teacher then chooses one piece of writing and 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 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.

Date of preparing: 16/3/2024

Period 76
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 related to the topic of the unit;
- Review expressions for expressing best wishes and responding to them;
- Learn how teenagers in the US become independent.
2. Core competence
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be responsible for their own lives and get prepared to live independently in the near future
- Actively join in class activities & develop their self-study skills
II. MATERIALS

97
- 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 so
Students are reluctant to work in 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 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 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: https://www.youtube.com/watch?
- Teacher ask Ss to watch a video about living alone. v=FzAX_PTTnOk
- Ss watch the video and note down the pros and cons Suggested answer:
of living alone, e.g: the problems they might face - Cons: have to make dinner while you’re
when living alone, the solutions for them,... tired, repair or fix broken things by yourself,
- Ss work in pairs to brainstorm the ideas. feel bored sometimes,...
- Teacher calls some Ss randomly to present the ideas - Pros: there will be your favorite food only,
to the whole class. live quietly, dress up your space,...

e. Assessment
- Teacher observes the Ss’ discussions, listens to their presentations 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:

98
- 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. for Answer key
formal occasions such as weddings and anniversaries, and less 1. B
formal ones like birthdays, holidays, and exams. 2. D
- Tell Ss that they are going to listen to two conversations in 3. C
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.
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 in 1 Suggested answers:
are set expressions for expressing best wishes and responding to 1.
them. B: I heard you’re taking an
- Ask Ss to read the list of useful expressions in the box and English exam tomorrow. Good
check their understanding. 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, how they are going to A: Are you OK? You look very
start their conversations, what kind of exam they will be talking tired.
about, and what expressions they are going to use. B: I’m afraid I’m not feeling
- In weaker classes, model a conversation for one of the well.
situations with a student and write some prompts on the board, A: I’m sorry to hear that. Hope
e.g. I heard your exam is coming soon/you are not feeling well. you feel better soon.
- If time allows, have Ss swap roles so that they have a chance to B: Thanks.
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, listens to some dialogues and gives feedback.

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- Teacher gives scores 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 can get ideas about how teenagers in the US become independent and relate what they have
learnt to their country.
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. Questions
Ask some questions to find out what Ss already know - Do you know how teenagers in the US
about the topic. become independent?
- Ask Ss what they want to know about the topic. - What do they do at school?
Write their questions on the board, e.g. What subjects - What activities do they do outside school?
do teenagers in the US study at school? (They study
required subjects like English, maths, science, or Key:
social studies.) Do they have extracurricular
activities? (Yes, they take part in sports, clubs, and 1. English, maths
bands.) What is community service for? (It counts 2. sports, clubs
towards the volunteer hours required for university 3. fast-food restaurants
admission.) 4. local hospitals
- 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 Suggested answer:
discuss the questions. Alternatively, have them create We made a diagram about Vietnamese
a similar diagram about Vietnamese teens. This will teens, and we can see both similarities and
differences. To begin with, I’ll talk about the
help them see the similarities and differences.
similarities at school. We also have required

100
 - In weaker classes, offer help by reading sections subjects like Vietnamese literature, maths,
natural sciences (physics, biology,
from the text and asking questions, e.g. American
chemistry), and social sciences (geography,
teenagers often start high school with a basic plan ofhistory, civic education) to get a high school
classes they need to take to get a high school diploma. Extracurricular activities are also
diploma. How about Vietnamese students? Some becoming popular in Vietnamese secondary
subjects like English, maths, science, or social schools. However, there are differences too.
studies are required, others can be selected. What In Viet Nam, all subjects are compulsory for
subjects are compulsory in Viet Nam? Can students students while in the US, some school
select any subjects? subjects can be selected. Also, in the US,
emphasis is placed on providing a well-
- Ask some groups to share their ideas with the whole rounded education whereas Vietnamese
class. education focuses more on grades and
academic achievements.
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.

Ký duyệt tuần 27, ngày 18/3/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 23/3/2024
Period 77
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;
3. Personal qualities

101
 - Be responsible for their own lives and get prepared to live independently in the near future
- Actively join in class activities & develop their self-study skills
II. MATERIALS
- Grade 11 textbook, Unit 8, 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 skills 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 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 becoming independent.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students ara able to describe the reasons why they should do chores.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link: https://www.youtube.com/watch?
- Teacher lets Ss watch a video and answer the v=hBkwCyiIvmc
question: Why should we do chores? Suggested answers:
- Ss watch the video, note down some of the - Benefits: develop teamwork skills, strengthen
reasons why doing chores is essential for kids and bond with siblings, high self-esteem when
teens. completed tasks,...
- Ss raise hands to share the ideas. Ss may include
some detailed information, e.g: At which age - Chores for different age:
should children do chores? What are the benefits + Pre-school: pick up toys, put dirty clothes
of doing chores at young age? What kind of chores into laundry bags, ...
should parents assign children? + 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)

102
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 to
appropriate words. earn some pocket money?
- Play the recording, pausing after each sentence for Ss 2. Do you feel like doing a vegetarian
to listen and repeat. cooking course?
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
- In weaker classes, have Ss work in pairs or groups. 3. C
- Check answers as a class. 4. B
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
- In weaker classes, have Ss review the grammar rules in 2. was a new motorbike that
the Language section before they do the exercise. If 3. is Tuan that/who
necessary, complete the first sentences on the board as an 4. is the day after tomorrow that
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 checks Ss’ answers and gives feedback.

103
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 of this Students’
lesson should be on the final product, which is an oral presentation. presentations
- 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.

104
Dat5e of preparing: 23/3/2024
Period 78
REVIEW 3
Lesson 1 - Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Revise the language and skills Ss have learnt in Units 6-7-8: practice speaking with correct
intonation, words and 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 so
speaking, writing and co-operating skills 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:
- 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 recall sentence stress, intonation and vocabulary related to topics in Units 6,7,8.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Listing Suggested answer:

105
 - Ss work in 2 teams. 1. Intonation
- In turns, in each team one student stands up and says a 2. Words and phrases related to
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 other school and teen independence
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. Practise saying them in pairs. (p.96)
c. Expected outcomes:
- Students can practise speaking with 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. Practise saying
them in pairs. (6 mins)
- Ask Ss to read the sentences and mark the changes in Suggested answer:
intonation using appropriate arrows to indicate 1. Could you show me the way to the
different patterns of intonation. Museum of History?
- Play the recording and have Ss check their answers. 2. What do you want to see during the
Check answers as a class. festival?
- Play the recording again, pausing after each sentence 3. How about going on a boat trip this
for Ss to repeat as naturally as possible. weekend?
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:

106
- 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 their Answer key:
answers with a partner. 1. manage
2. school-leavers
- Call on one or two Ss to write their answers on the board.
3. vocational school
- Check and confirm the correct ones. 4. heritage
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
2. degree
- Ask Ss to provide reasons for their answers
3. money-management
e.g. for question 1, the correct word is ‘historic’ because it 4. vocational
means ‘very important in history’. 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)

107
 Suggested answers:
- Review to-infinitive clauses, perfect gerunds, perfect
1. A
participle clauses and cleft sentences by providing
2. B
examples of each grammatical structure.
3. A
- Ask Ss to do the activity individually. 4. D
5. A
- Have Ss compare their answers in pairs. 6. C
- Call on some Ss to read their sentences aloud or call on 7. A
some Ss to write their answers on the board. 8. B
- Check answers as a class.
Task 2: Rewrite the sentences beginning with the words given. (10 mins)
Key:
- Ask Ss to do the exercise individually.
1. a university in Canada that I applied
- Have Ss compare their answers in pairs. to study
2. watched the documentary, I came up
- Call on some Ss to read their sentences aloud or write with some ideas for my project
them on the board. 3. see the beautiful old bridge and the
- Check answers as a class. 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 in the workbook.
- Prepare for Skills (1).

108
Date of preparing: 23/3/2024
Period 79
REVIEW 3
Skills (1) - Listening and Speaking

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Consolidate 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;
3. Personal qualities
- Develop self-study skills.
- Actively join in class activities.
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 so
speaking, writing and co-operating skills 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 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 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

- T shows some items on the screen (or may use realia), Students’ own creativity
then asks students to name two things they need if they

109
 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 can 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 student advisor Key: A
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 and decide Key:
what part of speech they need to fill in each blank (e.g. 1: verb; 2: 1. study for
noun (phrase); 3: noun (phrase); 4: noun (phrase); 5: noun 2. conversations with
(phrase). 3. pocket money
- Play the recording again and have Ss write down their answers. 4. work experience
in their notebooks.
5. independence
- Have Ss work in pairs to compare their answers.
- 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)

110
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 can use the learned vocabulary and structures to talk about the given topic.
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 can Suggested answer:
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 cooking - Get a part-time job
for oneself was mentioned in the talk. (Yes, as - Learn how to cook for yourself
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
will benefit them, e.g. I’ll be able to explore my I think I’ll become more independent by learning
host country and travel to any neighbouring to cook for myself. It’s very expensive and
countries. This will help me engage in cultures unhealthy to eat out frequently. Besides, the food
and broaden my world view. in the country where I’ll be studying may not suit
me. Therefore, it’d be nice if I could prepare
- Go round the class and provide help when dishes from my own country.
necessary.
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 be
young people studying abroad, here they will able to develop and improve some very useful
focus on the skills they gain. life skills. First, we will be able to learn how to
- Tell Ss to think about what skill each activity cook for ourselves. This is very important for
helps international students gain, e.g. Activity: teens to become independent. It is the life skill
Students meet people from different cultures. we must have because it will save us money. By
Skill: This helps them gain intercultural cooking national dishes, we can also introduce
communication skills. our country’s culture to our international
- Call on some Ss to present their ideas in front friends.
of the class. Second, we will also learn how to take care of
- Praise for interesting ideas and fluent delivery. 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.

111
 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 in the workbook.
- Prepare for Review 3 - Skills (2): Reading & Writing

Ký duyệt tuần 28, ngày 25/3/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 30/3/2024
Period 80

REVIEW 3
Skills: Reading & Writing

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Practise reading for main ideas and specific information.
- 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;
3. Personal qualities
- Develop self-study skills.
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Review 3
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions

112
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating skills 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 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;
- 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 look Hip hop/rap
at the picture and guess the music genre. Electronic dance music
- Ss listen and give the correct answers.
- Teacher encourages Ss to give further information Pop music
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 ideas 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)
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 idea. Key:
- Have Ss read again paying attention to the main idea of A–4
each paragraph and match it with appropriate heading. B–2
- Note that there are two extra headings which are not C–1
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)

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- Ask Ss to read the text again and complete the exercise. Key:
- Check answers as a class. 1. T
- Ask Ss to provide evidence from the text to support each 2. F
answer, e.g. the information for question 1 is available in 3. F
the first paragraph (Recognised as UNESCO’s world 4. T
cultural heritage in 2013). 5. T
- 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

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 the Dear Sir/Madam,
Don ca tai tu Club. I am writing this email to ask for

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 - 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 to
structures, and punctuation. my past and culture.
- In weaker classes, read the suggested answer below and First, I would like to know if there is an
write some keywords from it as additional prompts on the application form that I need to
board. complete. If not, do you need any other
- Give Ss enough time to complete their email. Walk information about me, such as age,
round the class and offer help. school, interests, and musical skills?
- Call on some Ss to read their paragraphs to the class. Second, I wonder whether there is a
Encourage the rest of the class to ask questions or make club fee. If there is one, how much is it
comments. and how often do I need to make
- Collect Ss’ writing to mark and provide written payments? Are there any discounts for
feedback in the next lessons. 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 in the workbook.
- Prepare for Unit 9.

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Date of preparing: 12/3/2024
Period 81,82
THE 2ND MID-TERM TEST

SỞ GD&ĐT HÒA BÌNH ĐỀ KIỂM TRA GIỮA HỌC KÌ II

TRƯỜNG PT DTNT THCS&THPT LẠC THỦY Năm học: 2023-2024
MÔN : Tiếng Anh lớp 11
(Đề có 05 trang) Thời gian làm bài: 90 phút, không
Mã đề: 001 kể thời gian phát đề

Họ và tên thí sinh :......................................................... Số báo

danh : ............................
A. PHẦN TRẮC NGHIỆM. (6,4 points)
PHONETICS
Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three
in pronunciation in each of the following questions.
Question 1. A. ancient B. ecosystem C. associate D. special
Question 2. A. academic B. apply C. apology D. achieve
Mark the letter A, B, C or D to indicate the word that differs from the rest in the position of the
main stress in each of the following questions.
Question 3. A. advance B. arrive C. respect D. comment
Question 4. A. deepen B. aquatic C. discharge D. advance
VOCABULARY AND GRAMMAR
Mark the letter A, B, C, or D to indicate the correct answer to each of the following sentences.
Question 5. It______ John that is saving his pocket money to buy a new phone.
A. is B. was C. are D. were
Question 6. Going to university is expensive because in addition to the tuition ____, there are
expenses for accommodation, books, living costs, etc.
A. grants B. fees C. fares D. scholarships
Question 7. I wonder if you could tell me who was awarded the ____.
A. scholar B. scholastic C. scholarship D. scholarly
Question 8. He studied hard_____ the exam.
A. pass B. pass C. passing D. to pass
Question 9. Even when arrested, he denied ____ cut down that tree.
A. has B. having C. have D. have had
Question 10. It was my brother_____taught Mai how to use the app in the library last weekend.
A. which B. whose C. that D. whom
Question 11. I remembered having ____ off the lights before leaving home.
A. turned B. turn C. turning D. turns
Question 12. Jane was the first student from our school_____ a gold medal at the Maths Olympiad.
A. having won B. win C. wining D. to win
Question 13. She was praised ____ donated a lot of money to the wildlife protection organisation.
A. for having B. to have
C. because of having D. due to having
Question 14. _____ their course, they started looking for jobs.
A. To finish B. Finished
C. Having finished D. Finish
Question 15. Melanie was the only person ____ a letter of thanks.
A. wrote B. written C. to write D. writing
Question 16. Peter usually the last person_____the joke .
A. to understand B. understood
C. understand D. understands
Question 17. If you're not sure what “something” means, look it ____ in the dictionary.

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 A. for B. out C. at D. up
Question 18. Knowing how to manage time and money is considered an important life______.
A. skill B. ability C. capacity D. part
Question 19. My dad wants me to go to university, but I'm in ____ minds about it.
A. different B. my C. some D. two
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.
Question 20. Let's wait here for her; I'm sure she'll turn up before long.
A. arrive B. return C. enter D.visit
Question 21.With its various activities, the Camp has set up a stronger regional identity by raising
youth’sawareness of Southeast Asia’s history and heritage.
A. heredity B. tradition C. endowment D. bequest
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.
Question 22. We'd better speed up if we want to get there in time.
A. slow down B. turn down C. put down D. lie down
Question 23. She is a very generous old woman. She has given most of her wealth to a charity
organization.
A. mean B. amicable C. kind D. hospitable
Mark the letter A, B, C, or D to indicate the correct response to each of the following exchanges.
Question 24. - "Mom, I've received an offer for a summer internship in Singapore!” -
“____”
A. Really? Good luck! B. Oh, that's great! Congratulations!
C. I couldn't agree more. D. Oh, I'm sorry to hear that.
Question 25. - “I’ll celebrate my graduation party this weekend. Could you come?" -
“____”
A. Yes, of course, I will. B. How can this be?
C. The more, the merrier. D. Great work! Keep up!
WRITING
Mark the letter A, B, C, or D to indicate the underlined part that needs correction in each of the
following questions.
Question 26. I remembered having visit the historic site, but I didn’t remember
A B C D
exactly the time.
Question 27. It was the museum shop that I bought the photos of Hoi An Ancient Town.
A B C D
Question 28. Minh was the only student answer all of the test questions.
A B C D
Question 29. My sister is going to go to Paris discover the beautiful architecture of the city.
A B C D
Question 30. Have finished secondary school, my brother decided to attend one of
A B
the best universities in the country.
C D
READING
Read the passage and mark the letter A, B, C, or D to fill in each blank.
Lam’s educational journey
Lam completed secondary education when his parents were over 55. They were both farmers
with a very low income. He had good grades, but he knew that it would be very difficult for his parents
to (31) __________ his university costs. Lam talked to his teachers(32) ________his future plans and
asked them for advice. He also attended several education fairs for school-leavers and met
representatives from(33) _______educational institutions. He realised that vocational training could

117
help him get a job faster(34) _____most vocational school courses are much shorter than those at
traditional universities.
He also found out that the factory in the nearest town was in need of mechanics. The factory
also closely worked with a local vocational school(35)______provides different training courses. So
Lam decided to attend a one-year course in machinery mechanics. After finishing the course, Lam was
immediately offered a job in the factory. He still thinks that vocational training was the right choice for
him. Now he can even give his parents a portion of his salary as a way of showing respect and
gratitude to them for raising him.

Question 31. A. cover B. buy C. spend D. get

Question 32. A. of B. for C. about D. at
Question 33. A. differently B. difference C. differences D. different
Question 34. A.so B. because C. although D. but
Question 35. A. that B. who C. whom D. when
Read the passage and mark the letter A, B, C, or D to choose the best answers to the following
questions.
EDUCATION IN THE FUTURE
Education is another area of social life in which information technology is changing the way
we communicate. Today's college students may not simply sit in a lecture or a library to learn about
their field. Through their computers and the wonders of virtual reality they can participate in lifelike
simulated experiences. Consider the following scenario of the future of education made possible
through developments in information technology.
For children over the age of 10, daily attendance at schools is not compulsory. Some of the
older children attend school only once or twice weekly to get tutorial support or instruction from a
teacher. For the most part, pupils are encouraged to work online from home. Students must complete
a minimum number of study hours per year; however, they may make up these hours by studying at
home at times that suit their family schedule. They can log on early or late in the day and even join live
classes in other countries. In order to ensure that each student is learning adequately, computer
software will automatically monitor the number of hours a week each student studies on-line as well as
that students' learning materials and assessment activities. Reports will be available for parents and
teachers. The software can then identify the best learning activities and condition for each individual
student and generate similar activities. It can also areas of weak achievement and produce special
programs adjusted to the students' needs.
Question 36. What is the topic of the passage?
A. The effect of information technology on education.
B. Students don't have to go to school any more.
C. Computer software will make sure students learn at home.
D. Students can know about their weak aspects to focus.
Question 37. Which of the following could best replace the word "encouraged"?
A. discouraged B. emboldened C. allowed D. banned
Question 38. The word “they” in paragraph 2 refers to ____ .
A. students B. study hours C. children D. Older children
Question 39. Who/What counts the number of hours per week that students spend learning?
A. Virtual reality B. Teacher C. Parents D. Computer software
Question 40. What is NOT mentioned as a benefit of information technology to the students?
A. Students can stay at home to learn.
B. Students can learn at times that suit their schedule.
C. Students' learning time won't be monitored.
D. Students' weak achievement can be identified

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PHẦN TỰ LUẬN (2 points)
Rewrite the following sentences, using the words as suggestions.
Question 1.He risked his own life to rescue the little boy. He was really admired for that.(using
perfect gerunds)
=>He was ............................................................................................................
Question 2. We went to Hoi An because we wanted to see the old beautiful bridge and the French
houses.
-> We went to Hoi An ........................................................................................
Question 3. She didn’t keep his promise. She apologised for that. (using perfect gerunds)
=>She apologized ...............................................................................................
Question 4. The first person who comes to class must open the doors. (using to infinitive)
=> The first person .............................................................................................
Question 5. Mai wants to become independent from her parents after she leaves school.
=> It is Mai ...........................................................................................................
----------THE END---------

Ký duyệt tuần 29, ngày 1/4/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 6/4/2024

Period 83
UNIT 9: SOCIAL ISSUES
Lesson 1: 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.
3. Personal qualities
- Be aware of social issues that people might face.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards

119
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. awareness (n) /əˈweənəs/ 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) /ˈbʊli/ 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 ˌpreʃər/ the strong influence of a group, especially of

(n) children, on members of that group to behave as
everyone else does

5. body shaming /ˈbɒdi ˌʃeɪmɪŋ/ criticism of someone based on the shape, size, or
(n) appearance of their body

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of social issues.
- To set the context for the listening and reading part.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Quiz

120
c. Expected outcomes:
- Students can get an overview on social issues.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz (PPT slides) Key:
- Teacher shows the quiz. 1. Homelessness
- Ss work in 4 groups. Each group raises hands to take 2. Climate change
turns and answer the multiple-choice questions. The 3. School violence/ bullying
team gains some points with every correct answer. 4. Childhood obesity
- The team with the highest points is the 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 related to the topic before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. awareness (n)
- Teacher explains the meaning of the new vocabulary by pictures. 2. campaign (n)
- Teacher checks students’ understanding. 3. bully (v)
- Teacher reveals that these words will appear in the reading text and asks 4. peer pressure (n)
students to open their textbook to discover further. 5. body shaming (n)
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 social issues.
- To help Ss identify linking words and phrases.
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)

121
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)
- Ask Ss to open their books.
- Draw Ss’ attention to the photos. Ask questions, e.g.
1. Why is the boy saying no?
2. Why is the girl in the school uniform hiding her face?
3. What are the other people around her doing?
4. Why is the girl in casual clothes looking sad?
5. Is this behaviour acceptable?
- Ask Ss to skim through 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. Suggested answer:
- In stronger classes, ask Ss to close their books and just listen to 1. He doesn’t want to smoke.
the conversation the first time when you play the recording. Ask 2. Because she is feeling helpless
a couple of comprehension questions to check understanding. and frightened.
Then have them open their books and listen again, but this time 3. Taking photos and poking her.
following the text and checking if their answers were correct. 4. Because her friends are
- Put Ss in pairs and ask them to compare the words and phrases talking behind her back.
they have underlined and discuss their meaning. Then check 5. No, it’s bullying.
comprehension as a class.
- 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 Key:
statements in the tables. Then have them read the conversation 1. Mai
again and locate the part that contains information about each 2. Nam
statement. Have them compare the information with each 3. Mark - Nam
statement in the table.
- 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 Answer key:
they are all in the conversation in Activity 1. 1. crime
- Ask Ss to write down the words. 2. overpopulation
- Check answers as a class. 3. bullying
- Explain the meaning of any words Ss don’t know or find hard 5. peer pressure
to understand, e.g. What is peer pressure? (Pressure from people 6. body shaming

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 of your age or social group to behave like them to be liked or
accepted)
Task 4. Complete the summary with words from Task 1. (5 mins)
- Ask 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
- Elicit what type of linking words and phrases there are, i.e., to 2. However
show contrast (although, however), and to indicate reasons 3. because
(because).

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 memorise the basic knowledge on the effect of social issues.
b. Content:
- Discussion
c. Expected outcomes:
- Students can talk about a campaign to raise people's awareness about a social issue.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Discussion
- Teacher divides the class into groups of 4 and asks Ss the Students’ own creativity.
question: Can you think of other social issues that directly
affect teenagers? What can we do to stop them or help the
victims?
- Ss work in groups to discuss the questions.
- Ss raise their hands to share their ideas.
- Teacher listens and gives feedback if necessary.
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 2 - Unit 9.
- Prepare materials for the project in lesson 8.

123
Date of preparing: 6/4/2024
Period 84

UNIT 9: SOCIAL ISSUES

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use intonation in choice questions 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;
3. Personal qualities
- Be aware of social issues that people might face.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis

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, …

Assumption
Anticipated difficulties Solutions

124
 - Encourage students to work in pairs and in groups so
Students are reluctant to work in 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 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 intonation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Listen & answer Sentences:
- Students work in 4 groups. 1. Thanks, Andy. That's really helpful!
- Ss will listen and find the words/ phrases with a 2. Our train leaves in ten minutes.
raised voice in 3 sentences below. 3. You and your sister always argue during
- Raise your hands to get a turn and answer. dinner.
Answers:
1. Thanks - really
2. Train - ten
3. You - your sister - always argue

e. Assessment
- Teacher observes the groups and gives 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 ask choice questions with a natural rhythm.

125
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 sentences Students’ performance
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 questions. Check Answer key:
understanding.
- Have Ss work in pairs to take turns to read each 1. Is peer pressure good or bad?
question aloud. Ask them to pay attention to the rising
and falling tones of the choices.
2. Is this a social or environmental issue?
- Ask Ss to mark the falling and rising tones in each
question.
- Check answers by asking Ss to draw the correct arrows 3. Should our campaign focus on
for each question on the board. crime, overpopulation
, or climate change?
- Have Ss practise them in pairs.

4. Do you talk to your parents, share problems with

?

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 130-131) 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
contexts.
d. Organisation

126
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
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 related to Answer key:
social issues.
- Have Ss find five words in the word search. Encourage Ss to
look at the definitions below the word search 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 mins)
- Tell Ss to read the sentences carefully and decide which Answer key:
word in Task 1 can be used to complete each of the sentences. 1. alcohol
Tell them to change the forms of some words if necessary. 2. bullied
- Check answers as a class. Confirm the correct answers. 3. poverty
- Ask some Ss to read the complete sentences. 4. violent
5. campaign
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 different types of linking words 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 are able 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 1. As a result/ As a consequence/
Therefore
different meanings, i.e. to add ideas and information, to
2. However
contrast ideas, to give reasons, and to show results. Explain
3. Moreover/ In addition/ Besides
different sentence structures, e.g. Some words/phrases are
4. However/ In spite of this/ Despite
followed by a clause, while others are followed by nouns or
this
gerunds. Some are used to connect two dependent clauses of

127
 a sentence, while others can be used to connect two
sentences or independent clauses. Give some examples to
illustrate these differences.
- Ask Ss to fill in the blanks using linking words or phrases.
Tell them to pay attention to the meaning of each sentence
and the linking words/phrases.
- Check answers as a class by having individual Ss read
aloud the completed sentences and explaining why they have
used the linking word or phrase, e.g. 1. I used ‘As a result’
here because the second sentence gives the result of the
action in the first sentence (i.e. some people become violent
after drinking alcohol).
Task 2. Work in pairs. Add more sentences to each item. Use different linking words and/or
phrases. (7 mins)
⮚ - Have Ss read instructions and example, and make sure they Suggested answer:
⮚ understand the contexts and what they have to do. 2. Many people live in poverty. As a
⮚ - In weaker classes, model the first one with a student. result, they cannot afford basic
⮚ - Put Ss in pairs. Have them first think of ways to expand the things in life such as food, clothes,
and education. Therefore, we should
⮚ ideas, e.g. by explaining the consequences or adding related
organise some charity events to help
⮚ ideas or examples. them.
⮚ - Walk round the class to offer help. 3. Awareness campaigns help to
⮚ - Invite some Ss to report back to the class. draw people’s attention to social
issues. However, more should be
done to ensure that people will
actually take actions about these
issues. Therefore, I suggest we
should set up some helplines to
support people in need to deal with
social issues in the long term.
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.

128
Date of preparing: 6/4/2024
Period 85
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;
3. Personal qualities
- Acknowledge and understand more about the effect of peer pressure.
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. depression (n) /dɪˈpreʃən/ the state of feeling very unhappy and without hope
for the future

2. self-confidence (n) /ˌselfˈkɒn.fɪdəns/ the belief that you can do things well and that other
people respect you

3. smoker (n) /ˈsməʊkər/ someone who smokes tobacco regularly

4. hang out /ˈhæŋ ˈaʊt/ to spend a lot of time in a place or with someone

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation of
some lexical items. words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment for
2. Students may have underdeveloped
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.

129
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:
- Video watching
c. Expected outcomes:
- Students get some information about the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link: https://youtu.be/6ZT0DAmOpWw
- Students work in 4 groups Questions & answers:
- Ss watch the video and decide if the statements 1. Teenagers are considered easily affected by
below are True or False. peer pressure. - F
- Ss raise hands to answer. 2. Positively, peer pressure can motivate us to
-Teacher leads into the new lesson. try and become better. - T
3. Social media always brings stress to us when
we see other peers having success 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, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-READING (10 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:
- Vocabulary pre-teaching
- Task 1. Work in pairs. Discuss the question. (p.103)
c. Expected outcomes:
- Students can identify some new words before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss the question. (5 mins)
Questions:
- Ask Ss to work in pairs and discuss the questions.
Have your friends ever made you do
- Have some Ss share their answers with the whole something you do not like? If yes, give an
class. example.

130
 - Lead into the topic of the reading text by explaining
that when friends make you do things or act in a certain
way they apply peer pressure.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. depression (n)
by pictures. 2. self-confidence (n)
- Teacher checks students’ understanding with the “Rub 3. smoker (n)
out and 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 & understanding 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 reading for main ideas & specific information in an article about peer pressure.
b. Content:
- Task 2. Read the article. Match the highlighted words 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 identify the main ideas and some specific information 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)

- Ask Ss to focus on the highlighted words in the text and look for context
clues. Answer key:
- Ask Ss to read the sentences which contain these words carefully and try to 1. d
guess the meanings of these words. 2. c
- Ask Ss to match the words with their meanings. T walks round the class and 3. b
provides help if necessary. 4. a
- Check answers as a class. If necessary, check Ss’ 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 four points and underline key words, e.g., 1. definition,
peer pressure 2. peer pressure, cause, social issues. Answer key:
- Ask Ss to read each part of the text quickly, then match each point (1-4) with 1. A

131
 each part [A-C]. Encourage them to underline clues in the reading text to 2. B
explain their answers later. 3. C
- Check answers as a class. 4. A
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 questions 1, 3 1. C
and 4. Draw their attention to the key words in both the questions and the text
2. A
which help them to locate information faster.
- As for Question 2, ask Ss to identify which part of the text discusses the 3. C
consequence of peer pressure. Then ask them to read the part carefully to
4. B
identify which consequences (A-C) are listed as a consequence of peer
pressure. Eliminate those answers.
- Check answers as a class.

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 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:
- Task 5: Work in pairs. Discuss the following question. (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. Work in pairs. Discuss the following question.
- Ask Ss to work in pairs. Ask them to list the Questions
problems of peer pressure mentioned in the text, e.g. Have you, or has someone you know,
falling under bad influence from friends, stressful experienced any of the problems
relationship between parents and children, mentioned in this article?
depression, low confidence.
- Discuss if they, or someone they know, have similar Suggested answer:
problems or not. Encourage them to talk about these I used to wear my hair in a ponytail to
experiences. school until my friends told me that it was
- Invite some Ss to share their answers with the whole outdated and some of them even laughed at
class. Ask questions, when necessary, e.g. When did my hairstyle. I became so ashamed of myself
that happen? Where did that happen? How did you and my hairstyle that I dyed my hair blonde,
feel about it? What did you do? just to make myself look ‘cool’ to my
friends. But to be honest, it cost me a lot of

132
 money and time to dye and take care of my
hair, and when I looked at myself in the
mirror every day, I didn’t like it at all. So I
stopped colouring my hair and started
ignoring comments about my hairstyle.
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.

Ký duyệt tuần 30, ngày 8/4/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 10/3/2024

Period 86
CORRECT THE 2ND MID-TERM TEST
SỞ GD&ĐT HÒA BÌNH ĐÁP ÁN VÀ HƯỚNG DẪN CHẤM
TRƯỜNG PT DTNT THCS&THPT LẠC THỦY KIỂM TRA GIỮA HỌC KÌ II
Năm học: 2023-2024
MÔN : Tiếng Anh lớp 11

PHẦN TRẮC NGHIỆM (8 điểm): 0,16 điểm/ câu

LISTENING
Câu 1 2 3 4 5 6 7 8 9 10
Đ. án A A B C C T T F T F

LANGUAGE, READING AND WRITING

MÃ ĐỀ 001
Câu 1 2 3 4 5 6 7 8 9 10
Đ.án B A D A A B C D B C
Câu 11 12 13 14 15 16 17 18 19 20
Đ.án A D A C C A D A D A
Câu 21 22 23 24 25 26 27 28 29 30
Đ.án B A A B A A A B C A
Câu 31 32 33 34 35 36 37 38 39 40

133
Đ.án A C D B A A B A D C

PHẦN TỰ LUẬN (2 điểm): 0,4 điểm/câu

1. =>He was really admired for having risked his own life to rescue the little boy.
2. -> We went to Hoi An to see the old beautiful bridge and the French houses.
3. =>She apologized for not having kept his promise.
4. => The first person to come to class must open the doors.
5. => It is Mai who/that wants to become independent from her parents after she leaves school.

THE END

Date of preparing: 13/4/2024

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
- 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 teenagers.
- 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
- hoclieu.vn

Language analysis
Form Pronunciation Meaning

1. positive (adj) /ˈpɒzətɪv/ 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

134
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)
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:
- Quiz: Peer pressure
c. Expected outcomes:
- Students can follow the instructions and memorise some of the steps.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz (PPT slides) Answers:
- Teacher shows the questions with multiple choices. 1. B
- Ss works in 4 groups. Each group raises hands to take 2. C
turns and match the causes with the correct effect.
- The team with the highest points is the winner. 3. C
4. D
5. B
e. Assessment
- Teacher observes the students’ performance, collects their answers, and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (16 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 help Ss review different communication strategies they have learned for starting, maintaining, and
ending a conversation/ discussion.
b. Content:
- Vocabulary pre-teaching
- Task 1. Order the examples of peer pressure below from 1 (most powerful) to 6 (least
powerful). (p.104)

135
- Task 2. Work in pairs. Talk about your experiences of peer pressure. Use the following guiding
questions. (p.105)
c. Expected outcomes:
- Students are able to identify 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 1. positive (adj)
with different techniques (pictures, actions, synonyms …) 2. permission (n)
- Teacher checks students’ understanding with the “Rub 3. poverty (n)
out and remember” technique. 4. make fun of
- Teacher asks Ss to write the new words in 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 Students’ performance
the examples of peer pressure. Tell them to order these
types of 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. Explain that
there are no right or wrong answers, but Ss should be able
to provide reasons for their rankings.
- Ask some Ss to present and explain their rankings to the
class, e.g. I think the most powerful peer pressure is not to
obey rules. This type of peer pressure is usually direct and
spoken, that is, a teenager asks or persuades another
person to do something that will break rules

Task 2. Work in pairs. Talk about your experiences of peer pressure. Use the following guiding
questions. (7 mins)
Suggested answers:
- Ask Ss to look at the questions. Tell them that they are
going to work in pairs to answer these questions. - Among these examples, A (peer
- Before they start, quickly review communication pressure to get good grades at school)
strategies for starting, maintaining, and concluding a is affecting me the most, because all of
conversation or discussion, e.g. Can you tell me how can my friends are getting very good grades
we start a conversation? When we end the conversation or at school. Sometimes, I feel ashamed
discussion, what do we usually do? What questions do we because I'm not as good as they are at
normally use to keep the conversation going? different subjects at school. Besides, my
- Encourage Ss to use these strategies when they answer teachers and my parents keep telling
the questions in pairs. me that I should try to keep up with
- Walk around and provide help if necessary.
them. It’s really stressful!
- B (peer pressure to be good at sport)

136
 is affecting me the least. I’m not keen
on sport in general, and most of my
friends are not good at sport, so I don’t
feel the pressure to be good at it at all.
- I think A and D can be examples of
positive peer pressure, because I think
that studying well and staying healthy
should be the most common concerns
among students today. However, if we
focus on them too much and fail to gain
a balance between different important
things in life, even A and D can also
affect us in a negative way too.
e. Assessment
- Teacher checks students’ answers and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (8 mins)

a. Objectives:
- To give Ss an opportunity to use the language and ideas from the unit to respond to real-life
situations.
b. Content:
- 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 are able to present ideas about peer pressure clearly.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in groups. Read the situations below and think of some possible responses. Provide
reasons for each answer. (8 mins)
Suggested answers:
- Ask Ss to read the situations and check Ss’
understanding. Draw their attention to the example 2. I’m not ashamed of my old phone. We are
answer and ask if they agree with it. Brainstorm other students and not making any money yet, so
possible responses as a class. buying the latest smartphone will cost my
- Put Ss in groups and have them come up with parents too much money. Besides, my phone is
still working properly and I don’t see any
responses to the other situations. Encourage them to
reason why I should buy a new one.
continue using the communication strategies for
starting, maintaining, and concluding a discussion. 3. That’s a great idea! Learning with stronger
- Have each group agree who will be the group note students like you will motivate me to study
taker to take notes of their ideas. Ss can then use the harder. Besides, I could learn some useful
techniques from you and others to improve my
notes to formulate the final response that
grades.
everyone/most people in the group agree on.
- Set a time limit for this activity. 4. No way! Skipping classes without
- T walks around to provide help if necessary. permission is a sign of disrespect to the
teacher. Besides, I don’t want to fall behind

137
 with my schoolwork.

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

4. ACTIVITY 3: FREE PRACTICE (13 mins)

a. Objectives:
- To give Ss an opportunity to summarise and present a group discussion to the 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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Report your answers to the whole class. Vote for the most interesting responses. (13
mins)
- Have some Ss or groups share their answers to each situation
in front of the class. Students’ practice.
- 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’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.

138
Date of preparing: 13/4/2024
Period 88
UNIT 9: SOCIAL ISSUES
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.
- Memorise vocabulary to talk about bullying.
2. Competences
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be aware of different types of bullying that people might face.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. offensive (adj) /əˈfensɪv/ 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) /ˈfɪzɪkəl/ relating to things you can see or touch, or relating to
the laws of nature

4. cyberbullying (n) /ˈsaɪbəˌbʊliɪŋ/ 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

139
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:
- Quiz: Peer pressure
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz (PPT slides) Answers:
- Teacher shows the questions with multiple choices. 1. A
- Ss works in 4 groups. Each group raises hands to take 2. C
turns and match the causes with the correct effect. 3. D
- The team with the highest points is the winner. 4. D
5. B

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 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.
- Task 1: Choose the correct meanings of the underlined words. (p.105)
c. Expected outcomes:
- Students identify the meaning and are able to pronounce some words from the recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Choose the correct meanings of the underlined words. (5 mins)
Suggested answers:
- Write the phrase “bullying” on the board. Help Ss to recall what
1. B
“bullying” is. (i.e. to frighten or hurt a weaker person). Tell Ss that they
2. B
are going to learn more about different types of bullying today.
3. B
- 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.

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 Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary with different 1. offensive (adj)
techniques (pictures, actions, synonyms …) 2. ashamed (adj)
- Teacher checks students’ understanding with the “Rub out and 3. physical (adj)
remember” technique. 4. cyberbullying (n)
- Teacher asks Ss to take notes in 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;
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. Choose the correct answers. (p.106)
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)
Answer key:
- Tell Ss to listen to a conversation between two students, Mai and
Mark. Explain to them that this is related to the conversation they 1. d
heard in Getting started and takes place a few days after it, but without 2. b
Nam. If necessary, quickly summarize the main ideas of that 3. a
conversation. 4. c
- 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 Answer key:
predictions. 1. more
- Encourage them to underline the key words in each statement. 2. was bullied by others
Remind them that they are likely to hear paraphrases of these key 3. cyberbullying
words in the recording. 4. how
- Ask them to focus on the highlighted words. Make sure they notice
the differences or contrast between them. Remind them that these are

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 the most important key information they should pay attention to when
listening to the recording.
- 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’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 help them memorise the information in the recording.
- To help some students enhance their presentation skills.
- 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)
Suggested answer:
Question:
I have experienced verbal bullying
What types of bullying have you experienced or seen before. As I was short-sighted and
happening to people around you? had to wear glasses to school, some
- Ask Ss to work in groups. Have them talk about if they kids at school called me ‘a four-eyed
have experienced or seen any type of bullying in the text. monster’ and even laughed at me.
Encourage them to talk about these experiences by giving Some even took my glasses and hid
more specific questions (if necessary), e.g. What type of them away so that I had to stay after
bullying did you or someone you know experience? How did class to look for them. It was really
you/that person feel? What did you/that person do?
awful.
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.

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 Ký duyệt tuần 31, ngày 15/4/2024
Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 20/4/2024
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 requests.
2. Competences
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be aware of cyberbullying and fight against it.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, 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’ comprehension of cyberbullying.
- To set the context for the writing part.
b. Content:
- Video watching
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.

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d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Questions and answers:
- Students work in 4 groups 1. Online and offline bullying have no
- Ss watch the video and decide if the statements connection. - F
below are true or false. 2. Gossip and rumors can be considered
- Ss raise their hands to answer. cyberbullying. - T
-Teacher leads into the new lesson. 3. It is difficult to stop the spread of
cyberbullying. - T
4. 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, collects their answers, and gives 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:
- Task 1: You are planning a school campaign against cyberbullying. Work in groups to discuss these
questions. (p.106)
c. Expected outcomes:
- Students can brainstorm the idea of planning a school campaign against cyberbullying.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. You are planning a school campaign against cyberbullying. Work in groups to discuss
these questions.
- Tell Ss that they are going to write a proposal for a school campaign Suggested questions:
against cyberbullying. - Who is going to organise
- Review the structure of a proposal. Write its parts on the board, but the events?
in a random order. Ask Ss to put them in the correct order. Have Ss - Who are you going to
refer to the Writing section in Unit 4 to check their answers. invite to give the talks?
- Ask Ss to work in groups and discuss the questions. Remind them - Who will benefit from
that the questions also reflect the structure of a proposal so once they this?
answer the questions, they will also have a plan for their writing.
- Walk around and provide help if necessary.
- Have some groups report their answers to the class. Ask questions to
clarify details. W
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (17 mins)

a. Objectives:
- To help Ss practise writing a proposal for a school campaign against cyberbullying.
b. Content:

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- Task 2. Write a proposal for the campaign (150–180 words) to your head teacher.Uuse 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 proposal in which the language is clear, short and simple.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
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 Suggested answer:
a proposal based on the ideas they Title: A school campaign against cyberbullying
have brainstormed in Activity 1. To: Ms Le Thi Hoa
- Go through the outline with the Date: 14 February, 20___
useful expressions and check their Prepared by: Vu Hoang Ha, President of the Social
understanding. In weaker classes, Awareness Club
give examples of how to complete Introduction:
the sentences and encourage Ss to Cyberbullying has become a common issue nowadays
use the sentences, e.g. Cyberbullying because more students are using digital devices. Moreover,
has become a common issue there have been many reports of people making offensive
nowadays because more students are comments about others online. Therefore, we would like to
using digital devices. propose a school campaign against cyberbullying.
- Give Ss a time limit. In weaker Details about the campaign:
classes, put Ss in pairs or groups to The campaign will include a series of activities organised by
help each other. Walk round the the school Social Awareness Club. They will take place in
class to provide help when our school hall after classes. The campaign will last for a
necessary. month, from the 1st of March until the 1st of April. All
- Collect Ss’ proposals writing tasks students who are interested will be able to participate in the
and give face-to-face feedback in activities. The main events will include several talks by
private or give them back with some cyberbullying experts and sharing sessions for students to
written feedback. talk about their experiences of cyberbullying.
Goals and benefits of the campaign:
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.

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

145
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
- Teacher has the pairs swap and give feedback on each Writing rubric:
other’s writing. Teacher shows a writing rubric to help Ss 1. Organization: …/10
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 4. Word choice: …/10
and discuss how to improve it. 5. Grammar usage: …/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 (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.

146
Date of preparing: 20/4/2024
Period 90
UNIT 9: SOCIAL ISSUES
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.
3. Personal qualities
- Be ready to share the awareness to fight social issues.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. sympathy (n) /ˈsɪmpəθi/ (an expression of) understanding and care for
someone else's suffering

2. anxiety (n) /æŋˈzaɪəti/ an uncomfortable feeling of nervousness or worry

about something that is happening or might happen
in the future

3. victim (n) /ˈvɪktɪm/ 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. poverty line (n) /ˈpɒvəti ˌlaɪn/ the official level of income that is needed to achieve
a basic living standard with enough money for things
such as food, clothing, and a place to live

Assumption
Anticipated difficulties Solutions
Students are reluctant to work in - Encourage students to work in pairs and in groups so

147
 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 (3 mins)
a. Objectives:
- To create a friendly and lively atmosphere in the classroom.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Positive or negative?
c. Expected outcomes:
- Students can identify the positivity and negativity in expressions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Listen to 4 speakers: Key:
- Students work in 4 groups. Negativity: 1, 2
- Ss will hear and find if 4 speakers below express Positivity: 3, 4
positivity or negativity.
- Have students raise their hands to answer.

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 disappointment and sympathy is expressed.
- To review expressions for expressing disappointment and sympathy.
b. Content:
- 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 express disappointment and sympathy.
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)

148
- Ask Ss in what situations people express Answer key:
disappointment and/or sympathy, e.g., when something 1. C
bad has happened, or when people are ill or failed an 2. B
exam. 3. A
- 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
- Expressing sympathy
● I’m (so) sorry (to hear that) …
● I (can) sympathize (with
you/him/her).
● 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 Suggested answers:
Activity 1 are expressions for expressing disappointment 1.
and sympathy. A: I’m afraid I can’t go on the school
- Ask Ss to read the list of useful expressions in the box trip tomorrow.
and check their understanding. B: What a shame! We’ve been planning
- Give Ss a few minutes to plan their conversations. for the trip for weeks. What’s wrong?
Have them write down some prompts to help them., e.g. A: My brother’s ill and I have to take
care of him.
how they are going to start the conversation, who the two
B: I’m so sorry to hear that. I wish him a
speakers are - friends/classmates in the first situation,
quick recovery.
student and teacher in the second, what is wrong with
A: Thanks.
their brother/sister, what the community project is about
2.
and why they can’t finish it.
- Ask Ss to practise their conversations. Encourage them B: I don’t think I’ll be able to finish the
community project on time.
to swap roles.
A: That’s too bad! Is everything OK?
- Walk round the class and provide help when necessary.

149
 - Ask some pairs to role-play their conversations in front B: Not really. I’m so stressed about the
of the whole class. Praise for good effort, appropriate use exams next week, so I don’t have time for
of the expressions for disappointment and sympathy, the project. I can’t sleep well, either.
clear pronunciation and fluent delivery . A: I can sympathise. Exams can be
stressful. Try doing yoga to feel less
stressed, and good luck with the exams.
B: Good idea! Thank you.

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 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.107)
c. Expected outcomes:
- Students understand and can relate what they have learnt to the social problems in their country.
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 by 1. sympathy (n)
pictures. 2. anxiety (n)
- Teacher checks students’ understanding and reveals that these 3. victim (n)
words will appear in the reading text and asks students to open 4. the poverty line (n)
their textbook to discover further.
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
the topic, e.g. Key:
- Ask Ss what they want to know about the topic. Write their 1. Anxiety and depression
questions on the board, e.g. What are the most serious issues 2. Bullying
facing teenagers in the US today? What can be done about these 3. Poverty
issues? 4. Cyberbullying
- Ask Ss to study the chart. Make sure they understand the main
idea which 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.

150
 - 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 pairs. Discuss the following questions. (10 mins)
Questions: Suggested answers:
- Are the problems mentioned in the text similar to those facing Anxiety and depression may
Vietnamese teens? be the most common issue for
- Are there any other problems among teenagers in Viet Nam? many teenagers in Viet Nam.
- Put Ss in pairs. Have them discuss each problem mentioned in Their anxiety and depression
the text and decide if Vietnamese teens experience it as well, e.g., may come from schoolwork,
Anxiety and depression: I don’t think this is a major problem in family and relationships.
Viet Nam. There is a lot of pressure on young people to do well at Other common issues facing
school, but they have extra support from their family and can Vietnamese teenagers may
cope better. include technology/Internet
- Then ask groups to discuss the second question. Alternatively, and video game addiction as
brainstorm the answers as a whole class activity, e.g., violence, more and more young people
social media addiction, juvenile delinquency. spend so much time using
- Ask some pairs to share their answers in front of the class. technological devices and
playing computer/ video
games that they neglect their
studies, family, and other
relationships in life.
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.

151
Date of preparing: 20/4/2024
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
3. Personal qualities
- Be more creative when doing the project
- Be aware of social issues and fight against them.
- 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
- 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 review students’ rising and falling intonation.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

152
 Video watching
- Ss work in 4 groups.
- Teacher plays a video about daily conversations.
- Ss watch the video and decide if the statements
below are using rising or falling intonation. Ss
raise hands to answer.
- After the game, Ss practice reading the
conversations in pairs using rising and falling
intonation.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the groups and gives 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’ ACTIVITIES CONTENTS

Task 1: Mark the intonation in these questions, using (rising intonation) or (falling intonation).
Listen and check. Then practise saying them. (4 mins)
- Ask students to mark the intonations in the choice Key:
questions. 1. Should we report bullying to teachers
- Check answers as a class by playing the recording and or speak to our parents first ?
writing the appropriate arrows on the board. 2. Is this social awareness campaign
- Ask Ss to practise the questions in pairs. Ask them to about poverty or crime ?
use appropriate rising and falling tones. 3. Have you ever experienced any
- Ask some Ss to read the questions out loud in front of physical , verbal , or social
the class. bullying ?
4. Do you worry about peer pressure ,
body-shaming or bullying ?
Task 2: Solve the crossword. Use the words you have learnt in this unit. (4 mins)
- Select some words from the unit to write on the board, Key:
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.

153
 - 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 use of
Key:
linking words and phrases. In weaker classes, give Ss
some time to review the grammar rules in the Language 1. In addition
lesson before doing the activity. 2. Therefore
- Correct answers as a class by asking individual Ss to 3. Because
read the answers out loud. 4. In spite of
- 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 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: A social awareness campaign.
c. Expected outcomes:
- Students are able to deliver a group presentation about a social awareness campaign
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Project: A social awareness campaign. (p. 109)
- As Ss have prepared for the project throughout the unit, the focus of Students’ presentations
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.
e. Assessment

154
- 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 10.

Ký duyệt tuần 32, ngày 22/4/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 27/4/2024

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.
3. Personal qualities
- Be aware of the responsibility for protecting the ecosystems;
- Develop self-study skills
- Actively join in class activities

II. MATERIALS
- Grade 11 textbook, Unit 10, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis

155
 Vietnamese
Form Pronunciation Meaning
equivalent
1. flora (n) /ˈflɔːrə/ the plants of a particular area, type of thực vật
environment or period of time

2. fauna (n) /ˈfɔːnə/ all the animals living in an area or in a động vật
particular period of history

3. insect (n) /ˈɪnsekt/ any small creature with six legs and a côn trùng
body divided into three parts. Insects
usually also have wings. Ants, bees and
flies are all insects.

4. organism /ˈɔːɡənɪzəm/ a living thing, especially one that is sinh vật

(n) extremely small

5. biodiversity /ˌbaɪəʊdaɪ the existence of a large number of đa dạng

(n) ˈvɜːsəti/ different kinds of animals and plants
which make a balanced environment

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of 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

156
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Game: Guess the place Clues:
- Teacher divides the class into 2 teams and explains the 1. This landscape forms the habitat for
rules of the games. some of Asia’s rarest animal and plant
- There are three clues for Ss to guess the place. species.
- Teacher shows each clue, one by one. 2. Visitors in April and May have the
- If one team: chance to see thousands of vibrant
+ gets the correct answer after the 1st clue 🡺 they get 3 butterflies.
points. 3. This place is located 120 km southwest
+ gets the correct answer after the 2nd clue 🡺 they get of Hanoi, and nestled between the
2 points. provinces of Ninh Binh, Thanh Hoa and
+ gets the correct answer after the 3rd clue 🡺 they get 1 Hoa Binh.
point. 🡺 CUC PHUONG NATIONAL PARK
- The team with the correct answer is the 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:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students are able to identify some new words before they listen and read the dialogue.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. flora (n)
- Teacher explains the meaning of the new vocabulary 2. fauna (n)
by pictures. 3. insect (n)
- Teacher checks students’ understanding with the “Rub 4. organism (n)
out and remember” technique. 5. biodiversity (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 help students get to know the topic;
- To introduce more words and phrases related to ecosystems;
- To help Ss identify the compound nouns.

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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 understand the content of the dialogue and complete the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen and read. (5 mins)
- Teacher sets the context of the conversation. Have Ss Suggested questions
look at the picture. Ask Ss questions about it. + What can you see in picture 1?
+ Can you tell your friends what you
- Teacher encourages Ss to use their imagination and know about this place?
accept all answers. Then explain that Ms Hoa, Nam, and + What can you see in picture 2?
Mai are in class and they are talking about the ecosystem. + How do you understand the picture?
- Teacher plays the recording twice for Ss to listen and Suggested answers:
read along. Have Ss underline words/phrases related to 1. Cuc Phuong National Park
the ecosystem in the conversation. 2. Cuc Phuong National Park is situated
- Teacher has Ss compare the words they have underlined in Ninh Binh province. This park is
in pairs and discuss their meaning. Then check known as the first national park and the
comprehension as a class. largest nature reserve in the country.
3. The hands are holding different kinds
- Teacher calls on three Ss to read the conversation of animals.
aloud. 4. We should protect the wildlife.
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 questions:
Extension: Teacher asks Ss some additional Where did Nam go last week? What did
comprehension questions to check understanding of other he like about his trip? Why are many
parts of the conversation. ecosystems lost, damaged or destroyed?
Task 3. Complete the diagram with words and phrases in Task 1. (5 mins)
Answer key:
- Teacher has Ss read the conversation quickly again, and
find suitable words to complete the diagram. 1. Living 2. flora
3. fauna 4. bacteria
- Teacher calls on individual S to write the answers on
5. Non-living
the board. Check answers as a class.
Task 4. Use the words in the box to form compound nouns mentioned in Task 1. Match them
with the meaning below. (5 mins)
Answer key:
- Teacher has Ss read the four definitions and checks

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 1. climate change
their understanding.
2. natural resources
- In weaker classes, teacher encourages Ss to read the
conversation again and underline the compound nouns. 3. national park
Then try to match them with the given definitions.
4. raw materials
- Teacher checks answers by calling on individual Ss to
read out the compound nouns.

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

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practise speaking skills;
- To help Ss memorise 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 creativity.
will play the role of the teacher and others are students.
- 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.
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 the exercises in the workbook.
- Prepare for the project in Lesson 8

159
Date of preparing: 27/4/2024
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;
3. Personal qualities
- Be aware of the importance of protecting the ecosystem;
- Develop self-study skills.
- Actively join in class activities

II. MATERIALS
- Grade 11 textbook, Unit 10, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- 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
Students are reluctant to work in groups. that they can help each other.
- Provide feedback and help if necessary.
Students may lack vocabulary to deliver - Explain expectations for each task in detail.
a speech - Continue to explain task expectations in small chunks
(before every activity).
- Provide vocabulary and useful language before
assigning tasks

160
 - 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:
- Categorising game
c. Expected outcomes:
- Students can identify some more new words about plants and animals.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Categorising game Answer keys:
- Ss work in groups. Each group is given small Mammals: human, squirrel, hedgehog, deer,
pieces of paper on which names of plants and bat, dolphin
animals are written. Birds: seagull, crow, owl, eagle, peacock,
parrot
- Each group has to classify them into correct Insects and invertebrates: wasp, butterfly,
categories. snail, beetle, worm, ant
- The first team to complete the task correctly is Flowers: marigold, orchid, daffodil, poppy,
the winner. lily, daisy
- Teacher asks the winner to go to the board and Trees and other plants: cactus, palm, bamboo,
oak, seaweed, mushroom
show the correct answers.
Sea and river creatures: lobster, squid, trout,
octopus, oyster, salmon

e. Assessment
- Teacher observes the groups and gives 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:
- 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 rising intonation or falling intonation. Then
listen and check. Practise saying the conversations in pairs. (p.112)
c. Expected outcomes:
- Students can use correct intonation in question tags.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen to these conversations. Pay attention to the intonation of the question tags. Then

161
practise saying them in pairs (5 mins)
- Teacher writes the first sentence on the board and
1. A: So we need to protect local
calls on one or two Ss to read it. Check if Ss are
familiar with question tags. If necessary, explain how ecosystems, don’t we?
these questions are formed, e.g. We add question tags B: Yes, we do.
to statements to invite a response from the listener. 2. A: You'll take the books back to the
When the statement is positive, we use a negative library, won’t you?
question tag. If the statement is negative, we use a B: OK, I’ll do that tomorrow.
positive question tag. 3. A: We don’t want our planet to lose
- Teacher reads the question and asks questions to elicit biodiversity, do we?
the intonation, e.g. Did I raise or lower my voice on the B: No, we don’t.
question tag? What do you think this means? 4. A: An ecosystem is a community of

- Teacher focuses Ss’ attention on the Remember! box living things, isn’t it?
and has Ss read the explanation and examples. B: No, it isn’t. It’s a community of both
living and non-living things.
- Teacher plays the recording of the first exchange and 5. A: You went to Cuc Phuong National
ask Ss to listen and repeat, paying attention to the
Park last weekend, didn’t you?
intonation of the question tag. Have Ss say what
B: Yes, I did.
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 asks 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 pairs to role-play
the conversation aloud.
Task 2: Mark the intonation in the question tags using rising intonation or falling intonation.
Then listen and check. Practise saying the conversations in pairs. (7 mins)
- Teacher asks Ss to read the sentences. Then teacher Answer key:
1. A: Sorry, I didn’t hear my alarm this
checks comprehension. morning.
- Teacher has Ss mark the intonation on the question B: So you were late again, weren’t you?
tag in each sentence individually. Then ask them to
work in pairs to compare their answers. 2. A: I couldn’t watch the match last night.
We won, didn’t we?
- Teacher checks answers as a class by playing the
B: Yes, we did.
recording. Pause after each question tag and confirm
3. A: There are several ecosystems that

162
 the intonation. Call on individual Ss to mark the can be found in Viet Nam.
intonation on the question tags on the board. B: Yes! Viet Nam is biologically diverse,
isn’t it?
- Teacher puts Ss in pairs again and has them practise
4. A: We are running out of fossil fuels,
reading the sentences to each other. aren’t we?
B: Yes, we are. 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 are able to identify the meaning of words, memorise them and use them in meaningful
contexts.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match the words and phrases with their meanings. (6 mins)
- Teacher reads the words on the left and makes sure Ss understand Answer key:
the abbreviations in brackets (n, np, adj). 1. e
- In weaker classes, teacher reads each word and elicits the part of 2. d
speech students need to look for in the definitions, e.g., What part of
speech do you need to look for in the definition of ‘native’’? Which 3. a
definition contains verbs? 4. b
- Teacher asks Ss to work in pairs to do the matching. 5. c
- 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 used to complete each of Answer key:
the sentences. Remind them to use the contextual clues to decide on
the word/phrase. 1. Tropical forests
- Teacher checks answers as a class. Have individual Ss call out the
word they have used for each sentence first. 2. conservation
- Teacher confirms the correct answers.
- In stronger classes, ask Ss to explain why they have chosen the 3. native

163
 word for each sentence (the clues in the context), e.g. The first 4. species
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 5. mammals
“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’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

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 are able to identify how to form and use compound nouns and can apply them in contexts.
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 in Key:
GETTING STARTED. Elicit the formation of compound 1. endangered species
nouns e.g., How many words is a compound noun formed
from? What word combinations are most common? Are 2. nature reserve
compound nouns always written as one word? 3. life expectancy
- Teacher has Ss read the explanation and examples in the 4. rainforest
Remember! box. Check understanding and provide more
5. vocational school
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

164
 sentences with them. (7 mins)
- Teacher has Ss read the instructions and check to make Suggested answers:
sure they all understand what they have to do. Point to the 2. wildlife (e.g. Wildlife helps
maintain ecological balance and
example in the first sentence and the two words that have
biodiversity.)
been crossed out in the box. Ask questions, e.g. Can we
3. sea level (e.g. Sea level rise is
make a compound from ‘globe’ and ‘warm’? What do we caused primarily by two factors
need to change? related to global warming.)
- Teacher asks Ss to look at the words in the box and form 4. swimming pool (e.g. The resort is
the other four compound nouns. famous for its amazing swimming
pools.)
- Teacher puts Ss in pairs to compare their answers and use 5. mobile phone (e.g. Mobile phones
the compound nouns to make sentences. are used for a variety of purposes.)
- Teacher checks answers as a 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 the exercises in the workbook.
- Prepare for Lesson 3 - Reading.

Date of preparing: 27/4/2024

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
3. Personal qualities
- Love the national parks of our countries
- Be aware of the values of U Minh Thuong National Park and the responsibility to protect it
- Actively join in class activities.

II. MATERIALS

165
- Grade 11 textbook, Unit 10, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Pronun Vietnamese
Form Meaning
ciation equivalents
1. unique (adj) /juˈniːk/ being the only one of its kind độc đáo, độc
nhất

2. mangrove / a tropical tree that grows in mud or at the edge of cây đước
(n) ˈmæŋɡr rivers and has roots that are above ground
əʊv/

3. delta (n) /ˈdeltə/ an area of land, like a triangle in shape, where a river vùng châu thổ,
has split into several smaller rivers before entering vùng đồng bằng
the sea

4. pangolin (n) /pæŋ a small animal from Africa or Asia that eats insects, con tê tê
ˈɡəʊlɪn/ and has a long nose, tongue and tail, and
hard scales on its body

5. floating / staying on or near the surface of a liquid and not nổi

(adj) ˈfləʊtɪŋ/ sink

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation of
some lexical items. words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment for
2. Students may have underdeveloped
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:
- 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 Viet Nam
c. Expected outcomes:

166
- Students can get some knowledge about famous national parks in Viet Nam.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Quiz: National parks in Viet Nam Quiz content:
- Teacher divides the class into 4 groups. 1. This national park has a favorable geographical
- Clues about national parks in Viet Nam position: bordering with Ha Long Bay, near Hai Phong
are shown on the slides. City and other Red River Delta provinces.
- If one team knows the name of the 2. This national park has everything to offer, from an
national park, they say BINGO and grab amazingly biodiversity area of tourist resorts, a string
the chance to answer. of mysterious French ruins to a host of intriguing mini-
- If the answer is correct, they have one hikes and trekking trails.
point. 3. This is a national park and UNESCO World
- If the answer is incorrect, the chance is Heritage Site. It is approximately 500km south of Ha
for another team. Noi or about 1,200km north of Ho Chi Minh City.
- The group with the highest points will be 4. It is situated in Bac Kan Province, about 240km
the winner. from Hanoi. It spans over 23,000 hectares of beautiful
- Teacher leads in the lesson. waterfalls, deep rivers, valleys, lakes and caves, all set
amongst towering peaks.
5. The park covers a flat plain that extends from
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, collects their answers and gives feedback.

2. ACTIVITY 1: PRE-READING (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:
- Task 1: Work in pairs. Look at the photos and discuss the questions. (p.113)
- Pre-teach vocabulary related to the content of the reading passage.
c. Expected outcomes:
- Students can identify the meanings of some new words before they read and guess the main content
of the text.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

167
 Task 1: Work in pairs. Look at the photos and discuss the questions. (p.113)
- Teacher shows photos of the park or shows video clips
to get Ss engaged then put them into pairs to discuss the Suggested answer:
two questions. U Minh Thuong National Park is in the
south of Viet Nam. There you can see
+ Have you ever been to U Minh Thuong National
some rare animals and plants. You can
Park? Where is it?
also go hiking and boating through the
+ What did/can you see in the park? wetlands.
- 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 vocabulary 1. unique (adj)
by pictures. 2. mangrove (n)
- Teacher checks students’ understanding with the “Rub 3. delta (n)
out and remember” technique. 4. pangolin (n)
- Teacher reveals that these five words will appear in the 5. floating (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 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.114)
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 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’ understanding. Answer key:
- Teacher asks Ss to skim the text and identify the main idea of each
paragraph, then match the heading with a suitable paragraph. Remind Ss to 1. C
underline key words or phrases in the text which help them identify the 2. D
correct heading.
- Teacher checks answers as a class. Ask individual Ss to call out their 3. A
answers and provide evidence for each one from the text, e.g 1. Flora and 4. B

168
 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 words in Key:
each of them. 1. biodiversity
- Teacher checks whether Ss have got the right key words (e.g., 1. famous, 2. central part
rare, rich; 2. waterways, surround, national park; 3. two hundred; 4. 32;
5. best time, visit. 3. species of plants
- Teacher tells Ss to scan the text to locate the answers, then read again, 4. types of mammals
this time paying attention only to the parts of the text that contain the 5. August to November
information. Remind them to complete each sentence with no more than
THREE words.
- 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’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 the solutions to protect the national park.
b. Content:
- Task 4: Work in groups. Discuss the following questions. (p.114)
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’ ACTIVITIES CONTENTS

Task 4: Work in groups. Discuss the following questions.
- Teacher puts Ss into pairs. Have them discuss the Suggested answer:
two questions. Remind them that national parts are We need national parks for several reasons.
important for local ecosystems, such as U Minh First, they provide habitats for thousands of
species of plants and animals. Second, they

169
 boast unique geographical features and
Thuong so they need to protect them.
amazing natural beauty. That is why they
- Teacher invites one or two pairs of Ss to present provide many recreational opportunities. In
their ideas to the class. Praise for interesting ideas addition, national parks play a vital role in
and fluent delivery. preserving biodiversity and natural resources
such as minerals, wood and water.
So how can we protect our national parks?
First, we can start conservation campaigns to
raise awareness, inform the public and change
human behaviour. Second, we can raise funds
for restoring damaged natural sites. Finally,
we can encourage governments to fund
scientific research aimed at limiting the
impact of climate change
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 protect national parks in Viet Nam.
- Do the exercises in the workbook.
- Prepare for the next lesson – Speaking.

Ký duyệt tuần 33, ngày 29/4/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 4/5/2024

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

170
 - Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
- Develop presentation skills
3. Personal qualities
- Be aware of 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
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. mass tourism /mæs ˈtʊərɪzəm/ a kind of tourism in which there is huge gathering of tourist
(noun phrase) in a destination and creates huge impact upon its carrying
capacity.

2. carbon /ˌkɑːbən ˈfʊtprɪnt/ a measure of the amount of carbon dioxide that is produced
footprint by the activities of a person or company
(noun phrase)

3. shelter (n) /ˈʃeltə(r)/ a structure built to give protection, especially from the
weather or from attack

4. native (adj) /ˈneɪtɪv/ (of animals and plants) existing naturally in a place

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:
- Watch a video
c. Expected outcomes:

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- Students can find the correct ideas related to the topic of the lesson.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link: https://www.youtube.com/watch?
- Ss work in 4 groups. Each group is given a big-sized v=kHhspf5IfdE
piece of paper and markers. Suggested answers:
- Ss watch the video once and answer the question: - Discuss reasons for deforestation and the
What did the group of students do in the video to effects
protect biodiversity? - Develop a list of actions to restore the
- All teams stick the paper on the boards. forest
- Teacher checks the answers of each group. - Animate a community radio program
- Organize role-play activities to raise
- The group that has the most correct answers is the
awareness
winner.

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

2. ACTIVITY 1: CONTROLLED PRACTICE (14 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 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:
- Vocabulary pre-teaching
-
Task 1: Look at the table below. Which of the following are ways to protect local biodiversity? Tick ( ) the cor

- Task 2: Work in pairs. Choose a way to protect local biodiversity from the list in 1, and tell your
partner about it. Use the following questions. (p.114)
c. Expected outcomes:
- Students can use key language more appropriately when they speak about ways to protect local
biodiversity
- Students revise strategies for giving opinions and reasons
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 with 1. mass tourism (n.phr)
different techniques (pictures, actions, synonyms …) 2. carbon footprint (n.phr)
- Teacher checks students’ understanding with the “Rub out 3. shelter (n)
and remember” technique. 4. native (adj)
- Teacher asks Ss to take notes on their notebooks.

Task 1: Look at the table below. Which of the following are ways to protect local biodiversity? Tick ( ) th

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 . (4 mins)
- Teacher reminds Ss of the reading text about U Minh Key:
Thuong National Park, and elicits what it is famous for, e.g., 1, 2, 4
rich and rare biodiversity, ecosystem conservation, many
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 answers 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 1, and tell
your partner about it. Use the following questions. (5 mins)
- Teacher tells Ss to refer back to the three ways of protecting Suggested answers:
the local diversity in 1 and think of ideas to answer the three 1. Banning the hunting of wild
questions. animals: Wild animals play an
important part in different
- Teacher asks Ss to look at the example and note down the
ecosystems and food chains. The
necessary phrases or expressions to use for their ideas
hunting of some animals, such as
- Teacher asks Ss to look at the questions. Tell them that they bears, tigers, or rhinos, have caused
are going to work in pairs to answer these questions. a
- Before they start, quickly review the communication rapid decline in their populations
strategies for giving their opinions and reasons in a and may lead to their extinction.
conversation by asking, e.g. How can we give opinion and 4. Educating people about the
reasons in a conversation? importance of biodiversity: Human
- Teacher encourages Ss to use these strategies when they activities have direct effects on
answer the questions in pairs. ecosystems. If people are aware of
the importance of biodiversity on the
- Teacher walks around and provides help if necessary.
planet, they may act to limit
deforestation, stop illegal hunting,
and protect local habitats.
e. Assessment
- Teacher observes students’ performance, checks their answers and gives feedback.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (23 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.
- To give Ss an opportunity to summarise and present a group discussion to the class.
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)
- Task 4: Task 4. Report your answer to the whole class. Vote for the best answer. (p.114)
c. Expected outcomes:

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- 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 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. (11 mins)
- Teacher asks Ss to read the situations and checks Suggested answers:
understanding. Draw their attention to the example 2. You shouldn’t do that for several
answer and ask if they agree with it. Brainstorm other reasons. First, wild animals eat their own
possible responses as a class. food and human snacks may cause health
- Teacher puts Ss in groups and has them come up with problems for them. Second, feeding wild
responses to the other situations. Encourage them to animals may be dangerous as they can
use linking words and phrases to introduce their reasons attack you.
and arguments. 3. You shouldn’t do that for several
- Teacher has each group agree who will be the group reasons. First, wild animals may try to
note taker to take notes of their ideas. Ss can then use eat this plastic waste, which may cause
the notes to formulate the final response that most health problems for them. Second,
people in the group agree on. throwing rubbish can pollute the water
- Teacher sets a time limit for this activity. Walk round and soil, and damage the natural habitats
the class and offer help if necessary. of many species.
4. You shouldn’t build a fіre in a national
park for several reasons. First, a fіre may
burn and damage plants in the park.
Second, a fіre can easily spread in hot,
dry and windy conditions. Open burning
can also cause wildfіres. They can kill
wild animals and burn trees, causing
deforestation.
Task 4. Report your answer to the whole class. Vote for the best answer. (12 mins)
- 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 response impromptu. The group which
has come up with the situation can decide which answer
is best.

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

174
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do the exercises in the workbook.
- Prepare for the next lesson – Listening.

Date of preparing: 4/5/2024

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 ecosystems
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
- 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

175
3. food chain (n) /ˈfuːd tʃeɪn/ a series of living creatures in which each type of 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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Food chain Key:
- 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.

176
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:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students are able to identify the meanings of and know how to pronounce some words from the
recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Choose the correct meaning of the word and phrases. (4 mins)
- Teacher asks Ss to work in pairs and guess the meaning of the words or Key:
phrases. Explain that they will appear in the recording. Tell them to look 1. B
at the given pictures as suggestions.
2. A
- Teacher calls on some pairs to share their answers. Correct answers as
a whole class. 3. A
- Teacher elicits the topic by asking questions such as “What the 4. B
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 vocabulary with different 1. coral reef (n)
techniques (pictures, actions, synonyms …) 2. expert (n)
- Teacher checks students’ understanding with the “Rub out and 3. food chain (n)
remember” technique. 4. run out of (v)
- Teacher asks Ss to take notes on their notebooks. 5. restore (v)
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 and for specific information about human impact on
ecosystems
- To provide Ss with some basic information about human impact on ecosystems.
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.

177
- Students can gain some knowledge on human impact on ecosystems.
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 questions and three options, and underline Key:
the most important key words in the questions, e.g. (1. why, Dr Logan, give 1. B
a talk; 2. Which, benefits, provided, a healthy ecosystem, NOT mentioned; 2. C
3. How much, coral reef, disappeared; 4. What, happen, result, damaging,
ecosystem balance; 5. What, Dr Logan, talk, next). Ss should also 3. B
underline the key words in the options to help them work out the difference 4. B
between the options, then think of synonyms or paraphrases they might 5. A
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 confirms 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 half, Key:
world’s forest, destroyed; 3. disappearance, species, cause problem, food 1. T
chain; 4. Health, human beings, depend, healthy ecosystem). Tell Ss to pay
more attention to these words and phrases, and the context around them. 2. F
Remind Ss that the statements may include paraphrased or different 3. T
information from what they hear in the recording so they should listen for 4. F
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’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 memorization of the information in the recording;

178
- 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 their presentation skills;
- To practise team working;
b. Content:
- Task 4: Work in groups. Discuss the following question. (p.115)
c. Expected outcomes:
- Students can express their opinions on the given topic and present their ideas.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in groups. Discuss the following question. (p.115)
Suggested answer:
- Teacher asks Ss to work in groups and discuss the
Below are some ways:
question. Walk round the class and offer help. For
weaker Ss, provide some prompts or guiding questions, – plant trees, and ensure they grow to full
such as How do we restore native habitats? What kind maturity
of plants do we need to plant? (We need to plant native – volunteer on restoration projects in
species.) How can we attract more birds? (By building your community
and installing bird houses) Where can people volunteer – assist local habitats by bringing back
their time for restoration projects? (In nature reserves plants and animals that used to live there
or national parks) – eat less meat and buy organic produce
– support green businesses
- Teacher calls Ss from different groups to share their
– organise or join local clean-up
ideas with the class.
activities of beaches and parks
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 the exercises in the workbook.
- Prepare for the next lesson –Writing.

Date of preparing: 4/5/2024

Period 97
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

179
 - Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
3. Personal qualities
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Review 4
- 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 large - Encourage students to work in pairs and in
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 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 9 and Unit 10.
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’ ACTIVITIES CONTENTS

MINI GAME: CATCH A WORD Answers:
- Divide 2 teams and tell students the rules of the game Depression, national park, ecosystem,
- T shows the pictures to students. crime, food chain, pressure
- T introduces the lesson .

e. Assessment
- Teacher observes the groups and gives 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:

180
- 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 Key:

pressure ↗ or bad decision-making↘?

to identify the type of questions (i.e. tag or choice 1. Is this an example of negative peer

2. Have you ever experienced physical ↗

questions).

or verbal bullying↘?
- Briefly review intonation in tag and choice questions
on the board.
- Ask Ss to mark the intonation in these questions. Then trees↗, hunting wild animals↗ or
3. Is the most serious issue cutting down

play the recording for them to check their answers. littering↘?

focus on social issues↗, environmental

- Ask Ss to practise saying the questions in pairs, using 4. Is your awareness campaign going to

problems ↗ or educational themes↘?

the correct intonations.

ecosystems, isn’t it ↘? Governments

- Ask some Ss to say these questions out loud in front of 5. Cutting down forests is destroying
the whole class.
should stop deforestation.

Park, haven’t you↗? – No, I haven’t.

Extension: Ask Ss to work in pairs and change the tag 6. You have been to Cuc Phuong National
questions into choice questions, and vice versa, e.g., 1.

animals is not good, isn't it↘? We

This is an example of negative peer pressure, isn’t it? 6. 7. Buying products made from wild
Have you been to Cuc Phuong or U Minh National
Park? Ask Ss to practise saying the new questions in shouldn't do it.
pairs. Invite some Ss to say their sentences in front of
environment, do they↘? But they do so
8. People don’t want to harm the
the class.
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 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 contexts.
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 in pairs. Answer key:

181
 Encourage them to use the pictures as clues.
- Check answers as a class. Call on individual Ss to spell the 1. alcohol – violent
words or write them on the board. 2. ashamed – bullied
3. depression – pressure
- In weaker classes, do the first item as a class. Read the 4. crime – physical
beginning of the sentence and ask Ss what the picture shows. 5. species – national park
Elicit the answer (alcohol) from Ss. 6. flora – fauna
- Remind them that these are words they learnt in Unit 9 and 7. biodiversity
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 the 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 answers. (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 being victims of cyberbullying,
many teenagers become depressed./Many
- Have Ss study the linking words and phrases and
teenagers become depressed because of being
try to recall how they are used (i.e. whether they
victims of cyberbullying.
are followed by a noun/gerund or by a clause;
2. As people pollute the environment,
whether they are used to add information or show
ecosystems are damaged./Ecosystems are
reasons). In weaker classes, review the rules on the damaged as people pollute the environment.
board.
3. Although our awareness campaign was a

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 - Ask Ss to work individually, then compare their success, we still need to do more to stop
sentences in pairs. cyberbullying./ We still need to do more to
stop cyberbullying although our awareness
- Check answers as a class and provide campaign was a success.
explanations if necessary. E.g., 1. We use “because
4. Since the forest has become a nature
of” before a noun phrase to give explanations.
reserve, people are not allowed to camp or
Extension: Ask Ss to work in pairs to connect hunt there./ People are not allowed to camp or
these sentences using other linking words or hunt in the forest since it has become a nature
phrases they know, e.g.. 1. Many teenagers are reserve.
victims of cyberbullying, so they become
5. In spite of many campaigns to end
depressed. Invite some Ss to share their new
deforestation, trees are still being cut
sentences with the whole class.
down./Trees are still being cut down in spite of
many campaigns to end deforestation.
6. Despite peer pressure from my friends, I
didn’t skip lessons./I didn’t skip lessons
despite peer pressure from my friends.
7. In addition to doing environmental projects,
Mandy is helping teenagers find part-time
jobs./ Mandy is helping teenagers find part-
time jobs in addition to doing environmental
projects.
8. Despite the/our effort to save our local park,
it was sold to a property developer./Our local
park was sold to a property developer despite
the/our effort to save it.
Task 2. Choose the correct answer. (6 mins)
- Ask Ss to read the sentences and pay attention to
Answer key:
answer options. 1. national
- Remind them that these are words they have 2. Cyberbullying
learnt in different units so far. 3. nature
4. vocational
- Quickly remind students of how compound nouns 5. life
are often formed.
6. generation
- Check answers as a class. 7. climate
8. social
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’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 the exercises in the workbook.
- Prepare for Review 4- Lesson 2: Skills (1) Listening and Speaking.

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 Ký duyệt tuần 34, ngày 6/5/2024
Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 10/5/2024

Period 98

REVIEW 4
Lesson 2: Skills (1) - Listening & Speaking

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

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 class. - Explain expectations for each task in 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.

184
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: https://www.youtube.com/watch?
- Teacher asks Ss to watch a short video and try to v=D9OOXCu5XMg
remember the information in the video. Suggested answers:
- After Ss listen, teacher shows the question. The message is it’s good to be yourself.
- Ss raise their hands to grab the chance to answer.
- T checks if the answers are correct or incorrect and The film’s goal is to empower children of
leads in the lesson. all ages to find the courage to look inside
and love themselves as they are.
Question:
“What message does the video convey?”

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 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 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)
- Ask Ss if they remember what body-shaming is. Tell Key:
them that they are going to listen to a talk show about 1. A
body-shaming. 2. D
- Ask Ss to read the ideas (A-D) and put them in the 3. B
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
your understanding. Key:
- Identify the types of questions and review some 1. A
strategies for each type, e.g., underlining key words for 2. C
Q2 (listening for information not given in the text), 3. A
paying attention to paraphrases for Q3 (making 4. B
inference), and understanding the organization of ideas

185
 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.

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. 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.
- Before they start, quickly review different techniques for Suggested answer:
starting, maintaining, and concluding a conversation or Learning to be confident may be the
discussion by writing on the board some key best way to deal with body shaming.
communication strategies and eliciting useful expressions,
When we are confident about ourselves,
e.g. Can you tell me one way to start a conversation?
we are no longer vulnerable to criticism
When we end a conversation, what should we do?
- Encourage Ss to use the expressions when they discuss about our appearance. We also learn to
the questions in pairs. think positively about ourselves and
- Go through each point and ask Ss how each point will learn to focus on our other strengths
help victims of body shaming. e.g., 1) People should rather than appearance only.
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 Suggested answers:
each situation and provide a suitable response. Encourage 1. I will tell my friends to stop doing it,
them to continue using the communication strategies for because heights vary from people to
starting, maintaining and concluding a discussion. people, and there’s nothing to be

186
 - Put Ss in groups and assign one person to be the group ashamed of if you are not tall.
note taker to take notes of their ideas. Ss can use the notes 2. I will tell my friend that being good-
to formulate the final response that most group members looking and talented are not related. If
agree on. she is talented and confident in herself
- Set a time limit for the activity. and her abilities, she is beautiful to me,
- Have some Ss present their ideas to the whole class. and there’s no reason why she cannot
- Ask other Ss to vote for the best idea. Announce and win.
praise the winners. 3. I will tell him/her that it’s rude to
make fun of someone because of his/her
appearance. Big people can also be
beautiful. People’s weight has nothing
to do with their worth or their beauty.
So he/she should stop posting pictures,
making offensive comments, and
inviting
others to do so.
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 the exercises in the workbook.
- Prepare for Review 4 - Lesson 3: Skills (2) Reading and Writing.

Date of preparing: 10/5/2024

Period 99

REVIEW 4
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 main ideas and specific information.
- Practise writing a proposal for protecting Cuc Phuong National Park
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
3. Personal qualities
- Develop self-study skills.
- Actively join in class activities
II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn
Assumptions

187
 Anticipated difficulties Solutions
Students may find the lesson boring due to a large - Encourage students to work in pairs and in
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 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 give excitement to students and lead in the lesson.
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’ ACTIVITIES CONTENTS
Video watching
- Teacher shows the rule to all students Answers:
- There are two videos about two National Parks: Cuc 1. Saguaro NP
Phuong (Ninh Binh - Viet Nam) and Saguaro (Arizona-
2. Saguaro NP
USA).
3. Cuc Phuong NP
- Ss watch the video and memorize the details
(landscape - fauna - flora). 4. Saguaro NP
- After the videos, T shows screenshots from the same 2 5. Cuc Phuong NP
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 ideas from T and videos.
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 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 some Ss to Key:

188
 quickly share their experiences and tell them that they are going to read A. 2
about the national park today. B.1
- Ask Ss to quickly skim through the text and choose the best heading for C.3
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 their understanding.
Key:
- In stronger classes, have them do the activity first, then read the text to 1. B
check their answers. In weaker classes, do the first one as an example and 2. A
have Ss read the text again to locate the information. 3. C
4. B
- Check answers as a class.
5. C
- 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 Students’ performance
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’ CONTENTS
ACTIVITIES
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 Students’ performance
check understanding. Encourage them to
underline key words to identify the topic
(i.e., how to protect Cuc Phuong national
park) and the task (i.e., writing a short
proposal)
- Put Ss in pairs to read the suggested
plan for their proposal and complete the

189
 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 Sample answer:
the ideas in Activity 1 and the outline in Title: Preserving Cuc Phuong ecosystem
Activity 2. To: Viet Nam Wildlife Conservation Committee
- In weaker classes, quickly review the Date: 25 February, 20__
outline and useful sentence structures in Prepared by: Vu Hoang Ha
writing a proposal. Introduction: Cuc Phuong is famous for its wonderfully
- Give Ss enough time to write their rich ecosystem. However, the National Park has been
proposals. Walk round the class and threatened by human activities, such as illegal hunting,
offer help. logging, and littering. Therefore, we would like to
- Collect some or all Ss’ proposals and propose some ideas for protecting its ecosystem.
give written feedback in the next lesson. 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, or 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.
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 the exercises in the workbook.

Ký duyệt tuần 35, ngày 13/5/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

190
Date of preparing: 17/5/2024
Period 102
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
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be responsible for protecting the ecosystems
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 10, 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 review vocabulary of the previous lessons;
- To set the context for the writing part;
b. Content:
- Jumbled words
c. Expected outcomes:

191
- Students review some vocabulary of the previous lessons.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Game: Jumble words Words:
- Teacher divides the class into 2 groups. 1. R/U/N/A/L/T/A E/I/D/A/S/S/T/R (2 words)
- Teacher shows each jumble word on the screen. 2. N/E/B/A/C/A/L
- If a team can answer the word, students raise their
hands and say BINGO to get the chance to answer. 3. L/O/C/A/R F/E/R/E (2 words)
- If Ss have a correct answer, they get one point for 4. M/O/C/E/Y/S/T/S/E
their team. 5. A/N/R/D/E/A/N/G/R/E C/E/S/I/P/S/E (2
- The team with more points will be the winner of words)
the game. Answer key:
NATURAL DISASTER
BALANCE
CORAL REEF
ECOSYSTEM
ENDANGERED SPECIES

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives 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 come up with some ideas about restoring local ecosystems.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in groups. Discuss and decide whether the following ideas are for or against
restoring local ecosystems. (4 mins)
- Teacher has Ss work in groups. Tell them to read the Suggested answer:
statements and discuss which of them are for or against For: 2,4,5
restoring local ecosystems. Ss may refer back to the Against: 1,3, 6
ideas in the reading (the importance of national parks in
local ecosystems) 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.

192
 Useful expressions (5 mins)
- Teacher gives Ss a handout and asks them to classify List of expressions:
the items into correct categories: Introduction, Body, - Introduction
Conclusion + Today, many people argue that …
- Teacher lets Ss work in groups. + From my point of view/In my opinion,
- The groups show their answers on the board. this is/people should …
- The whole class checks 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 gives 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:
- Students can write a complete opinion essay on restoring local ecosystems.
d. Organisation

TEACHER’S AND STUDENTS’ CONTENTS

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 outline or Suggested answer:
Today many people argue that we should spend more
they may refer to the structure in Unit 2.
money on restoring local ecosystems. From my point of
- Teachers puts Ss into groups and has view, this is a great idea for the following reasons.
them brainstorm ideas for their essays. Firstly, the most important reason why we should invest
Encourage Ss to use the ideas in 1 and in restoring them is that we are already suffering from
think of reasons to support their view. the impact of their damage. Both air pollution and water
- Teacher sets a time limit for the task. pollution have increased and are affecting our health.
Walk round the class to give further Secondly, habitat loss has caused the disappearance of
support if needed. many plant and animal species. This has affected the
balance of local ecosystems since all living things play

193
 - When Ss finish writing, teacher gives an important role. When plants or animals die out, the
food chain may also break down. That is why we should
them time to check their own essay.
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’s observation on Ss’ performance.

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

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- 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 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: …/10
and discuss how to improve it. TOTAL: …/50
- Teacher then chooses one piece of writing and 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 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

194
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do the exercises in the workbook.
- Prepare for the next lesson – Communication and Culture.

Ký duyệt tuần 36, ngày 20/5/2024

Tổ trưởng CM

Trần Thị Hoàng Điệp

Date of preparing: 22/5/2024

Period 103

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 collaborative and supportive in pair work and teamwork
- Develop problem-solving skills and creativity
3. Personal qualities
- 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
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. fancy (v) /ˈfænsi/ to want something or want to do something

2. cruelty (n) /ˈkruːəlti/ cruelty (to somebody/something)

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 or person and

195
 another and keeps them separate

4. snorkelling (n) /ˈsnɔːkəlɪŋ/ the sport or activity of swimming underwater with a snorkel

5. marine (adj) /məˈriːn/ connected with the sea and the creatures and plants that live
there

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in 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 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 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’ ACTIVITIES CONTENTS

Watch a video Link: https://www.youtube.com/watch?
- Ss work in pairs and watch a video. v=sAPK6-pEoPk
- Ss answer the questions: Which expressions are used Answer key:
to talk about likes and dislikes in the video?
- In pairs, one student lists out the expressions to talk Likes Dislikes
about likes, one notes down the dislikes. I’d love to … sounds better to me
- Teacher calls some pairs to write their answers on the I love them. Not my style
board. Sounds good I don’t like
- Teacher checks the answers and leads in the lesson. Sounds great No thanks
Perfect No way
Great It’s just awful
Wonderful It’s terrible
I’m not a fan

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

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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 practise it
in pairs (6 mins)
- Teacher asks Ss to read through the incomplete Key:
conversation. Check comprehension by asking 1. C
questions, e.g. Who are the speakers? What are they 2. A
talking about? 3. B

- Teacher gives Ss a few minutes to read the

expressions in the box and the conversation. In
stronger classes, encourage Ss to guess the answers
based on context clues.
- Teacher has Ss listen and complete the conversation
with the words from the box.
- Teacher checks answers by asking two Ss to read
out the conversation.
- Teacher has Ss underline expressions used to
express likes and dislikes (Do you fancy...; Don’t you
like...; I really love; I can’t stand; I’m not a fan...)
- Teacher puts Ss in pairs and has them practise the
conversation.
- Teacher invites some pairs to role play the
conversation in front of the class.
Useful expressions (7 mins)
- Teacher gives students a list of expressions which Useful expressions
are mixed together. Ss have to classify them into 2 - Expressing likes:
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 …

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 - 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 used in Suggested answers:
1 are for expressing likes and dislikes. Brainstorm
Situation 1.
more expressions or have Ss study the useful
expressions in the table. A: On our fіeld trip to the national park
next week, we should collect some insects
- Teacher gives Ss a few minutes to plan their
for our biology lessons. We should bring
conversations. Have them write down some prompts
some jars to put them in.
to help them, e.g., how they are going to start the
conversation, which national park they are going to, B: I’m a big fan of insects. Putting them in
what they like or dislike doing there. jars will kill them. And I don’t think we
should do that. Insects play an important
- Teacher walks around the class and provides help if
role in the ecosystem. Why don’t we just
needed.
observe them and take photos of them?
- Teacher calls on some pairs to role play their
conversations in front of the class. Praise for good A: Great idea. I love it!
effort, appropriate use of the expressions for Situation 2.
likes/dislikes, clear pronunciation and fluent delivery.
A: Shall we use paper plates and cups for
our class party this Saturday?
B: Yes, I like your idea. They’re better for
the environment than plastic ones. I’m keen
on using eco-friendly products.
A: Then let’s ask our classmates to bring
their chopsticks or forks.
B: I love your suggestion.
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 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 Viet Nam? (p.118)
c. Expected outcomes:

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- Students are able to get some information and knowledge about protecting ecosystems around the
world
- Students are able to develop critical thinking to decide if the projects are applicable in Viet Nam.
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. fancy (v)
by pictures. 2. cruelty (n)
- Teacher checks students’ understanding with the 3. barrier (n)
“Rub out and remember” technique. 4. snorkelling (n)
- Teacher reveals that these words will appear in the 5. marine (adj)
reading text and asks students to open their textbook to
discover further.
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 K-W-L questions:
already know about the topic. - K: Do you know any ecological projects
that help protect ecosystems in other
- Teacher asks Ss what they want to know about the
countries? Have you heard of the Great
topic. Write their questions on the board.
Green Wall in Africa? What is its goal?
- Teacher puts Ss into pairs. Ask them to read the text Have you heard of the Belize Barrier
and complete the table by putting a tick under the Reef? Where is it?
correct project.
- W: What did they do in those projects?
- Teacher walks round the class and offers help, Are they successful?
explaining unfamiliar words or answering questions.
- Teacher checks answers as a class, calls on pairs to Answer key:
write their answers on the board. Have Ss provide The Great Green Wall: 2,3.
evidence from the text for each answer.
Belize Barrier Reef System: 1,4
- 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. (8 mins)

Are there similar projects in Viet Nam? Do you think the projects in Task 1 can be applied in Viet
Nam?
- Ask Ss to work in groups to discuss the two Suggested answers:
questions. The Sustainable Forest Management
project, implemented by DAI Global, will
- In weaker classes, ask questions to brainstorm ideas reduce carbon emissions from
as a class, e.g. Have you heard of the Ecovillage deforestation, forest degradation, and
Project in Viet Nam? Where are these ecovillage poor timber plantation management
projects? (In poorer, ecologically vulnerable areas); practices in seven provinces. The project
is expected to strengthen Vietnamese law
How do they help protect local ecosystems? (Villagers
enforcement’s ability to combat forest
were taught how to improve soil quality, plant fruit crimes such as illegal logging, improve the

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 trees, and create fish ponds.) livelihoods of 60,000 people in forest-
dwelling communities; and strengthen the
- To answer the second question, encourage Ss to management of more than 250,000
compare the ecosystems of Africa’s region where the hectares of forest.
Great Green Wall is built or the Belize Barrier Reef The Biodiversity Conservation project,
with Viet Nam’s ecosystems. Elicit that like Belize, implemented by The World Wildlife Fund,
Viet Nam has unique marine ecosystems including will protect critical ecosystems to build
resilience against the impacts of climate
coral reefs. Explain that according to
change, maintain and increase forest
environmentalists, only a small percentage of them are quality, and protect and stabilise wildlife
in a healthy state, so local authorities should follow the populations. The project is expected to
example of Belize. improve the ability of community patrol
teams to detect and deter wildlife
- Invite some groups to present a summary of their
trafficking, improve economic
discussion to the class. opportunities for forest-dependent
communities, and strengthen the
management of 700,000 hectares of forest.
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 the exercises in the workbook.
- Prepare for Lesson 8 - Looking back and project.

Date of preparing: 22/5/2024

Period 104

UNIT 10: 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
3. Personal qualities
- Be more creative when doing the project
- Develop self-study skills

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II. MATERIALS
- Grade 11 textbook, Unit 10, 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 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’ ACTIVITIES CONTENTS

Miming game Suggested words:
- Teacher lists out some words that Ss have learnt in Unit Flora and fauna
10 Bacteria
- Teacher has a volunteer come to the front then whispers Ecosystem
one of the words into his/her ears. Insect
- Ss have to draw or mime the word. The rest of the class Climate change
makes guesses. The first student who correctly calls out Biodiversity
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, collects their answers and gives 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:

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- 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.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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 question Key:
tags in each sentence individually, then compare their 1. I can't find my key. You will help me
answers in pairs. find it, won’t you?
- Teacher plays the recording for Ss to check their 2. People have destroyed so many
answers. forests, haven’t they?
- Teacher has Ss practise saying the sentences out loud in 3. I haven't been to Yellowstone. I think
pairs, making sure they use appropriate intonation on the it's a famous natural park in the USA,
question tags in bold. isn’t it?
- Teacher asks several Ss to say these sentences out loud 4. I don’t know much about Sam. He
didn’t graduate from university, did he?
in front of the class. Praise for using 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 check Key:
comprehension. Then focus Ss attention on the options. 1. species
- Teacher tells Ss to study the context carefully and 2. conservation
decide on the suitable word to complete each sentence. 3. ecosystems
- Teacher has Ss check their answers in pairs / groups. 4. natural resources
- 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 the Key:
mistake and correct it. 1. busstop => bus stop
- Teacher has Ss check their answers in pairs / groups. 2. sunsetting => sunset
- Teacher checks answers by asking individual Ss to read 3. sightsee => sightseeing
a sentence each. 4. wildlives => wildlife
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:
- Poster presentation: Restore and protect a local ecosystem
c. Expected outcomes:
- Students are able to make poster and present about restoring and protecting a local system

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d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Project: Restore and protect a local ecosystem
- As Ss have prepared for the project throughout the unit, the focus of Students’ presentations
this lesson should be on the final product, which is a poster presentation.
- Have Ss work in their groups. Give them a few minutes to get ready for
their poster presentation. 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 checklists for peer and self-assessment. Explain that they will
have to tick appropriate items while studying their classmates’ posters
and asking questions about them. They should also write comments if
they have any. The group representatives should also complete their self-
assessment checklists.
- If necessary, go through the assessment criteria to make sure Ss are
familiar with them.
- Have groups display their posters. Ask the group representatives to
stand next to their posters while the rest of the class walk around, study
the posters, and ask questions about them. In stronger classes, you can
have group members take turns to stand next to the poster and answer
questions.
- Give Ss enough time to study all posters and complete the checklists.
Then have them sit down and vote for the best poster.

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 the exercises in the workbook.
- Prepare for End-of-term test.

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