WEEK 10

PERIOD 30
UNIT 4: ASEAN and Vietnam
Lesson 1: Getting started - At the AYVP Office

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic ASEAN and Vietnam.
- Gain vocabulary to talk about AYVP.
- Get to know the language aspects: Gerunds as subjects and objects.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Understand the importance of international cooperation.
- Develop self-study skills.

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

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

all the people who live in a Cộng đồng

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

something that you contribute or do Sự cống

to help produce or achieve with hiến
3. Contribution (n) /kɑntrəˈbjuʃən/
other people, or to help make
something successful
 to do something that you do not Tình
have to do, often without having nguyện
4. Volunteer (v) /vɒlənˈtɪər/
been asked to do it and/or without
expecting payment

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 ASEAN.
- To set the context for the listening and reading part.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Map quiz: Guessing the countries.
c. Expected outcomes:
- Students can have an overview of ASEAN.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

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

2. ACTIVITY 1: PRESENTATION (7 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. Apply (v)
- Teacher explains the meaning of the new vocabulary 2. Community (n)
by pictures. 3. Contribution (n)
- Teacher checks the students' understanding. 4. Volunteer (v)
- Teacher reveals that these words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to AYVP.
- To help Ss identify the functions and goals of AYVP.
b. Content:
- Task 1. Listen and read (p.42)
- Task 2. Read the conversation again and write T (True) or F (False). (p.43)
- Task 3. Match each word with its definition. (p.43)
- Task 4. Complete the sentences using words and phrases from exercise 1. (p.43)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the
book as well as the dialogue and answer the
questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and
read.
Questions:
- Teacher checks Ss’ prediction. T calls 2 Ss to
- What can you see in the picture?
read the conversation aloud.
- Who are the speakers?
- What do you think they are discussing?

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

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

4. ACTIVITY 3: PRODUCTION (10 mins)

 a. Objectives:
- To help Ss practice speaking skills;
- To help Ss memorize the basic knowledge on how to stay healthy.
b. Content:
- Role-play
c. Expected outcomes:
- Students can give a short talk about good habits to stay healthy.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Role-play
- Teacher asks Ss to work in groups. Students’ own creativity.
- In each group, 1 - 2 students play the role of the AYVP
office’s staff. Others play the role of high school
students asking for detailed information about the
AYVP programme.
- Ss have 5 minutes to prepare for the role play.
- Teacher invites 1 or 2 groups to come to the stage and
do the role play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to the best
group.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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

WEEK 11
PERIOD 31

UNIT 4: ASEAN AND VIET NAM

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic ASEAN and Viet Nam;
 - Recognise and practise elision of vowels;
- Review the use of gerunds.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be ready to omit weak vowels.
- Develop self-study skills.

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

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

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
a speech - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the elision of vowels.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Matching game
c. Expected outcomes:
- Students can have an overview of elision.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Matching game Suggested answers:
- Ss work in 4 groups. Each group is given a big-sized piece Tonight /tˈnaɪt/
of paper and markers. Police /pˈliːs/
- Teacher shows the board with separate vocabulary and Potato /pˈteɪtoʊ/
pronunciations History /ˈhɪstri/
- All teams look at the board and do the matching. Every /ˈevri/
- Teacher checks the answers of each group.
- The group that has the most correct answers is the winner.

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

2. ACTIVITY 1: PRONUNCIATION (12 mins)

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the elision of the vowels in the words in the second
column. (5 mins)
- Teacher asks Ss to listen to the recording and has them pay
attention to the omission of vowels.
- Teacher asks Ss to listen to the recording again, but this
time, has them repeat the words.
- Teacher asks Ss to read the notes in the Remember! Box
which is above the conversation. Check understanding by
asking individual Ss to briefly explain the omission of
vowels.
Task 2: Listen and repeat. Pay attention to the words with elision. (7 mins)
- Teacher asks Ss to read quickly through the questions and Answer key:
answers. Check Ss’ understanding. 1. c(o)rrect
- Teacher asks Ss to look at the words with elision. 2. libr(a)ry
- Teacher has Ss work in pairs to take turns to read each 3. fam(i)ly - diff(e)rent
sentence aloud. 4. diction(a)ry - hist(o)ry
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words / phrases related to ASEAN.
 - To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the word and phrases with their meanings. (p.44.)
- Task 2: Complete the sentences using the words and phrases in task 1. (p.44)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Match each word with its meaning. (6 mins)
- Teacher tells Ss that the words / phrases in the activity are
related to ASEAN. Answer key:
- Teacher has Ss match each word with its meaning. 1. b
- In weaker classes, do the first one as an example before 2. c
asking Ss to match the rest individually or in pairs. 3. d
- Check answers as a class. 4. a
Task 2. Complete the sentences using the words and phrases in task 1. (6 mins)
- Teacher tells Ss to read the sentences carefully and decide
which word in Task 1 can be used to complete each of the Answer key:
sentences. 1. leadership skills
- Teacher checks answers as a class. Have Ss call out the word 2. contribution
they have used in each sentence first. 3. cultural exchange
- Teacher confirms the correct answers. Ask Ss to explain the 4. current issues
meaning of each word using the definitions in Activity 1.
- Teacher asks some Ss to read the complete sentences.
e. Assessment
- Teacher observes Ss' performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

4. CONSOLIDATION (3 mins)
a. Wrap-up
- 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.

WEEK 11
PERIOD 32

UNIT 4: ASEAN AND VIETNAM

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

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

Language analysis
Form Pronunciation Meaning
1. relation (n) /rɪˈleɪʃən/ the connection between people, groups, organizations,
or countries

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

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

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

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge 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 categories of news;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Labelling game
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Labelling game
- Students work in 4 groups
- There are some news headlines and some
categories: Sport, Laws, Education, etc…
- Ss raise hands to get a turn and put the headlines
in the correct category.
-Teacher leads into the new lesson.

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

2. ACTIVITY 1: PRE-READING (10 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
- Task 1. Work in pairs. Discuss the questions. (p.45)
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss the questions. (5 mins)
Student’s practice
Questions:
1. Where do you most often read the news?
2. What is your favourite news section: Politics,
Education, Sports, or Culture?
- Ask Ss to work in pairs to discuss the questions.
- Tell Ss that there are no right or wrong answers and
encourage Ss to answer the questions based on their
own experiences.
- To help Ss answer the second question, bring a
newspaper, and show the different sections in class.
- Focus Ss’ attention on a short piece of news in a
newspaper or online and elicit the text type of the
reading
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. relation (n)
by pictures. 2. eye-opening (adj)
- Teacher checks students’ understanding with the “Rub 3. represent (v)
out and remember” technique. 4. live stream (n)
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

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

a. Objectives:
- To help Ss practise skimming texts to choose the best title
- To help Ss practise the skill of guessing the meaning of words from context.
- To develop reading skills for general information;
- To develop reading skills for specific information.
b. Content:
- Task 2. Read the news items and choose the most suitable headline for each one. There is
ONE extra headline. (p.45)
- Task 3. Read the news items again and match the highlighted words with their meanings.
(p.45)
- Task 4. Read the news items again and answer each question below with no more than
FOUR words and/or a number. (p.46)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the news items and choose the most suitable headline for each one. There are TWO
extra headlines. (6 mins)

- Ask Ss to read the three news items once to get an overall

idea. Answer key:
1. D 2. A 3. C
- Have Ss work in groups to discuss the best headline for
each news item and compare answers.
- Check answers and confirm the correct ones.
Task 3. Read the news items again and match the highlighted words with their meanings. (7 mins)
- Have Ss read the text focusing on the highlighted words
and looking for context clues. Answer key:
1. c 2. d 3. b 4. a
- Then ask Ss to look at the four definitions.
- Have Ss discuss the context clues and compare answers in
pairs.
- Check answers as a class.
Task 4. Read the article again. Complete the diagrams with information from the text. Use no
more than two words for each gap (7 mins)

- Ask Ss to read the questions and underline the key words

in each of them. Answer key:

- Check whether Ss have got the right key words (e.g., 1. 1. 121 (students)
How many, students, visited, KC; 2. How long, 2. 50 days
participants, stay, the ship; 3. What, participants, discuss,
youth issues; 4. When, talk show, women, sport; 5. Where, 3. current social issues
talk show, live). 4. (in) December
- Tell Ss to read through news items to locate the answers, 5. (on) the ASEAN webpage
then read again, this time pay attention only to the parts of
the text that contain the answers. Remind them that the
answers should be no more than THREE words and/or a
number
- Have Ss work in pairs or groups to compare answers.
- Check answers as a class by asking individual Ss to write
them on the board.

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

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

a. Objectives:
- To check students’ understanding of the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Do you find the advice in the article useful? Have you tried following any of the
suggestions above?
- Task 5: Discussion (p.46)
c. Expected outcomes:
- Students can use the ideas and language in the reading to talk about their opinions and give
reasons
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Discussion
- Ask Ss to discuss the news items they want to explore
more and their reasons. Students’ own ideas.

- Have Ss work in groups to discuss the question.

- For weaker classes, T may suggest Ss choose one
piece of news from Activity 2 and work out the
interesting information from that news individually.
Then they work in pairs and share their ideas.
e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Write a short paragraph about effective methods to live healthily and increase life
expectancy.
- Do exercises on workbook.
- Prepare for the next lesson – Speaking.

WEEK 11
PERIOD 33
UNIT 4: ASEAN AND VIETNAM
Lesson 4: Speaking – Discussing necessary qualifications for
joining a programme

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about necessary skills and experience to join a programme.
- Memorize vocabulary to talk about joining a programme.
2. Competences
- Gain some language expressions to ask for and give opinions.
- Talk about the steps to ask for and give opinions.
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
3. Personal qualities
- Acknowledge and be able to know what it may take to join a programme.
- Develop self-study skills.
- Actively join in class activities.

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

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

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

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

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

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

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

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

2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
 - To activate prior knowledge about the topic and get Ss involved in the lesson.
- To give Ss an opportunity to understand skills and experience to join a programme.
- To provide Ss with some basic information about joining a programme.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- Introducing tips to give instructions.
- Task 1. Read the types of skills and experience participants in the SSEAYP should have.
Match them with the possible reasons. (p.46)
- Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs.
(p.46)
- Task 3. Work in pairs. Talk about the most important skill or experience for SSeaYP
participants. use the ideas in Task 1, and the model and tips in Task 2 to help you. (p.47)
c. Expected outcomes:
- Students can use key language more appropriately when they speak.
- Students have an overview on how to give instructions for an exercise routine.
- Students know how to require and express opinions on what it takes to join a programme.
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. current (adj)
with different techniques (pictures, actions, synonyms 2. issue (n)
…) 3. solution (n)
- Teacher checks students’ understanding with the “Rub 4. skill (n)
out and remember” technique.
- Teacher asks Ss to take notes in their notebooks.
Task 1. Read the types of skills and experience participants in the SSEAYP should have. Match
them with the possible reasons. (5 mins)
- Ask Ss to work individually and read the list of skills Suggested answers:
and experience from 1 to 6, then match them with the 1. c 2. a 3. e
possible reasons (a-f). 4. f 5. b 6. d
- Check answers as a class and ask Ss to give the
explanation for their answers.
Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs. (7
mins)

- Ask Ss to work in pairs and complete the conversation

with the sentences in the box.
Suggested answer:
- Check answers by asking pairs of Ss to read the 1. C 2. E 3. A 4. B 5. D
completed conversation.
- Focus on the sentences in the box and ask Ss what they
are used for, e.g. to ask for and give an opinion
- Ask Ss to read through the explanations and examples
in the Tips box and elicit more expressions.
- Have Ss practise the conversations in pairs.
Task 3. Work in pairs. Talk about the most important skill or experience for SSEAYP
participants. use the ideas in Task 1, and the model and tips in Task 2 to help you. (9 mins)

- Ask Ss to refer to the ideas in Task 1, and the model Students’ practice
and phrases in Task 2 when they plan their
conversations.
- Have Ss discuss and plan their conversations in pairs.
Walk around and offer help if necessary.
- Invite some pairs to role-play their conversations in
front of the class.
- Praise pairs who formulate their opinions clearly,
give reasons, express agreement, or disagreement, and
speak fluently.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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

a. Objectives:
- To check students’ understanding about the language use in giving instructions for an
exercise routine;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4. Work in groups. discuss the skills and experience SSeaYP participants should have.
Rank them in order of importance (1 - most important to 6 - least important). Report to the
whole class. (p.47)
c. Expected outcomes:
- Students can use the language and ideas from the unit to be more active and healthy.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in pairs. Talk about the most important skill or experience for SSEAYP
participants. use the ideas in Task 1, and the model and tips in Task 2 to help you. (13 mins)
- Ask Ss to work in groups of four or five. Ask them to
discuss the skills and experience SSEAYP participants Students’ practice.
should have. They may refer to the suggested ideas in task 1.
- Suggest ways for Ss to do the task, each group member can
rank the list and then they compare with other members or
they can discuss first, then rank their ideas.
- Provide Ss with some useful expressions of ranking, e.g.,
The first/second important skill is…, One of the most
important skill is…
- Ask a representative from each group to report the group’s
ranking to the class. Ask them to explain or give reasons for
their ranking.
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 on workbook.
- Prepare for the next lesson – Listening.

WEEK 12
PERIOD 34
UNIT 4: ASEAN AND VIETNAM
Lesson 5: Listening – ASEAN school tour programme

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

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

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

the period of your life when you are young, or the

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

to speak, act, or be present officially for another

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

an occasion or situation that makes it possible to do

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

5. (to) come up with /kʌm ʌp wɪθ/ to suggest or think of an idea or plan

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 studying abroad.
- To set the context for the listening part;
b. Content:
- Do a quiz about the life of an exchange student.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

2. ACTIVITY 1: PRE-LISTENING (10 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson;
- Task 1: Work in groups. Look back at the first news item in the reading text on page 45.
Discuss the following questions. (p.47)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the
recording.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Discuss the questions. (5 mins)

- Ask some questions to see if Ss remember the news

Student’s practice
items or write some proper names or numbers (121,
ASEAN-Korea Centre) to see if they can remember the
news item about AKC on page 45
- Put Ss in groups and discuss the questions.
- Call on some Ss to report their group discussion.
- Tell Ss that they are going to listen to a conversation
related to an ASEAN programme.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. region (n)
with different techniques (pictures, actions, synonyms 2. youth (n)
…) 3. represent (v)
- Teacher checks students’ understanding with the “Rub 4. opportunity (n)
out and remember” technique. 5. (to) come up with
- Teacher asks Ss to take notes on their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary on their notebooks.

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

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a conversation between two students. What are they talking about? (7 mins)
Answer key:
- Teacher tells Ss that they are going to listen to a
conversation A. Preparing for a cultural exchange
event.
- Teacher has them read the 3 options and checks
understanding.
- Teacher plays the recording and has Ss choose the topic of
the talk.
- Play the recording and ask Ss to listen and check if their
guesses are correct.
- Check answers as a class. Ask Ss to think about what
words in the listening suggest that the event is a cultural
exchange - foreign students, visit, learn about their culture,
etc.
Task 3. Listen to the conversation again and choose the correct answers A, B, or C. (8 mins)

- Ask Ss to read the multiple-choice questions and check

understanding. Answer key:
1. B 2. A 3. C 4. C 5. B
- In stronger classes, have Ss do the activity based on what
they remember from the first listening and their notes.
- In weaker classes, play the recording and pause after each
after is given to give Ss more time to choose the correct
answer.
- Have Ss work in pairs to compare answers.
- Check answers as a class. If necessary, play the recording
again and pause at the sentences that contain the answers or
clues.

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

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

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 4. Work in groups. Discuss the following questions. (p.47)

Question:
Student’s practice
● Can you think of any suitable activities for the event
at Lan and Phong’s school?
● How will they benefit the participants?
- Teacher puts Ss in groups and has each group brainstorm
the activities. They should also think of the reasons why they
would like to include those activities in the plan.
- Teacher reminds Ss to refer to the vocabulary/ phrases to
ask for and give opinion. In weaker classes, do the
brainstorming with all Ss and write the best ideas on the
board.
- Teacher invites some groups to share their ideas in front of
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 on workbook.
- Prepare for the next lesson – Writing.

WEEK 12
PERIOD 35

UNIT 4: ASEAN AND VIET NAM

 Lesson 6: Writing – A proposal for a welcome event

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

II. MATERIALS
- Grade 11 textbook, Unit 4, 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 formal language.
- To set the context for the writing part.
b. Content:
- Do a quiz game to get to know understand formal requests.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

“Left or Right?”
- Teacher shows the questions one by one, the whole
class complete to answer the questions.
- After each question, teacher pauses for a moment to
ask Ss to raise their hands to answer.
- Teacher leads in the lesson by linking formal request
to proposal.

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

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

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the following proposal and match the headings (1–4) with the paragraphs (A–D) (7
mins)

- Introduce the context of the writing task and check Ss

if they have had similar experiences by asking some
Answer key:
questions such as: Have you ever taken part in cultural
1. B 2. D 3. A 4. C
exchanges / traditional games festivals? Have you ever
submitted a proposal for school events?
- Ask Ss to read the proposal individually and match the
headings.
- Ask Ss to work in pairs and check answers with a
partner.
- Check answers as a class.
- Have Ss study the Tips box and ask questions to check
Ss’ understanding of the structure and language of this
text type, e.g. What does a proposal give details about?
What information does the ‘To’ line give?
Task 2. Work in groups. You want to propose an ASEAN poster making event to welcome a
group of ASEAN students. Discuss and add more ideas to the following notes. (8 mins)
- Ask Ss to look at the notes in the table and elicit the Suggested answers
meaning of any difficult words. Title: ASEAN poster making event
- Put Ss into groups and ask them to discuss the notes Place: the School Hall
and add more ideas to the table. Date: Sunday
- Invite some groups to read their idea and have the rest Duration: One day
of the class comment on them or ask questions. Participants: ASEAN students and
- In weaker classes, write some of the good ideas as representatives of some classes
prompts for Ss’ writing. Activities: poster design; presentations on
national cultures, discussions
Goals: to help students from the ASEAN
countries meet and build a community; to
learn about each other’s culture.
Benefits: develop ability work in with
people from other countries, build up
common values, ...
e. Assessment
- Teacher observes Ss’ work and gives feedback.

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

a. Objectives:
- To help Ss generate ideas for their writing.
- To help Ss practise writing a proposal for an event.
b. Content:
- Task 3. Write a proposal (120–150 words) about a welcome event. Use the suggested ideas
in 2, the sample in 1, and the outline below to help you. (p.49)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Write a proposal (120–150 words) about a welcome event. Use the suggested ideas in 2,
the sample in 1, and the outline below to help you. (15 mins)
SAMPLE
- Tell Ss that they are going to write a proposal based
on the ideas they have brainstormed in Activity 2. Title: ASEAN poster making event
To: The Hanoi High School Youth Union
- Go through the outline with the useful expressions Board
and check understanding. In weaker classes, give
Date: 10 January 20__
examples of how to complete the sentences and
Prepared by: Grade 11 students
encourage Ss to use the sentences, e.g., We would
like to propose an ASEAN poster making event to
welcome a group of students from ASEAN countries Introduction
who are coming to visit our school on 3rd of March. We would like to propose an ASEAN poster
making event to welcome a group of students
- Give Ss a time limit. In weaker classes, put Ss in
from ASEAN countries who are coming to
pairs or groups to help each other. Walk round the
visit our school on 3rd of March.
class to provide help when necessary.
Details about the event
- Collect Ss’ proposals and give face-to-face feedback The event will take place in the school Hall
in private or give them back with some written from 9 a.m. until 5 p.m. We will organise all
feedback.
the activities and invite all ASEAN students
and representatives of other classes. In the
morning, students will take part in training
 workshops on poster design, presentations and
discussions on current issues in ASEAN, and
group brainstorming activities. We’ll also
arrange for packed lunch boxes to be delivered
at 1 p.m. so participants can eat in the school
hall. In the afternoon, the teams will make
their posters.
Goals and benefits
The event will help young people from
ASEAN countries meet and build a
community. Participants will also have a
chance to learn about each other’s culture. We
believe that the event will help develop
students’ ability to work with people from
other countries and create shared values.
Conclusion
We really hope you will consider our proposal
as we think that it will be beneficial to both
local students and the visiting ASEAN
students.

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

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

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson – Communication and Culture.
 WEEK 12
PERIOD 36
UNIT 4: ASEAN AND VIETNAM
Lesson 7: Communication and Culture / CLIL

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

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

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

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

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

4. monk (n) /mʌŋk/ a member of a group of religious men who do not

marry and usually live together in a monastery

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

Assumption
Anticipated difficulties Solutions
Students are reluctant to work in - Encourage students to work in pairs and in groups so
 that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to 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 Lunar New
Year.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching, Q&A
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers give and respond to compliments;
- To review expressions for giving and responding to compliments
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise
it in pairs. (p.49)
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Use the expressions below to help
you. (p.49)
c. Expected outcomes:
- Students can use appropriate language to express help and respond to offers in certain
situations.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (6 mins)
- Have Ss look at the four options a-d. Check if they Answer key
understand their meaning and use, e.g., phrases to give 1. C (You gave the best presentation!)
compliments (You gave the best presentation., It’s 2. A (I’m glad you like it)
excellent.) and respond to compliments (I’m glad you 3. D (It’s excellent)
like it., I appreciate the compliment.) 4. B (I appreciate the compliment)

- Ask Ss to read the conversation and fill in the blanks

with suitable sentences
- Play the recording for Ss to listen and check their
answers.
- Have Ss read the expressions the speakers use to give
and respond to compliments.
- Put Ss in pairs to practise the conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions to prepare Useful expressions
for Task 2. - Giving compliments
- Go through the useful expressions in the box and ● nice work! well done!
remind Ss to use them in their conversations. ● you did a really good job!
● this is excellent. you are so good
with ...!
● you are a great presenter!
● I love your ...!
- Responding to compliments
● thanks for saying that.
● I appreciate that.
● thank you. that means a lot to me.
● I’m grateful for the kind words.
● I’m (so) pleased to hear that.
Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One
of you is Student A, the other is Student B. Use the expressions below to help you. (7 mins)
- Ask Ss to work in pairs to make similar conversations
for three situations, using expressions for making and
responding to suggestions.
- Give each pair a few minutes to plan their
conversations. In weaker classes, they choose one
situation and swap roles. In stronger classes, they can do
two conversations.
- Allow Ss enough time to practise their conversations.
Then invite some pairs to role-play their conversations in
front of the class.
- Praise for good effort, clear pronunciation, fluent
delivery and use of compliments.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives score to evaluate Ss’ performance.

3. ACTIVITY 2: CULTURE (12 mins)

a. Objectives:
- To introduce words / phrases related to Lunar New Year in ASEAN.
- To help Ss practise the words in meaningful contexts.
- To help Ss relate what they have learnt about Lunar New Year to real-life situations.
b. Content:
- Task 1: Read the text and complete the table below (p.50)
- Task 2: Work in pairs. Discuss the similarities and differences between the New Year
Festivals in Viet Nam and other ASEAN countries. (p.50)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text and complete the table below (6 mins)
- Ask Ss if they know any New Year Festivals in
ASEAN. Elicit some questions to get more ideas, e.g., Answer key:
Lunar Solar New
when it is celebrated, what they often do in that festival.
New Year Year
Then introduce the festivals that they are going to read (Buddhist
about in this section. calendar)
Location Brunei, Laos,
- In weaker classes, pre-teach some of the more difficult Indonesia, Cambodia,
words and phrases, e.g., festivities, ancestors, scare... Malaysia, Thailand
the and
- Ask Ss to read the text and complete the table Philippines Myanmar
individually. and
Singapore
- Invite individual Ss to share their tables to the class. Time January- April
Alternatively, draw the table on the board and have February
Activities honour offer rice to
individual Ss complete the three sections. Confirm the ancestors, Buddhist
correct answers. get monks to
together show
with family respect and
and friends, receive
have a big wishes for
family good luck
meal and and health,
wish one decorate
another homes,
prosperity cook
for the year traditional
to come; dishes, and
 the splash each
parades, other with
street water; art
parties and performanc
art es, folk
performanc games and
es’ dancing
Task 2. Discuss in pairs. What would you say to these people? (5 mins)
- Ask Ss to work in pairs and work out the similarities and Students’ creativity
differences between the New Year in Viet Nam and other
ASEAN countries based on the categories in the table in
1.
- Ask some pairs to share their findings with the whole
class.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: EXTRA ACTIVITY (6 mins)

a. Objectives:
- To help Ss gain some knowledge Importance of Lunar New Year to Vietnamese.
- To help Ss be aware of Vietnamese Tradition in celebrating Lunar New Year.
b. Content:
- Discussion.
c. Expected outcomes:
- Students know how to use the past simple or the present perfect, gerunds and can apply it to
give a short talk on the given topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Lesson 8. Looking back and project.
WEEK 13
PERIOD 37

UNIT 4: ASEAN AND VIET NAM

Lesson 8: Looking back and project

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

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of healthy life.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Odd one out!
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Game: Odd One Out! Suggested words:
- Ss work in 2 teams 1. B
- There are 6 questions shown one-by-one. 2. C
- Ss raise their hands to answer the questions.
- The group having more points is the winner. 3. A
4. B
5. B
6. C

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

2. ACTIVITY 1: LOOKING BACK (12 mins)

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

- Ask individual Ss to write their answers on the board,

and check answers as a class.
Task 3: Circle the underline part that is incorrect in each of the following sentence. Then correct
it. (4 mins)
- Ask Ss to find the mistake in each sentence individually Answer key:
first. 1. C (discuss => discussing)
- Then have them discuss and compare answers in pairs, 2. A (Organise => Organising)
before checking answers as a class. 3. B (to translate => translating)
4. B (participate => participating)
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Unit 5.