Unit 6-7

Week: … Composing date:
UNIT 6 - PRESERVING OUR HERITAGAE

Lesson 1: Getting started – Heritage sites in Vietnam
I. Class level/Students’ level: Intermediate/Mix-ability class

II. Objectives:
1. Main skill focus: Reading skill
2. Intergrated skills: Listening, speaking and writing skills
3. Educational objectives:
a. Language skills: At the end of the lesson, students will be able to:
- 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.
b. Attitudes:
- Familiarize with the ways to keep fit and stay healthy;
- Develop self-study skills.
4. Social skills: Students will be able to:
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
III. Teaching aids:
- Grade 11 textbook, Unit 6, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
IV. Procedures:
Teacher’s activities Students’ activities Notes

I. Activity 1: Warm - up (5 mins)
a. Objectives:
- To stir up the atmosphere and activate
students’ knowledge on the topic of heritage - Ss do as instructed.
sites; - Ss work in pairs to discuss the
- To set the context for the listening and answer then one representative
reading part; from each group show the
- To enhance students’ skills of cooperating answer on the board.
with teammates.
b. Content:
- Game: Name the places.
c. Expected outcomes:
- Students can name some famous destinations
in Vietnam.
d. Organisation
GAME: NAME THE PLACES
- Ss work in 2 groups.
- Teacher shows pictures on the screen and Ss
have to say BINGO to grasp the chance to
answer where it is.
- One point for each correct answer.
- The group which gains most points is the
winner of the game.
Suggested pictures:
1. Tam Chuc Pagoda
2. Trang An Scenic Landscape
Complex.
3. Hoi An Ancient Town
4. Mekong River Delta
5. Thang Long Imperial Citadel
e. Assessment
- Teacher observes the groups and give
feedback.
Activity 2: PRESENTATION (7 mins)

a. Objectives: - Ss say the Vietnamese meaning of
- To get students learn vocabulary related to the word.
the topic. New words:
b. Content: 1. landscape (n)
- Pre-teach vocabulary related to the content of 2. monument (n)
the dialogue. 3. architecture (n)
c. Expected outcomes: 4. urban (adj)
- Students can use key language more 5. promote (v)
appropriately before they read. - Other Ss correct if the previous
d. Organisation answers are incorrect.
Vocabulary pre-teaching
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new
vocabulary by pictures.
- Teacher checks students’ understanding with
the “Rub out and remember” technique.
- Teacher reveals that these five words will
appear in the reading text and asks students to
open their textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and
gives feedback.
- Teacher observes Ss’ writing of vocabulary
on their notebooks.
Activity 3: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to - Ss do the task individually
heritage sites. - Ss share their answers with a partner
- 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)
- Students can thoroughly understand the
content of the text and complete the tasks
successfully.
d. Organisation dance festivals
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. traditions buildings
Elicit some sub-categories of the topic, e.g.
traditions, buildings, literature, natural sites, performances ceremonies
and write them on the branches of the mind
map. Have groups brainstorm words related to
each one, e.g. traditions: festivals, dance, HERITAGE
performances, and ceremonies.
- Call on some groups to write their words in
the mind map on the board.
- Teacher introduces the context of the
literature natural sites
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
check comprehension as a class.
- Teacher calls on three Ss to read the
conversation aloud.
Task 2. Where can we do the following? Ss read the conversation
Write T for Trang An, H for Hoi An and M - One pair reads aloud.
for Mekong River Delta. (5 mins)
- Teacher asks Ss to work in pairs and read the
activities carefully. Tell them to write T for
Trang An, H for Hoi An and M for Mekong - Ss do Task 2 individually first.
River Delta in the appropriate boxes - Ss share and discuss with their
- Teacher has Ss share their answers with the partners about the key words
class. Encourage them to provide evidence
from the conversation for their answers. Answer key:
- In stronger classes, ask Ss some additional 1. T
questions to elaborate on the topic, e.g: Have 2. T
you ever been to those places? What did you 3. H
do there?,… 4. M
- 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 - Ss work individually
individual words (adjectives in column A and Ss share their answers with a
nouns in column B). Note that the meaning of partner
one adjective in A may fit several nouns in B
but they do not “collocate” with each other, so Answer key:
ask Ss to find the collocations in the 1. c 2. d 3. b 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 Ss do the task individually
phrases from Task 1. (5 mins) - Ss share the answers with a peer.
Teacher has Ss read each incomplete sentence. Answer key:
Check understanding and elicit the clause that 1. to be recognized as a mixed
they need to use to fill in the gaps. heritage by UNESCO
- Teacher asks Ss to find the clauses in the 2. to enjoy beautiful landscape
conversation and fill in the gaps. 3. to learn about Vietnamese
- Teacher checks answers as a class. Call on history
individual Ss to read the complete sentences. 4. to promote Don ca Tai Tu to
wider audience
5. Activity 3: Production (10 mins)
a. Objectives:
- To help Ss practice speaking skills;
- To help Ss memorize the information about Ss do as instructed
heritage sites in Vietnam that they have learnt
in the lesson.
b. Content:
- Role play
- Students can give a short introduction about
heritage sites in Vietnam.
d. Organisation
Task 5. Role play Mediorce
- Teacher asks Ss to work in 3 groups. Each students:
group will come from one place: Trang An replace
(Ninh Binh), Hoi An (Quang Nam), Mekong task 5 by
River Delta. - Ss do as instructed an easier
- Each group has to prepare an introduction actitivy
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 give marks to the
best group.
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.
*Homework
- Prepare for the language in Lesson 2
* Self-evaluation :
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Week: …
Composing date:
UNIT 6: PRESERVING OUR HERITAGE
Lesson 2: Language
II. Objectives:
1. Main skill focus: Speaking and writing skills
2. Intergrated skills: Listening and reading skills
- 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.
b. Attitudes:
- Get kwowleged about heritage sites in Vietnam ;
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
III. Teaching aids:
- Grade 11 textbook, Unit 6, Language
IV. Procedures:
II. Activity 1: Warm - up (5 mins)
a. Objectives: - Ss watch the video once and list
- To stir up the atmosphere and activate out good habits to stay healthy
students’ knowledge on the topic of heritage mentioned in the video.
sites; - All teams stick the paper on the
- To set the context for the listening and boards.
reading part;
- To enhance students’ skills of cooperating Suggested answers:
with teammates. - Complex of Huế Monuments
Watch a video - Hội An Ancient Town
https://www.youtube.com/watch? - Mỹ Sơn Sanctuary
v=zDsjiWWwG80 - Hạ Long Bay
- Ss work in 4 groups. Each group is given a - Phong Nha – Kẻ Bàng National
big-sized piece of paper and markers. Park
- Ss watch the video once and list out name the - Imperial Citadel of Thăng Long
destinations and cultural heritage of Vietnam - Tràng An Scenic Landscape
that they see in the video. Complex
- All teams stick the paper on the boards. - Space of Gong Culture - Không
- Teacher checks answers of each group. gian văn hoá Cồng chiêng Tây
- The group that has the most correct answers Nguyên
is the winner. - Vietnamese Court Music - Nhã
Assessment Nhạc Cung Đình Huế
- Teacher observes the groups and give - Folk Songs - Quan họ Bắc Ninh
feedback. - Ca Tru Singing
- Art of Đờn ca tài tử music and
song in southern Vietnam
- Practices related to Viet beliefs in
the Mother Goddesses of Three
Realms - Tín ngưỡng thờ Mẫu Tam
Phủ
Activity 2: PRESENTATION (7 mins)
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.
Task 1: Listen and repeat. Pay attention to
the falling intonation and level-rising
intonation in the following sentences. (5
mins) - Ss do as directed.
Teacher plays the recording and asks Ss to - Ss pronounce the sentences with
listen and repeat after each sentence, paying falling intonation and level-rising
attention to intonation in the sentences. Play intonation
the recording as many times as necessary. -Ss listen and repeat.
- Focus attention on the way the intonation - Some students read the sentences
patterns are used (We usually use a falling aloud individually.
intonation at the end of statements and
commands. When listing things, we slightly Audio script – Track 45:
raise our voice on each item (level-rising) and 1. Our class is going on a field trip
lower our voice on the last item to show that next week. ↘
the list is complete.). 2. Put your rubbish in the bin! ↘
- Teacher puts Ss into pairs and has them 3. You can see beautiful caves ↗,
practise reading the sentences to each other as green valleys ↗, and
naturally as they can. mountains. ↘
Task 2: Listen and mark the intonation in - Ss do as instructed.

these sentences, using falling intonation or -Ss listen and repeat.
level-rising intonation. Then practise saying - Ss practise reading the sentences
them in pairs. (7 mins) in pairs.
- Teacher puts Ss into pairs and has them read -Some Ss stand up and read the
out the sentences to each other as naturally as sentences individually.
possible. Answer key:
- Teacher reminds Ss to raise or lower their 1. Hoi An Ancient Town
voice at the right words. became a world heritage
- Teacher has Ss mark the changes in site in 1999 ➘.
intonation in the sentences individually. 2. Please turn on the light ➘.
- Teacher has Ss compare their answers in It’s dark in here. ➘
pairs. Check answers as a class. 3. Cultural heritage may
- Teacher puts Ss in pairs again and has them include temples ➚,
practise reading the sentences to each other. pagodas ➚ and
monuments. ➘
4. Tourists can enjoy live
music performances in the
pedestrian streets in ➘
Hanoi.
ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To help Ss understand the meanings of the
words / phrases that have been introduced in - Ss do the task individually
Getting Started or will be encountered in the - Ss share their answers with a partner
unit.
- To help Ss practise the words in meaningful Answer key:
contexts. 1. d
Task 1. Match the words with their 2. a
meanings (6 mins) 3. e
Teacher has Ss work independently or in pairs. 4. b
- Teacher asks them to read the words and 5. c
phrases carefully and match them to their
meanings.
- Teacher checks answers as a class. Call on
one student to read aloud a word / phrase and
another student to read its definition.
Task 2. Complete the sentences using the Ss read the conversation

words in Task 1 (6 mins) - One pair reads aloud.
- Teacher has Ss work in pairs. Tell them to
read the sentences carefully to decide which
word / phrase in 1 can be used to complete
each of the sentences. Explain that they can use - Ss do Task 2 individually first.
the context clues to help them decide on the - Ss share and discuss with their
word / phrase. partners about the key words
- Teacher checks answers as a class. Ask
individual Ss to call out the word / phrase they Answer key:
have used in each sentence first. 1. historical
- Teacher confirms the correct answers. Ask Ss 2. historic
to give reasons why they have chosen the word 3. restore
/ phrase for each sentence (based on the 4. preserve
context clues), e.g. The first sentence needs an 5. folk
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..
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss understand the use of to-infinitive - Ss work individually
clauses; Ss share their answers with a
- To help Ss practise the use of to-infinitive partner
clauses.
Task 1. Combine the sentences using to- Answer key:
infinitive clauses (6 mins) 1. Lan went to Hue to see the
Teacher tells Ss to look at the Remember! box monuments there.
and introduces the use of a to-infinitive clause. 2. Minh created a website to give
- In stronger classes, explain that a to-infinitive more information about local
clause can be used in other structures and have historic sites to visitors.
other functions, but this unit only focuses on 3. Peter took a boat trip around the
two uses: to express purpose and to modify a floating market to listen to Cai
noun or noun phrase. Luong there.
- Teacher asks Ss to work in pairs or 4. My sister opened a small shop
individually to combine the sentences. behind the museum to sell
- Teacher calls on some Ss to write the postcards and souvenirs to tourists.
sentences on the board.
- Teacher checks answers as a class and
confirms the correct sentences.
Task 2. Work in pairs. Ask and answer Ss do the task individually
questions about heritage sites of traditions, - Ss share the answers with a peer.
using to-infinitive clauses. (7 mins) Answer key:
- Teacher asks Ss to work independently and Suggested answer:
rewrite the sentences replacing underlined 1. The only thing to see at the
relative clauses with to-infinitive clauses. Citadel of the Ho Dynasty is the
- Teacher has Ss work in pairs to compare stone walls.
answers. 2. The Complex of Hue Monuments
- Teacher checks answers as a class. Confirm was the first site in Viet Nam to be
the correct answers. recognised as a World Heritage
Extension: For stronger classes, T may Site by UNESCO.
introduce more uses of to-infinitive clauses and 3. Bao Dai was the last king of the
assign Ss more exercise for them to practice. Nguyen Dynasty to rule Viet Nam.
Common uses of to-infinitive clause may 4. My brother is the youngest
include: to-infinitive as a subject of a sentence person to win a folk song
e.g. To learn English well is not always competition.
difficult; to-infinitive clause with question
words e.g. My mom asked me how to use the
mobile phone; to infinitive clause with
adjectives e.g. It’s important for the teacher to
explain the rules of the game. . .
a. Wrap-up
- T asks Ss to talk about what they have learnt
in the lesson. Ss do as instructed
b. Homework
- Do exercises on workbook.
- Prepare for Lesson 3. Reading.
* Self-evaluation :
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Week: …
Composing date:
UNIT 6: PRESERVING HERITAGE SITES
Lesson 3: Reading – Teenagers’ ideas for preserving heritage

II. Objectives:
1. Main skill focus: Reading skills
2. Intergrated skills: Speaking, writing and listening skills
- Develop reading skills for general ideas and for specific information about how to protect our
heritage.
b. Attitudes:
- Acknowledge and be able to apply the ideas mentioned in the reading text to protect the
heritage;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
III. Teaching aids:
III. PROCEDURES
Teacher’s activities Student’s activities Note
1. WARM-UP (5 mins) Suggested ideas
a. Objectives: - Organize nature walks/excursions
- To stir up the atmosphere and activate to local parks, areas of bio-diversity
students’ knowledge on the topic of heritage - Organize site visits to museums,
site; interpretation centres, and
- To set the context for the reading part; archaeological sites
- To enhance students’ skills of cooperating with - Organize essay competitions on
teammates. literature (in English and local
BRAINSTORMING languages)
- Teacher divides the class into 4 groups. - Carry out small research projects
- Teacher gives each group a big piece of paper. for students that can be put up as
Ask them to work in groups and write down as mini-exhibitions/bulletin board
many ideas as possible for the questions: What displays on heritage.
can we do to protect our heritage? - Involve students in documenting
- Students have 3 minutes to discuss and write. local living heritage like festivals,
- All groups stick their paper on the board. performing arts or craftsmen and
- Teacher checks the answers. women.
- The group with the most ideas will be the - Establish clubs for heritage
winner. 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.
4. Vocabulary pre-teaching (5 mins)
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the
topic;
- To activate prior knowledge about the topic
and get Ss involved in the lesson.
Lead-in (4 mins) Suggested answers:
- Teacher asks specific questions about one - People visit heritage sites to enjoy
particular type of heritage: the beautiful scenery and learn the
Why do people visit heritage sites? cultural values.
What can we do at heritage sites? - At heritage sites, we can go sight-
What can we learn from them? seeing, participate in cultural
- Teacher tell Ss that there are no right or wrong activities, meet local people and In weaker
answers and encourage Ss to come up with as learn about their traditions. classes,
many ideas as possible. check
Vocabulary pre-teaching (5 mins) understan
- Teacher introduces the vocabulary. ding of
- Teacher explains the meaning of the new the words
vocabulary by pictures. - Ss work in pairs & solve the by asking
- Teacher checks students’ understanding with crossword using words from the Ss to
the “Rub out and remember” technique. text. make
- Teacher reveals that these five words will sentences
appear in the reading text and asks students to New words: with
open their textbook to discover further. 1. appreciate (v) them.
2. challenge (n)
3. trending (adj)
4. entry (n)
5. keen (adj)
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.
Task 2. Read the article and circle the correct
meanings of the highlighted words and
phrases (6 mins) - Ss discuss in pairs to find the
- Teacher asks Ss to read the whole text once to advice in the article useful?
get an overall idea, then choose the correct Answer key:
meaning of the highlighted words in the text. 1. A
- Teacher encourages Ss to base their guesses on 2. A
the context in which the words are used rather 3. C
than looking them up in the dictionary. 4. B
- Teacher tells Ss to work in groups to discuss
the best option and compare answers.
- 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 are ONE extra heading. (7 mins) Answer key:
- Teacher asks Ss to read the whole text again 1. (Extra heading)
and match the headings with the appropriate 2. C
paragraphs. Note that there is one extra heading 3. A
that Ss may not need to use. 4. B
- Teacher tells Ss to identify key words in the
heading first. Remind Ss that the correct heading
has to express the idea of the whole paragraph,
not just one detail e.g. Heading 1 (Organising
photo competitions of performing artists) only
expresses one detail and the detail does not
express the main idea of any paragraph given.
- Teacher tells Ss to work in pairs to discuss and
compare their answers.
- Teacher checks answers as a class.
Task 4. Read the article again and decide
which paragraph includes the following
information (7 mins)
- Teacher asks Ss to read the text again and Answer key:
decide which paragraph includes each of the 1. B
ideas. 2. A
- Teacher tells Ss to read through the text to 3. B
locate the answers, then read again, this time 4. C
paying attention only to the parts of the text that
contain the answers.
- Teacher explains that the information in the
statements is paraphrased and make sure Ss
understand the vocabulary and the overall
meaning of the statements.
- Teacher has Ss work in pairs or groups to
compare answers.
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.
4. ACTIVITY 3: POST-READING (8 mins) Students’ own ideas.
a. Objectives:
- To check students’ understanding about the
reading passage;
- To help some students enhance presentation
skills;
- To help Ss use the ideas and discuss which one
is the best to preserve the heritage.
Task 5. Discussion
- Teacher has Ss work in groups. Ask them to
discuss each idea and decide the most effective
one to preserve heritage.
- Teacher tells Ss that there are no right or
wrong answers and encourage 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.
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.
- Prepare for the next lesson – Speaking.
* Self evalucation:
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Week: … UNIT 6: PRESERVING OUR HERITAGE
Composing date: Lesson 4: Speaking – Preserving cultural heritage

II. Objectives:
4. Main skill focus: Speaking skill
5. Integrated skills: Listening and reading and writing skills
- Gain an overview about ways to preserve heritage;
- Memorize vocabulary to discuss ways to preserve heritage.
b. Competences
- Gain some language expressions to talk about ways to preserve heritage;
- Make a conversation about ways to protect local heritage;
- Acknowledge and be able to talk about ways to preserve heritage;
- Develop self-study skills;
III. Teaching aids:
- Grade 11 textbook, Unit 6, Speaking
IV. Procedures:
1. WARM-UP (5 mins) - Ss discuss in their teams
Objectives: and answer the teacher’s
- To stir up the atmosphere and activate students’ question.
knowledge on the topic;
- To set the context for the speaking part; Suggested words:
Game: Jumble words 1. U/C/O/K/F/I/M/L/S (2
- Teacher divides class into 2 groups. words)
- Teacher shows each jumble word on the screen. 2. R/A/S/W/E/S/E/N/A
- If a team can answer the word, students raise their 3. L/I/O/M/S/E/D/A/C/I/A (2
hands and say BINGO to get the chance to answer. words)
- If Ss have a correct answer, they get one point for 4. N/E/C/M/I/P/O/T/T/O/I
their team. 5. L/A/E/F/S/I/V/T
- The team with more points will be the winner of Key:
the game. 1. FOLK MUSIC
2. AWARENESS
3. SOCIAL MEDIA
4. COMPETITION
5. FESTIVAL
2. ACTIVITY 1: PRE-SPEAKING (13 mins)
a. Objectives:
topic;
- To activate prior knowledge about the topic and get
Ss involved in the lesson.
Vocabulary pre-teaching (5 mins)
-Ss do the star jumps
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new - Ss match parts of the
vocabulary with different techniques (pictures, sentences
actions, synonyms …) New words:
- Teacher checks students’ understanding with the 1. spread (v)
“Rub out and remember” technique. 2. involved (adj)
- Teacher asks Ss to take notes on their notebooks.. 3. cultural heritage (n)
4. (to) set up
Task 1. Work in pairs. Match the ways to
preserve our heritage with the reason for doing so - Ss do as a request
(4 mins)
- Teacher quickly reviews the ways to preserve -Ss work in pairs
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 1. b 2. a 3. d 4.c
way with the appropriate reason for doing so.
- Teacher calls on some Ss to give their answers to
the class. Encourage them to give reasons for their
answers.
- Teacher checks answers in front of the class as a
whole.
Task 2. Complete the conversation with the Answer key: -
words and phrase in the box. Then practise it in 1. D (Let me think)
pairs (5 mins) 2. B (Right)
3. A (Well)
- Teacher keeps Ss working in the same pairs. Ask 4. C (Really)
them to read the conversation and complete it with Tips for keep a
the words and phrases in the box. conversation going:
- Teacher explains that the words and phrases in the - Show that you are
box are used to keep the conversation going and to interested in it and encourage
show that you are interested in it and encourage the the speaker to continue
speaker to continue speaking. speaking using words and
- Teacher checks answers as a class. phrases such as Yeah, Uh
- Teacher asks Ss to practise the completed huh, OK, Right, I see,
conversation in pairs and calls on some pairs to Really, Interesting…
practice the conversation aloud in front of the class. . - 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.
3. ACTIVITY 2: WHILE-SPEAKING (12 mins)
a. Objectives: Suggested answers:
- To give Ss an opportunity to make a similar Students’ own ideas
conversation about ways to protect local heritage.
Task 3. Work in pairs. Make a similar
conversation about ways to protect local heritage
(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.
- Teacher encourages Ss to choose the other ways to
preserve heritage mentioned in Task 1 to develop
their conversation rather than simply copying the
information from the model conversation.
- Teacher calls on some pairs to role-play their
conversations in front of the class. Praise pairs who
use expressions to show interest and encouragement.
4. CONSOLIDATION (3 mins) -Ss answer the questions.
a. Wrap-up Summary of the lesson.
- T asks Ss to talk about what they have learnt in the Giving instructions for an
lesson. exercise routine
b. Homework
- Prepare for the next lesson – Listening.
* Self-evaluation :
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Week: …
Composing date:
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;
- Memorize vocabulary to talk about a heritage site.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details
3. Personal qualities
- Be proud of a natural and cultural heritage site in Vietnam;
II. MATERIALS
- Grade 11 textbook, Unit 6, Listening
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
- Students can join the game and gain knowledge on the topic.
d. Organisation

I. Activity 1: Warm - up (5 mins) - Ss work in groups.
Aims: - There are 4 questions
- To stir up the atmosphere and activate students’ related to a key picture.
knowledge on family the topic and get Ss involved Questions:
in the lesson; 1. Who was the founding
- To set the context for the listening part; emperor of the Đinh
Game: Jigsaw puzzle dynasty of Vietnam?
- Ss work in groups. 2. What is a complex of
- There are 4 questions related to a key picture. Buddhist temples in Gia
- T asks Ss to guess the word in each puzzle and Viễn District, Ninh Bình
guess the key picture behind after each puzzle is Province, Vietnam?
opened. 3. Which movie took
- The group which gets the correct answer of the place in the northern
key picture is the winner. part of Vietnam such as
- T asks the Ss to explain the relationship between 4 Vân Long and Tam
questions and the key picture. Cốc (Ninh Bình
Assessment Province), Hạ Long
- Teacher observes the students’ performance, Bay (Quảng Ninh
collect their answers and give feedback. Province)?
4. What are they?
Large holes in the side of
a hill, cliff, or mountain,
or one that
is underground.
Suggested answer:
1. Dinh Bo Linh / Dinh
Tien Hoang
2. Bai Dinh Pagoda
3. The movie: Kong –
The Skull Island.
4. Caves
 KEY PICTURE:
Trang An Scenic
Landscape Complex
II. Activity 2: Lead-in (4 mins) - Students work in pairs

or groups, discuss and
- Teacher asks Ss some questions about Trang An
raise their voice to
Scenic Landscape Complex.
answer the questions.
+ Where is Trang An? Suggested answers:
+ Is Trang An a World Heritage Site? - Trang An Scenic
Landscape Complex in
+ How big is the area? Ninh Binh Province in
Northern Viet Nam is
+ Have you ever been to Trang An?
called as an “Ha Long
+ If yes, what did you see and do there? Bay on land” with
- Teacher sets the scene of the listening part and numerous caves,
lead in the lesson. mountains, valley, trees
and historic relics.
- It covers an area of
10,000ha in Hoa Lu, Gia
Vien and Nho Quan
districts and Ninh Binh
City.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new 1. limestone (n)
vocabulary with different techniques (pictures, 2. valley (n)
actions, synonyms …) 3. ecosystem (n)
- Teacher checks students’ understanding with the 4. interact (v)
“Rub out and remember” technique. 5. original (adj)
- Teacher asks Ss to take notes on their notebooks.
Assessment
- Teacher checks students’ pronunciation and gives
feedback.
- Teacher observes Ss’ writing of vocabulary on
their notebooks.
- guess about the
Task 2. Listen to a talk. What is the talk mainly
summary of the talk.
about? (6 mins)
- gives the answer.
- Teacher tells Ss that they’re going to listen to a Suggested answer:
talk by a tour guide who is introducing Trang An to B. The tour guide is
tourists. talking about the
- Teacher asks Ss to have a guess about the ecosystem of Trang An
summary of the talk. 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)
- Do pair work
- Teacher asks Ss to read the notes carefully to have Suggested answer:
an understand about the overall structure of the talk. 1. 2014
- Teacher makes sure that Ss understand that they 2. three protected
can write up to three words per gap, and these areas
words should be the exact words from the 3. 600 types
recording. In stronger classes, encourage them to 4. early humans
work out the missing words based on what they natural state
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.
Assessment
- Teacher observation on Ss’ performance.
ACTIVITY 3: POST-LISTENING (10 mins)
a. Objectives: - Ss work in groups, use
- To check students’ understanding and memorize their smart devices to
the information in the recording; search for information
- To give Ss an opportunity to make predictions; they predicted.
- To help some students enhance presentation skills; Suggested ideas:
- To practise team working; Tour guide: We’ll start
b. Content: our tour with …
- Students make predictions of what the tour guide 1. Hoa Lu Ancient
will say next. Capital
c. Expected outcomes: 2. Trang An Scenic Area
- Students can make appropriate predictions, do 3. Tam Coc Scenic Area
some quick research and present their ideas. 4. Bich Dong Scenic
d. Organisation Area
- Teacher asks Ss to work in pairs and discuss what 5. Hoa Lu Special-use
they think the tour guide will say next. primary forest
- Teacher tells Ss to base their predictions on the
last sentence of the talk (Now, we’ll start our tour
with…)
- Teacher calls on some pairs to present and
explain their predictions to the class. Note that there
is no right or wrong prediction. Encourage Ss to
give different answers based on the signal at the end
of the talk.
- Teacher lets Ss work in groups, use their smart
devices to search for information they predicted.
- Playing the role of the tour guide, the groups
prepare the information and make presentation of
the next part.
- Teacher calls some groups to present their ideas in
front of class.
- Teacher gives comments and feedback.
Assessment
- Teacher observation on Ss’ performance, provide
help if necessary.
CONSOLIDATION (3 mins)
a. Wrap-up
the lesson.
b. Homework
- Prepare for the next lesson –Writing.
* Self-evaluation :
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Tapescript:
Hello everyone. Welcome to Trang An Scenic Landscape Complex. My name is Thanh and I’m
your guide for this tour.
First, let me give you some quick facts. Trang An became the first site in Vietnam to be
recognised by UNESCO as a mixed World Heritage Site in 2014. It’s famous for its beautiful
landscape and long cultural history. The site consists of three protected areas: Hoa Lu Ancient
Capital, Trang An - Tam Coc - Bich Dong Scenic Area and Hoa Lu Special - Use Primary Forest.
These areas are linked together by limestone mountains, valleys and rivers. Trang An ecosystem has
more than 600 types of plants and 200 types of animals.
Trang An is also a place where nature meets culture. Evidence from the caves that we’ll visit
todays shows how early humans interacted with the natural environment to deal with climate
changes over a period of 30,000 years. The site also contains hundreds of temples and historic
pagodas dating from different historical periods.
As you’ll see, the site is a place of natural beauty and wild scenery that has not been changed or
damaged by human activities. There is a long history of protection of the area and most of the site is
still in its natural state. For example, the architecture of the pagodas and temples is kept in its
original style. Any work to preserve, protect and promote the area is planned carefully.
Now, we’ll start our tour with….(fading)
Week: …
Composing date:
Lesson 6: Writing – A leaflet about ways to preserve Trang An Scenic Landscape Complex
I. OBJECTIVES
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 polite and clear when writing a short message;
II. MATERIALS
- Grade 11 textbook, Unit 6, Writing
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) - Ss to look at the board and say the
a. Objectives: name of the things (LEAFLET)
- To stir up the atmosphere and activate
students’ knowledge of a leaflet; Some pictures of leaflet:
- To set the context for the writing part;
b. Content:
- Get to know what a leaflet is.
- Students are aware of what a leaflet is
and what should be included in a leaflet.
d. Organisation
- 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.
Assessment
- Teacher observes the students’
performance, collect their answers and
give feedback.
2. ACTIVITY 1: PRE-WRITNG (9
mins)
a. Objectives:
- To provide Ss’ with ideas for the - Do pair work. - In stronger
writing including a list of problems Suggested answer: classes, encourage
facing Trang An and solutions to them. 1. B Ss to come up
b. Content: 2. D with more
- Task 1. Work in pairs. Put the problems 3. C potential
that Trang An Scenic Landscape 4. A problems and
Complex may face and the possible possible
solutions in the correct blanks. (p.72) solutions, e.g the
c. Expected outcomes: problem of poor
- Students have some ideas about management, the
problems and solutions to preserve Trang construction of
An Scenic Landscape Complex new buildings
d. Organisation near the heritage
Task 1. Work in pairs. Put the area and possible
problems that Trang An Scenic solutions may
Landscape Complex may face and the include better
possible solutions in the correct blanks. planning and
(4 mins) stricter laws on
- Teacher has Ss work in pairs to match heritage
the problems with the possible solutions. preservation.
- Teacher tells Ss to read both notes
carefully to have an overview of the
problems and solutions before doing the
task.
- Teacher calls on some Ss to present
their answers to the class.
* Useful expressions (5 mins)
- Teacher gives Ss a handout and asks
them to classify the items into correct
categories. - Ss work in groups.
- Teacher lets Ss work in groups. - The groups show their answers on
- The groups show their answers on the the board.
board. List of expressions:
- The whole class check the task together. - To talk about problems and
Assessment consequences
- Teacher observes Ss’ work and give + … causes ….
feedback. + … 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 …
3. ACTIVITY 2: WHILE-WRITING Suggested answer:
(16 mins) PREVERVE OUR HERITAGE –
a. Objectives: PRESERVE TRANG AN
- To give Ss an opportunity to write a LANDSCAPE COMPLEX
leaflet in class. Trang An (Ninh Binh Province) was
b. Content: the first site in Viet Nam to be
- Task 2. Write a leaflet about the recognised by UNESCO as a mixed
problems that Trang An may face and the World Heritage Site in 2014. It is
possible solutions to them. Use the ideas famous for its natural beauty and
in Task 1 and the outline below to help rich biodiversity. To preserve its
you (p.72) beauty, we need to identify what
c. Expected outcomes: problems Trang An may face and
- Students can write a complete leaflet in find ways for preserving it.
which the language is clear, short and
simple. PRESERVING NATURE
d. Organisation Trang An is affected by mass
Task 2. Write a leaflet about the tourism. This kind of tourism can
problems that Trang An may face and pollute rivers and valley. It can also
the possible solutions to them. Use the damage the ecosystem because of
ideas in Task 1 and the outline below the large number of visitors.
to help you. To preserve Trang An, it is
- Teacher remind Ss of the structure of a necessary to organize eco-tours to
leaflet and the purpose of each part as the heritage sites. We should also
explained in Unit 5. create a sustainable habitat for
- Teacher has Ss identify these parts in wildlife on the heritage site.
the outline on page 72 of the student’s
book e.g. heading, subheadings, slogans, PRESERVING CULTURE
one idea per paragraph, call for action,... Another problem is young people’s
and also asks them to identify which lack of knowledge about our
information is missing in the outline. cultural heritage. As a result, they
- Teacher asks Ss to work individually are not be able to appreciate our
and reads the instruction for the writing traditions.
carefully (Ss have to complete the leaflet This problem can be solved if
with problems that may damage Trang schools teach the importance of
An and possible solutions ). heritage. Our heritage values
- Teacher gives Ss enough time so that should also be promoted on social
they can finish the leaflet. media so that they reach wider
- Teacher goes around the class and audiences.
provides help when necessary.
- Teacher corrects some pieces of writing
in class.
- Teacher collects Ss’ writings and
provide written feedback in the next
lesson.
- In weaker classes, provide some
suggested answers if necessary.
Assessment
- Teacher observation on Ss’
performance.
- Teacher’s feedback and peers’
feedback.
4. ACTIVITY 3: POST-WRITING (12
mins)
a. Objectives:
- To provide Ss with practical tips in
writing and designing a leaflet.
b. Content:
- Students complete a task about tips to
design a leaflet.
- Students can evaluate others’ work as
well as improve their own pieces of
writing.
d. Organisation
- Teacher explains the purpose of post- - Students work in groups to fill in
writing activity: In the future, the Ss may the blanks with suitable words in
need to design different leaflets in the box to create a list of tips in
different contexts. designing a leaflet.
- There are some tips in designing Fill in the blank with suitable
beautiful and professional leaflets that words in the box to create a list of
students need to know. tips in designing a leaflet.
- Teacher checks their answers and gives 1. Brand (1)______ and Logo
feedback. Discuss each tip with the whole 2. Make it (2) _______: The
class. Purpose of the Leaflet
- Teacher further elicits some information 3. (3) _____ is the Leaflet For?
about which softwares / websites / 4. Speak (4) _____ to People
applications can help Ss in designing 5. The Right Spacing
leaflet. E.g: Canva, Adobe Photoshop, 6. Eye-Catching, (5) ______
Adobe Illustrator, etc. Imagery
Assessment 7. The Power of Persuasion
- Teacher observation on Ss’ 8. Call to (6) _______
performance, provide help if necessary.
- Teacher’s feedback and peers’ colours different who
feedback. directly actions useful
Suggested answer:
1. colours 2. different
3. who 4. directly
5. useful 6. actions
a. Wrap-up - Answer the teacher’s
- T asks Ss to talk about what they have questions.
learnt in the lesson.
b. Homework
- Prepare for the next lesson –
Communication and Culture.
* Self-evaluation :
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Week: …
Composing date:
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Have some knowledge about how heritage is preserved around the world;
- Review expressions for asking for and giving directions.
2. Core competence
- Be able to ask for and give directions to popular places in Ha Noi based on the map in
the book;
- Be ready to give directions to others when necessary;
- Be aware of how to preserve heritage around the world .
II. MATERIALS
- Grade 11 textbook, Unit 6, Communication and Culture
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
- Students know the names of famous places in Hanoi.
d. Organisation
Game: Lucky number - Ss work in 4 groups.
- There are 8 numbers, Lists of pictures:
including 3 lucky numbers
and 5 numbers are
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.
Assessment
- Teacher observes the
groups and give feedback.
Suggested answer:
1. Ho Chi Minh Mausoleum
2. Hanoi Flag Tower
3. One Pillar Pagoda
4. Ho Chi Minh Museum
5. Imperial Citadel of Thang Long
2. ACTIVITY 1: Audio script:

EVERYDAY ENGLISH David: Excuse
(20 mins) me, could you
a. Objectives: tell me the way
- To review expressions to Thang Long
for asking for and giving Imperial
directions. Citadel? I’m
- To help Ss practise lost.
asking for and giving Nam: Sure. The
directions to popular citadel is not far
places in Ha Noi based on from here. Go
the map in the book. straight ahead
b. Content: until you get to
- Task 1: Listen and Hoang Dieu
complete the conversation street. You’ll see
with the expressions in the it on your right.
box. Then practice it in It’s next to the
pairs (p.73) park.
- Task 2: Work in pairs. David: Thank
Use the model in Task 1 to you.
make similar conversation Extension:
for these situations (p.73) - Ss to listen and complete the conversations with Bring some
c. Expected outcomes: the expressions in the box. street maps of
- Students can use - Ss to give their answers to the class. your town or
appropriate language to Suggested answer: neighbourhoods.
ask for and give directions 1. A Ask Ss to work
in certain situations. 2. D in pairs and ask
d. Organisation 3. C for and give
Task 1: Listen and 4. B directions to
complete the places which
conversation with the are familiar to
expressions in the box. them.
Then practice it in pairs Alternatively,
(6 mins) they can use the
- Teacher tells Ss that they - Ss work in groups to do the task. maps on their
are going to revise Useful expressions mobile phones.
expressions used to ask for - Asking for directions:
and give directions. + Can you tell me the way to …?
- Teacher asks Ss to listen + Excuse me, is … near here?
and complete the + How do/can I get to …?
conversations with the + What is the best/easiest way to …?
expressions in the box. + Could you show me how to get to …?
- Teacher plays the - Giving directions
recording once in stronger + Go straight ahead/on.
classes or twice in weaker + Walk along … street/road.
classes if necessary. + Walk past the (post office/bank).
- Teacher calls on some Ss + Turn left/right at the traffic lights/into Star Street.
to give their answers to the +Take the first/second road/turning on the left.
class. + It’s on your left/right.
- Teacher checks answers + It’s next to/opposite/between/at the end
as a class. Ask them to of/behind/in front of…
practise the conversations + It’s (just) around the corner.
in pairs.
* Useful expressions (7
mins)
- Teacher gives students a
list of expressions which
are mixed together. Ss
have to classify them into
2 groups: asking for - Ss work in pairs and make conversations asking
directions and giving for and giving directions to the tourist attractions in
directions. the situations.
- Check as a class.
- T asks if Ss can add some
more expressions.
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
Sample conversations:
tourist attractions on the
map and locate student A Situation 1.
and student B.
A: Excuse me. Can you show me the way to Ho Chi
- Teacher explains the two
Minh Mausoleum?
situations with Student A
asking for directions to Ho B: Sure, it’s not far from here. Go straight ahead
Chi Minh Mausoleum and and turn right into Hung Vuong Street. Then walk
Student B asking for along Hung Vuong Street and you can see it on the
directions to Ha Noi Flag left.
Tower.
B: Thank you so much.
- Teacher has Ss work in
pairs and make
Situation 2.
conversations asking for
and giving directions to the B: Excuse me. How can I get to Hanoi Flag Tower?
tourist attractions in the
A: Sure. Walk along Phan Dinh Phung Street and
situations.
take the second turn on the left into Hoang Dieu
- Teacher asks Ss to read Street. Walk past the Thang Long Imperial Citadel.
the list of useful Hanoi Flag Tower is just behind it.
expressions and check B: Thank you very much.
understanding.
- Teacher gives Ss a few
minutes to plan their
conversations before they
role-play it (e.g. who will
be Student A, who will be
Student B, and have them
underline key words in the
task question). Have them
write down some prompts
to help them. Encourage
them to swap roles.
- Teacher walks round the
class and provide help
when necessary.
- Teacher asks some pairs
to role-play their
conversations in front of
the whole class. Praise for
good effort, clear
pronunciation and fluent
delivery.
Assessment
- Teacher obverses Ss’s
work and give feedback.
- Teacher gives score to
evaluate Ss’ performance.
3. ACTIVITY 2: CLIL
(20 mins)
a. Objectives:
- To help Ss practise
reading comprehension;
- To help Ss learn about
how 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 New words
the text used in Vietnam? 1. crowdfunding (n)
Which one do you think 2. non-profit (adj)
works best in Vietnam 3. regardless of (prep)
(p.74) 4. fine (n)
c. Expected outcomes: 5. unique (adj)
- Students understand the
information, practise
reading skills and develop
critical thinking to decide
which methods are
applicable in preserving
heritage in Vietnam.
d. Organisation
* Pre-teach vocabulary
(5 mins) - Ss answer the teacher’s questions about heritage Extension: Ask
- Teacher introduces the sites or traditions around the world. Ss
vocabulary. - Ss work in pairs, read the text about preserving comprehension
- Teacher explains the heritage around the world and answer the questions. questions to
meaning of the new Suggested answer: check
vocabulary by pictures. 1. Italy 2. Spain 3. Australia understanding of
- Teacher checks students’ the text, e.g.
understanding with the Which city was
“Rub out and remember” taken as an
technique. example of
- Teacher reveals that these successful
words will appear in the crowdfunding?
reading text and asks How much do
students to open their individuals and
textbook to discover companies have
further. to pay for
Task 1. Read the text and damaging a
answer the questions (7 heritage site?
mins) Which festivals
- Teacher activates Ss’ are mentioned
prior knowledge by asking in the text?
questions about heritage
sites or traditions around
the world. (Have you been
to any heritage sites
outside Viet Nam? What
did you see there? Was it
preserved in its original
state? Do you know any
cultural heritage such as
traditions or folk music
from other countries?)
- Teacher puts Ss into
pairs. Ask them to read the
text about preserving
heritage around the world - Ss work in groups to answer the questions.
and answer the questions.
- Teacher walks round the - In weaker
class and offer help, classes, have Ss
explaining unfamiliar underline the
words or answering ideas in the text
questions. (e.g so they can use
crowdfunding, heavy fines, them in their
harsh punishment) discussion.
- Teacher checks answers - In stronger
as a class by calling on classes,
pairs give their answers to encourage Ss to
the class. come up with
- Teacher confirms the other ideas
correct answers. about effective
Task 2. Work in groups. methods to
Discuss the following preserve
questions. Are the heritage in Viet
methods of preserving Nam e.g.
heritage in the text used installing
in Vietnam? Which one donation box at
do you think works best in the heritage
Vietnam? (8 mins) sites,
- Teacher asks Ss to work introducing folk
in groups to answer the arts to schools,
questions. …
- Teacher calls on some
groups to present their
ideas to class.
* Assessment
- Teacher observation on
Ss’ performance.
- Teacher’s feedback and
peers’ feedback.
4. CONSOLIDATION (3
mins)
a. Wrap-up - Ss talk about what they have learnt in the lesson.
- T asks Ss to talk about - Ss do their homework.
what they have learnt in
the lesson.
b. Homework
- Do exercises on
workbook.
- Prepare for Lesson 8.
Looking back and project.
* Self-evaluation :
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Week: …
Composing date:
Lesson 8: Looking back and project
I. OBJECTIVES
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 critical thinking skills;
- Be more creative when doing the project;
II. MATERIALS
- Grade 11 textbook, Unit 6, Looking back and project
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’ reading comprehension of the related topic;
b. Content:
- Do a worksheet to develop reading comprehension about the topic.
- Students can develop reading skills and gain some knowledge about preserving the heritage.
d. Organisation
Who is faster? Match the headings (A-D) with the
- Teacher lets Ss work in group of paragraphs (1-4)
four. A. Form a volunteer group
- Teacher gives each group a B. Offer tours.
worksheet, in which they have to read C. Host special events.
and match the paragraphs with D. Conduct community
appropriate headings. workshops
- The first team which completes
correctly is the winner. 1. Gather fellow residents who care
- Teacher checks answers for the about preserving your community’s
whole class. recent past places. Working
- Teacher leads in the lesson. together, you can research and
nominate buildings for landmark
Assessment designation; become your
- Teacher observes the students’ community’s advocate for the
performance, collect their answers recent past and Modern design;
and give feedback. create a website and maintain a
discussion board.
2. Tours are a tried-and-true
method for building a community’s
appreciation for its historic
resources and significant
architecture. Put together a bus
tour that takes guests past Modern
structures throughout the
neighborhood. Create a self-guided
driving tour accompanied by a
booklet that visitors and residents
can continue to use.
3. Special events encourage those
interested in mid-century
architecture to connect with like-
minded people. These can include
fundraising events; special exhibits
(complete with opening night
parties) that feature the
architecture and modern heritage
of your community; or a lecture
series that features local
historians, architects, or professors
to speaking about the area’s
modern architecture.
4. Workshops and seminars can be
useful ways to educate specific
audiences about buildings and
cultural sites from the recent past.
These classes can help teach
participants the basics of historic
preservation, give them an
overview of the history of post-war
architecture, offer tips on how to
identify threats or problems, find
appropriate replacement materials
to keep mid-century homes looking
true to their original architecture,
and more. Contact a local
preservation group for help or
partnership opportunities.
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:
- Task 1: Listen and mark the
intonation in the following sentences,
using falling or level-rising
intonation. Then practise saying them
in pairs. (p.74)
- Task 2: Choose the correct word to
complete each sentence (p.75)
- Task 3: Rewrite the sentences using
to-infinitive clauses (p.75)
- Students can use the knowledge they
have learnt in this unit to complete the
tasks successfully.
d. Organisation
Task 1: Listen and mark the
intonation in the following - Ss listen to the recording and mark Audio script:
sentences, using falling or level- the changes in intonation in the 1. The trip to
rising intonation. Then practise sentences with falling tone, or rising Hoi An
saying them in pairs (4 mins) tone. Ancient
- Teacher asks Ss to listen to the - Ss read the sentences aloud in front Town was
recording and mark the changes in of the class. amazing .➘
intonation in the sentences with - Ss work in pairs, read the sentences 2. Please turn
falling tone, or rising tone. to each other. Try to use correct off the air-
- Teacher plays the recording several
intonation. conditioner.
times if necessary. ➘ It wastes
- Teacher asks some Ss to read the too much
sentences aloud in front of the class. electricity.
- Teacher puts Ss into pairs and have ➘
them read the sentences to each other. 3. A boat tour
Encourage them to use correct is the best
intonation. Praise Ss who try to speak way to
with correct intonation. experience
wildlife
habitats. ➘
4. In Ha Long
Bay you can
- Work in pairs, do the task. go
Suggested nswer: swimming,
Task 2: Choose the correct word to 1. Well-preserved ➚ diving➚
complete each sentence (4 mins) 2. historical and fishing.
- Teacher asks Ss to choose the 3. folk ➘
correct word to complete each 4. protected
sentence.
- Teacher has Ss do this activity
individually, then compare their
answers with their partners.
- Teacher checks answers as a class. - Work individually.
Ask some Ss to write the words on the Suggested nswer:
board and explain their choices. 1. Mai went to Soc Son to attend
Task 3: Rewrite the sentences using Giong Festival.
to-infinitive clauses (4 mins) 2. The first place to visit on the
- Teacher asks Ss to rewrite the trip is Hue Imperial Citadel.
sentences using to-infinitive clauses. 3. Our music teacher gave
- Teacher has Ss do this activity lessons in Xoan singing to
individually, then compare their help us appreciate our cultural
answers with a partner. heritage.
- Teacher checks answers as a class. The most famous site to see is the
Ask some Ss to write the sentences on old bridge across the river.
the board and explain the
changes they made to the original
sentences.
Assessment
- Teacher obverses Ss’s work and
give 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.
- Students practise giving an oral - Ss work in their groups. Give them a
presentation. few minutes to prepare for the
d. Organisation presentation.
Instructions (given in Lesson 1 – - Give their presentations.
Getting Started) Suggested checklist for peer
- T assigns the project after finishing assessment and self-assessment are
Lesson 1 – Getting Started. T divides attached below as appendixes.
class into 4 groups. Students’ presentations
- As Ss have prepared for the project - All groups exhibit their posters and - If necessary,
throughout the unit, the focus of this make presentations. teacher goes
lesson should be on the final product, - When one group make presentation, through the criteria
which is an oral presentation, a leaflet others listen and complete the for assessing their
or a poster. evaluation sheet. talk to make sure
- Teacher has Ss work in their groups. Ss are familiar with
Give them a few minutes to prepare them.
for the presentation.
- Teacher gives Ss a checklist for peer
and self-assessment. Explain that they
will have to tick appropriate items
while listening to their classmates’
presentations and write comments if
they have any. The presenters should
complete their self-assessment
checklist after completing their
presentation.
- Teacher invites two or three groups
to give their presentations. Encourage
the rest of the class to ask questions at
the end.
- Teacher gives praise and feedback
after each presentation.
- Teacher can also give Ss marks for
their presentation as part of their
continuous assessment
Assessment
- T gives comments and feedback to
all posters and presentations, and
awards a prize to the group which has
the most votes.
a. Wrap-up
- T asks Ss to talk about what they - Ss talk about what they have learnt
have learnt in the lesson. in the lesson.
- Ss do their homework.
b. Homework
- Prepare for Unit 7.
* Self-evaluation :
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Week: … UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Composing date: Lesson 1: Getting started – Planning our education

II. Objectives:
7. Main skill focus: Reading skill
8. Intergrated skills: Listening, speaking and writing skills
- Gain an overview about the topic Education options for school-leavers;
- Gain vocabulary to talk about plan the education;
- Get to know the language aspects: Perfect gerunds.
b. Attitudes:
- Students are familiarize with the ways to plan the education;
- Develop self-study skills
- develop communication skills;
- be collaborative and supportive in pair work and teamwork;
- actively join in class activities.
III. Teaching aids:
Flashcards, textbook, recording, laptop, T.V, - hoclieu.vn……
IV. Procedures:
Aims:
- To introduce the unit topic ( education options for
school-leavers);
- To introduce some vocabulary and the grammar
points to be learnt in the unit.
GAME:
GUESSING GAME Lists of university:
- Ss work in 4 big groups. - Ss do as instructed. Lower
- Teacher shows the pictures of 5 famous university in - Ss work in groups to level
Vietnam and lets students in each group raise their discuss the answer then class:
hands to answer one representative from omission
- The fastest team will give the answer and get the point each group raise their
with correct answer. hand to give the answer.
- The first team with more correct answers will be the Suggested answers:
winner. Lists of universities:
+ University of Languages
and International Studies
+ Foreign Trade University
+ National Economics
University
+ Hanoi University of
Science and Technology
+ Thuongmai University
II. Activity 2: PRESENTATION (5 mins)
Aim: To help students use key language more
appropriately before they read and listen.
VOCABULARY - Ss say the Vietnamese
- Teacher introduces the vocabulary. meaning of the word.
- Teacher explains the meaning of the new vocabulary New words:
by pictures. 1. (university) entrance exam
- Teacher checks students’ understanding with the “Rub (n.ph)
out and remember” technique. 2. option (n)
- Teacher reveals that these five words will appear in 3. academic (adj)
the reading text and asks students to open their textbook 4. vocational (adj)
to discover further 5. mechanic (n)
- T shows the Vietnamese meaning, says the words 6. sensible (adj)
aloud and asks Ss to repeat them. - Other Ss correct if the
previous answers are
incorrect.
III. Activity 3: PRACTICE (25 mins) - Ss do the task individually
TASK 1. LISTEN AND READ (p.76) - Ss share their answers with
- Teacher asks Ss to look at the pictures in the book as a partner.
well as the dialogue and answer the questions. Suggested answers:
- Ss answer the questions in pairs. - A female teacher and her
- Teacher plays the recording twice. Ss listen and read. students/Ms Hoa and her
- Teacher checks Ss’ prediction. T calls 2 Ss to read the students, including Nam and
conversation aloud. Mai.
Questions: - Mai doing a science
- What can you see? experiment.
- What’s in Mai’s thought bubble? - Nam repairing a car engine.
- What can you see in Nam’s thought bubble? Ss read the conversation
- One pair reads aloud.
TASK 2: TRUE OR FALSE

Read the conversation again and decide whether the
following statements are true (T) or false (F). (p.76)
Aims: - Ss do Task 2 individually
+ To practise reading for specific information first.
+ To practise scanning - Ss share and discuss with
+ To develop students' knowledge of vocabulary for a their partners about the key
healthy lifestyle words
- Teacher tells Ss to read the conversation again and Answer key:
work independently to find the answers. 1. F
Remind Ss to underline the information and correct the 2. T
false statements. 3. T
- Ss work independently to find the answers. 4. F
- Teacher has Ss compare the answers in pairs
before checking with the whole class.
- Teacher checks the answers as a class and gives
feedback
TASK 3: FILL IN THE TABLE
Write the verbs/verb phrases that are used with the
words or phrases in the conversation in 1. (p.76)
Aims: - Ss work individually
+ To help students revive some collocations for the - Ss share their answers
household chores so that they can use them in the with a partner
following lessons. Answer key:
+ To help students practise scanning. 1. education fair
- Teacher asks Ss to read the definitions, then scan the 2. entrance exam
conversation looking for words or phrases matching the 3. academic education
meanings. 4.vocational school,
- Teacher has Ss compare and share their answers with primary/secondary school ;
the class. take/do/sit/pass/fail an exam,
- Check answers as a class. revise for an exam, exams in
Extension: Put Ss into groups and have each group Maths/English, exam paper/
write as many phrases as they can with the words results).
education, school and exam (e.g. primary/vocational/
university education, pursue/get/receive (your/an)
education, education system/programme; go
to/start/quit/ leave school,
Set a time limit of five minutes. When the time is up,
put up their lists of phrases on the board. Ask Ss from
different groups to read them aloud and count the - Ss do the task individually
correct ones. The winner is the group with most correct - Ss share the answers with a
phrases. peer.
TASK 4: COMPLETE THE SENTENCES. Answer key:
Complete the sentences from the conversation with the 1. Having won
correct forms of the verbs in brackets. (p.76) 2. having gone
Aims: 3. Having watched
+ To help students identify perfect gerund or perfect
participle clause and how they are used in sentences
- Teacher has Ss read each sentence individually.
Encourage them to try to complete it with an
appropriate verb phrase without referring to the
conversation. Then ask them to find the answers in the
conversation.
- Teacher checks answers: first ask the class to call out
the correct perfect gerund or perfect participle clause,
then call on individual Ss to read the complete
sentences.
- Teacher tells Ss that they will learn more about the
grammar point in the following lesson.
IV. Activity 4: PRODUCTION (8 mins) Mediorce
Aims: - To help Ss practice speaking skills; students:
- To help Ss memorize the basic knowledge on how to replace
stay healthy task 5 by
Task 5. Role-play an easier
- Teacher asks Ss to work in groups. actitivy
- In each group, one student plays the role of teacher - Ss do as instructed
and others will be students
- Teacher asks the students about their plans after high
school and students will share their plans
- Ss have 3 minutes to prepare for the role play.
- Teacher invites 1 or 2 groups to come to the stage and
do the role play.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and give marks to the best
group.
HOMEWORK
- Write a short paragraph about how to keep fit and
stay healthy.
- Prepare for the project in Lesson 8
* Self-evaluation :
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Composing date: Lesson 2: Language

II. Objectives:
1. Main skill focus: Speaking and writing skills
2. Integrated skills: Listening and reading skills
- Use the lexical items related to the topic education after leaving school;
- Recognise and practise intonation in Wh- and Yes/ No questions;
- Review the use of Perfect gerunds and. Perfect participle clauses
b. Attitudes:
- Understand about education after leaving school;
III. Teaching aids:
- Projector/ TV/ pictures and cards
IV. Procedures:
I. Activity 1: Warm – up (5 mins)
Aims: - To stir up the atmosphere and activate - Ss watch the video and
students’ knowledge on intonation; note down the intonation
- To enhance students’ skills of cooperating with rules.
teammates.
- To lead in the lesson
Watch a video
- Teacher plays the video and asks Ss to pay Link:
attention to the intonation rules in the video https://www.youtube.com/w
- Ss watch the video and note down the rules. atch?v=Wmo0ifHlp-8
- Teacher calls some Ss to share and confirm the
answers.
- Teacher leads in the new lesson.
II. Activity 2: Pronunciation (10 mins)
Task 1. Listen and repeat. Pay attention to the
falling or rising intonation in each of the following
questions.
Aims: - To help Ss recognise and practise intonation
in wh- and yes/no questions.
- To help Ss practise intonation in wh- and yes/no
questions.
- Task 1: Listen and repeat. Pay attention to the - Ss do as directed.
falling or rising intonation in each of the - Ss pronounce the sounds.
following questions. (p.77)
- Teacher asks Ss to listen to the recording. Have -Ss listen and repeat.
them pay attention - Some students read the
to the rising or falling intonation in the given words aloud individually.
sentences.
- Teacher asks Ss to work in pairs and take turns to
read the sentences with correct intonation.
- Teacher checks the answers as a class.
- Teacher has Ss read the explanation in the
Remember! box
Ask questions to check understanding of the use of
rising and falling intonation in Wh- and Yes/No
questions.
Task 2: Listen and mark the intonation in these

questions, using (rising intonation) or
(falling intonation). Then practise saying them in
pairs. (p.77)
Aim: - To help Ss recognise and practise intonation - Ss do as instructed.
in wh- and yes/no questions. -Ss listen and repeat.
- To help Ss practise intonation in wh- and yes/no - Ss practise reading the
questions sentences in pairs.
- Teacher asks Ss to listen to the Wh- and Yes/No -Some Ss stand up and read
questions and mark the correct intonation pattern the sentences individually.
(rising or falling) at the end of each question.
- Teacher plays the recording several times, if
necessary, pause after each sentence for Ss to repeat.
- Teacher puts Ss into pairs and have them practise
saying these questions. Walk round the class,
praising pairs for good effort and using the
appropriate intonation pattern.
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.
III. Activity 3: VOCABULARY (13 mins)

Task 1. Match the words and phrases with their
meanings.
Aim: - To introduce words / phrases related to - Ss work in pairs to discuss
education after leaving school. and find the answers.
- To help Ss practise the words in meaningful -Listen and do as directed.
contexts. - Ss share the answers with
- Teacher asks Ss to read the definitions of the the whole class.
phrases first and checks understanding. - Ss give their answers and
- Teacher has Ss match each word with the definition explanations
right next to it. Answer key:
- In weaker classes, do the first one as an example 1. C
before asking Ss to match the rest individually or in 2. D
pairs. 3. A
- Check answers as a class. 4. E
5. B
Task 2:Complete the following sentences using
the correct forms of the words in Task 1. - Ss work in pairs to discuss
Aim: - To help Ss practise the words in meaningful and find the
contexts. answers.
- Teacher tells Ss to read the sentences carefully and -Listen and do as directed.
decide which word in - Ss share the answers with
Task 1 can be used to complete each of the the whole class.
sentences. Tell them to change - Ss give their answers and
the forms of some words if necessary. explanations
- Teacher checks answers as a class. Have Ss call out
the word they have Answer key:
used in each sentence first. 1. higher education
- Teacher confirms the correct answers. Ask Ss to 2. qualifications
explain the meaning of 3. school-leavers
each word using the definitions in Activity 1. 4. vocational education
- Teacher asks some Ss to read the complete 5. graduation
sentences. Suggested answer:
Extension: In stronger classes, have Ss play a game Every year, thousands of
individually or in pairs. Each student or pair writes a school-leavers finish
short meaningful text in which all four phrases have secondary education. Most
been used. Give a time limit of three minutes and of them choose to continue
have each student or pair read out their texts. The their study in either higher
other Ss give a mark out of 10. education institutions or
Have Ss add up their marks. The winner is the vocational education
student or pair with the highest score. institutions. These students
believe that with the right
qualifications from these
institutions, they will have a
better chance of getting
good jobs after graduation.
-
IV. Activity 4: GRAMMAR (15 mins)
Task 1. Find and correct the mistakes in the
following sentences. (p.78) - Ss do as
Aim: - To help Ss recognise the difference between instructed.
Modal verbs: must, have to, and should.
- To help Ss practise Modal verbs: must, have to, and -Ss make a choice
should
- Teacher asks Ss to look at the Remember! box and - Ss share their
read the rules for using perfect gerunds. Check answers with a
understanding by asking, e.g. Which verbs are often partner.
followed by a perfect gerund? (admit, deny, forget,
and remember); Can a perfect gerund be used as a - Ss give their answers and
subject / an object? (Yes); What are the similarities explain their choices.
between gerunds and perfect gerunds?(They both
can be used as subjects and objects); What are the Answer key:
differences between gerunds and perfect gerunds? 1. I forgot have discussed
(Their forms; perfect gerunds refer to the actions this topic with you.
that were completed in the past)  having
- Teacher tells Ss to work in pairs or individually to 2. Had won many maths
complete the activity. competitions helped me
- Teacher checks answers as a class. to win a place at university.
- Extension: Write more sentences with mistakes in  Having
using perfect gerunds on the board and have Ss 3. Nam regretted not having
correct them in pairs, e.g. The thief denied stolen the choose a more interesting
expensive watch (denied having stolen); I remember course at university.
saw this advertisement (remember having seen)  chosen
4. He was proud of had
won the first place at
the Biology Olympiad.
Task 2. Rewrite these sentences using perfect  having
participle clauses.
Aim - To help Ss practise the Past Simple and the
Present Perfect.
- Teacher has Ss read the Remember box and ask
questions to check Ss’ understanding of the form and -Ss do as instructed
uses of perfect participle clauses. Suggested answer:
- Teacher asks Ss to read each sentence carefully and Answer key:
decide how they can complete another sentence with 1. Having listened to an
a participle clause that still has the same meaning as introduction about the
the given one. course
- Teacher has Ss work in pairs to write the sentences. 2. Having studied the
- Teacher checks answers as a class. Invite individual available courses carefully
Ss to write the sentences on the board. 3. Not having studied
Extension: Have Ss work in pairs. Ask Ss to study enough
these sentences again. 4. Having answered the job
One student says the original sentence. The other interview questions
students, without looking at the book, says the new
sentence. The student who says the original sentence
should keep the book open to check if the partner
says the correct sentence.
Task 3. Work in pairs. Make sentences, using
perfect gerunds and perfect participle clauses.
Aim: - To help Ss practise the Past Simple and the
Present Perfect.
- Teacher lets Ss work in pairs.
- Teacher asks Ss to make sentences using perfect -Ss do as instructed
gerunds and perfect participle clauses. Example:
- Teacher encourages Ss to apply the vocabulary Having completed the
they have learnt in the lesson project gave us a feeling of
satisfaction.
Having finished school, I
can apply to university.
V. WRAP-UP (2 mins) -Ss answer the questions.
Aim: To help students memorise the target language Summary of the lesson.
and skills that they have learnt. - Intonation in Wh- and
-T asks: What have you learnt today? Yes/ No questions.
- T sums up the main points of the lesson. - Words / phrases related to
HOMEWORK education after leaving
T asks Ss to: school
- Do exercises in the workbook. - Perfect gerunds and
- Prepare for Lesson 3, Unit 7 perfect participle clauses
* Self-evaluation :
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Week: …
Composing date:
UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 3: Reading – Options for school-leavers
I. OBJECTIVES
1. Knowledge
- Develop reading skills for general ideas and for specific information about options for
school-leavers.
2. Competences
- Acknowledge and understand options for school-leavers;
II. MATERIALS
- Grade 11 textbook, Unit 7, Reading
- hoclieu.vn
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 - Ss work in pairs and discuss.
teammates
Task 1: Answer the questions
- Teacher asks Ss look at the pictures of a
university student and a vocational school
student. Have them to work in pairs and discuss
which of the two options is more common in the
area they live in.
- Teacher encourages Ss to think of other Questions:
options. 1. Which of the two options for
school-leavers is more common
in your town?
2. Can you think of other
options?
2. ACTIVITY 1: PRE-READING
a. Objectives:
topic;
- To activate prior knowledge about the topic
and get Ss involved in the lesson
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. Word list:
- Teacher explains the meaning of the new 1. opportunity (n)
vocabulary by pictures. 2. independently (adv)
- Teacher checks students’ understanding with 3. hands-on (adj)
the “Rub out and remember” technique. 4. salary (n)
- Teacher reveals that these five words will
appear in the reading text and asks students to
open their textbook to discover further.
3. ACTIVITY 2: WHILE-READING
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
Task 2. Read the article. Match the
highlighted words with their meanings. (p.80)
- Teacher has Ss read the text, paying attention
to the context of each highlighted word, and
looking for clues that they can use to guess the - Ss work in groups and do as
meaning, e.g. the first word "formal" in this directed In weaker
context is Answer key: classes,
used as an adjective to describe the ‘learning’ to 1. e check
get ‘an academic degree’. Among the given 2.c understan
options, option ‘e’ (received in a school, college, 3.a ding of the
or university, with lessons, exams, etc.) is the 4.b words by
best match for this word. 5.d asking Ss
- Teacher tells Ss to work in groups to discuss - Ss raise their hands to give the to make
the clues and compare answers. anwsers. sentences
- Teacher checks answers as a class. with them.
Extension: Choose other words from the text
and write them on different pieces of paper.
Give a word to each student, have them check
its meaning in a dictionary and write a short
definition on another piece of paper. Collect all
definitions and place them face up on a table.
Have Ss swap their words, come to the table and
find the definition of their new word.
Task 3. Read the article again. Match the
headings (1–3) with the paragraphs (A–B).
There is one extra heading. (7 mins) Answer key:
- Teacher elicits strategies Ss can use to read 1. c
texts for main ideas, e.g. paying attention to the 2. a
topic sentence in each paragraph, highlighting
key information, or searching for conclusions.
- Teacher tells SS that they will have to choose
the correct heading for each paragraph. In
weaker classes, read through the three options
first and check understanding.
- Teacher asks Ss to work in pairs to compare
their answers.
- Teacher checks answers as a class. In stronger
classes, ask Ss to explain their choices.
Task 4. Read the article again and complete
each gap with ONE word. (7 mins)
- Teacher tells Ss that the information in the - Ss do as directed
table is a summary of the main points of the two Answer key:
body paragraphs. 1. formal
- Teacher has Ss read the points in the table and 2. degree
predict the words they will need to complete the 3. trade
gaps. 4. apprenticeship
- Teacher reminds Ss of the maximum number 5. shorter
of words they can use in each gap.
- Teacher asks Ss to scan the text and choose the
correct words or phrases to complete each gap.
- Teacher has Ss compare answers in pairs or
groups.
- Teacher 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.)
4. ACTIVITY 3: POST-READING (8 mins)
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 - Ss discuss their options in pairs
target language. Suggested answers:
Task 5. Discussion A: Which option will be
- Teacher asks Ss to read the questions and appropriate for you after
choose their option. In weaker classes, ask Ss to leaving school, B?
write down the reasons for their option. B: Well, I’m very interested in
- Teacher has Ss work in pairs to discuss their chemistry and want to
options become a teacher of chemistry.
- Teacher encourages Ss to explain why they That’s why I think I
think this is the option for them. Walk round the choose to study chemistry at a
class and offer help with any words or university. And what’s
expressions Ss may not know. Invite some pairs your plan, A?
of Ss to share their ideas with the whole class. A: I’ve always wanted to become
- Teacher asks other students to listen and give a chef in a famous
comments. restaurant. I think cooking
- Teacher gives feedback and give marks to Ss’ courses at a vocational
performance school will be appropriate for
me.
a. Wrap-up
the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.
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Composing date: Lesson 4: Speaking - Vocational training vs. academic study

II. Objectives:
- Gain some language expressions to talk about the benefits of vocational training and academic
study;
- Talk about the benefits of vocational training and academic study ;
- Know how to end a conversation or discussion.
b. Attitudes:
- Acknowledge and be able to talk about the benefits of vocational training and academic study;
III. Teaching aids:
- Grade 11 textbook, Unit 7, Speaking
- hoclieu.vn
IV. Procedures:
Aims:
- To stir up the atmosphere and activate students’
previous knowledge on vocational training and academic
study;
- To set the context for the speaking part; - Ss do as directed
Task 1: Brainstorming
Suggested answer:
- Teacher asks Ss to look at the table giving some of the Benefits of Benefits of
benefits of vocational and higher education. vocational academic
- Teacher has Ss work in pairs to complete them with the training study
suggested ideas and add their own ideas. - cost less - can earn
- Teacher checks comprehension and explain any phrases - provide more
Ss may find hard, e.g. low cost, critical thinking skills, shorter - develop
duration of study. duration of critical
study thinking
- develop skills
practical - develop
skills research
- get skills
familiar -
with opportunities
work for further
earlier studies
II. Activity 2: PRE- SPEAKING

Aims:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss
involved in the lesson.
Task 2: Complete the conversation with the sentences
in the box. Then practise it in pairs. - Ss do as directed.
- Teacher asks Ss to read the first part of the Answer key:
conversation. Have Ss make predictions about what the 1. D 2. A 3. B 4. C
speakers will talk about next, e.g. the third benefit, …….
summary of the benefits. Nam: Now, let’s think about
- Teacher puts Ss into pairs to discuss and decide on the one more benefit.
order of the speakers’ lines in the word box to complete Lan: It’s the cost.
the conversation. Vocational training is much
- Teacher tells Ss to read the useful expressions in the cheaper than university
Tips box and ask if the speakers have used any of them to education.
end their conversation. Nam: I couldn’t agree more.
- Teacher checks answers as a class. So, we’ve decided on the
Tips to start a conversation or discussion: three main benefits: more
- Teacher tells Ss to read the Remember box and pay practical, shorter and
attention to cheaper.
the tips, examples and useful phrases. Lan: Great! We’re now
- Teacher asks Ss to give more examples. ready to report to
Tips to end a conversation or discussion: the class.
We can end a conversation or discussion by:
• summarising it, e.g. We’ve decided …/ We’ve agreed to
…/ We’ve covered everything/ all points.
• concluding it, e.g. Bye./ Great, we’re now ready for …/
That’s all we have today./ It was a very useful
discussion/meeting.
III. Activity 3: WHILE-SPEAKING

Task 3. Work in pairs. Talk about the benefits of
academic study. Use the ideas in 1, the model in 2, and
the tips above to help you. (p.81)
Aim: - To help Ss practise structures to end a
conservation or discussion;
- To give Ss an opportunity to practice talking about the
benefits of academic study; - Ss do as a request
- To provide Ss with some benefits of academic study.
- Teacher explains the task and focus Ss´ attention on the
useful phrases to end a conversation or discussion. Ask Suggested answers:
Ss to look at the conversation and the Tips box in activity Suggested answer:
2 again to see how these phrases are used. A: Now, let’s decide on the
- Teacher has Ss list the benefits of academic study from three main benefits of
Activity 1: develop critical thinking skills, develop academic study. First, I think
research skills, give opportunities for further studies, can it will help students
earn more. develop critical thinking
- Teacher has Ss work in their pairs from 2 and make skills.
their conversation. B: I agree. Students can also
Give a time limit of 8-10 minutes. Walk round the class their develop
to monitor Ss’ preparation and make sure that shy Ss also research skills.
have the opportunity to contribute, e.g. ask Ss to look at A: That’s right. These skills
the list and put them in the order of importance. are very important
- In weaker classes, ask Ss to look at the model for university students.
conversation in Activity 2, underline the benefits of B: So, what do you think is
vocational training, then they can replace with the the third benefit?
benefits of academic study. T can also write some A: I think it’s the
prompts on the board, e.g. Now opportunities for further
- Teacher invites some pairs of Ss to role-play their studies. University students
conversations in front of the whole class. When Ss finish get more
their conversation, give further comments and correction opportunities to continue
if necessary. Praise for good effort, clear pronunciation their studies after
and natural interaction. graduation.
B: I can’t agree more. So,
we’ve decided on the
three main benefits:
developing critical thinking
skills, developing research
skills, and having more
opportunities for further
studies.
A: Great! We’re now ready
to report to the class.
- Ss work in pairs
IV. ACTIVITY 4: POST-SPEAKING -

Aims:
- To check students’ understanding about the language
use in giving instructions for an exercise routine;
- To help some students enhance presentation skills;
- To give students authentic practice in using target
language.
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 - Ss do as instructed.
whole class. (p.81) Suggested summary of the
- Teacher asks Ss to form groups and have a group discussion:
discussion about what kind of students or learners each In our group, we all think
option will be more suitable for. that each education option
- For a weaker class, T can provide a sample plan as has its own benefits.
follows: Academic study is suitable
+ group members take turns expressing their opinion for those
about which option is suitable for which students who want formal education
+ groups decide on the most common opinion and training. And vocational
+ groups prepare an outline of their summary and decide training is suitable for those
how to present it who want to so some specific
- Teacher tells groups to choose a group leader whose jobs.
role is to keep the discussion going and ensure that - Ss work in pairs
everyone has a chance to speak. Remind members that
they need to listen without interrupting their classmates,
wait for their turn to speak, and contribute ideas.
- Teacher walks around to offer help Ss, if necessary, and
encourage quiet group members to get involved.
- Teacher invites some groups to report the summary of
their discussion
and answer any questions from the rest of the class.
- Teacher encourages the rest of the class to follow their
friends’
performance and compare with their own ideas.
- Teacher gives feedback and give marks to Ss’
performance.
V. WRAP-UP (2 mins)
Aim: To help students memorise the target language and
skills that they have learnt.
-T asks: What have you learnt today? -Ss answer the questions.
- T sums up the main points of the lesson.
HOMEWORK
T asks Ss to:
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.
* Self-evaluation :
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Composing date: Lesson 5: Listening – Vocational Courses

II. Objectives:
10. Main skill focus: Listening skill
11. Intergrated skills: Reading, speaking and writing skills
- Gain more knowledge about vocational courses;
- Memorize vocabulary to talk about vocational courses.
b. Attitudes:
- Be aware of different vocational courses;
- Develop listening skills: listening for the main idea and listening for specific details
III. Teaching aids:
Flashcards, textbook, recording, laptop, T.V, - hoclieu.vn……
IV. Procedures:
- To stir up the atmosphere and activate students’ knowledge
on family the topic and get Ss involved in the lesson;
- To set the context for the listening part;
Look at the picture and answer 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 Questions:
picture? (A person is showing others the way to prepare 1. What kind of vocational
food.) course are they taking?
- Teacher asks Ss to work in pairs to answer the questions. 2. Do you think students
Encourage them to ask each other questions and give more need any special
details about their answers. qualifications to apply for
this course?
- Teacher invites some Ss to share their answers or their 3. What do you think
partner’s answers with the class. 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 their love for cooking.
3. I think students wants to
get a job related to cooking.
II. Activity 2: Pre-listening (7 mins)
Aim: - To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss
involved in the lesson.
Answer key:
Choose the correct meanings of the underlined words and
phrase 1. B
- Teacher asks Ss to read the sentences containing key 2. A
vocabulary items from the listening. Tell students to study 3. B
the context clues carefully, then read the given options for
each word in bold and try to choose the correct one.
- Teacher has Ss check their answers in pairs.
- Teacher confirms the correct answers as a class.
III. Activity 3: While - listening (20 mins)
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about
vocational courses.
Task 1: 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 Answer key:
context of this activity and its aim listening for the main idea. B
- Teacher has Ss read the options carefully and check if they
understand all the vocabulary.
- Teacher plays the recording and have Ss listen and choose
the correct option.
- Teacher asks Ss to compare their answers in pairs groups.
- Teacher checks answers as a class and let Ss listen again,
if necessary, e.g. when working with weak classes.
Task 2: Listen to the conversation again and complete the
notes below. Use no more than TWO words for each gap.
(12 mins)
- Teacher has Ss read through notes carefully and check if
they understand all the vocabulary.
- Teacher asks Ss to think about the type of information they Answer key:
will need to answer each of these questions, e.g. 1. length of 1. months
time; 2. type of courses; 3. jobs/people in certain 2. Professional
professions; 4. positions in a real restaurant; 5. booklet or 3. restaurant cooks
magazine. 4. apprentice
- Teacher reminds Ss of the word limit they will have for 5. (school) brochure
each answer.
- Teacher plays the recording. Ask Ss to listen and fill in the
gaps within the word limit.
- Teacher has Ss compare their answers.
- Teacher checks answers as a class and confirm the correct
ones.
- Extension: Play the recording, pausing before the last word
of long sentences and have Ss recall or guess it, e.g. play the
sentence until the word ‘courses’: I’d like to ask for
information about your… Have Ss call out the last word. In
stronger classes, ask Ss to write the words on the board.
IV. Activity 4: Post-listening (10 mins)
Aims: - To check students’ understanding and memorize the
information in the recording;
- To help some students enhance presentation skills;
- To give students authentic practice in using target language.
Work in groups. Discuss the following questions.
- Teacher asks Ss to recall what information Mai received
when talking to the receptionist at ABC Vocational School Suggested answers:
(names of courses, length of study, apprenticeship, brochure  Cost
about the courses).  Entrance exams or
- Teacher puts Ss into groups to answer the question. Walk requirements for
round the class and offer help. For weaker classes, give them applicants
some suggestions, e.g. cost, number of students in a class,  Number of students on a
job opportunities after finishing the course, … Make sure Ss course / in a class
take notes of their ideas. Job opportunities after
- Teacher invites Ss from some groups to share their ideas finishing the professional
with the whole class. courses
HOMEWORK
- Prepare for the next lesson –Writing.
* Self-evaluation :
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Composing date: Lesson 6: Writing – A request letter about a
course

II. Objectives:
5. Main skill focus: Writing skills
6. Integrated skills: Speaking and reading skills
- Gain an overview about how to writea letter requesting information about a course;
- Apply structures to request information.
b. Attitudes:
- Be polite and clear when writing a formal letter;
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
III. Teaching aids:
- Grade 11 textbook
IV. Procedures:
I. Activity 1: Warm – up (5 mins) Clues:
Aims: - To stir up the atmosphere and activate 1. Connected with a job that needs
students’ reading comprehension of short special training and skills
messages; 2. A person working for an
- To set the context for the writing part; employer to learn a skill or a job
Game: Hidden picture 3. A small book giving
- Ss work in groups. information about something
- There are 4 questions which relate to a key 4. A person who has just left
picture. school
- T asks Ss to guess the word in each puzzle and Answer key:
guess the key picture behind after each puzzle is 1. professional
opened. 2. (an) apprentice
- The group which gets the correct answer of the 3. (a) brochure
key picture is the winner. 4. (a) school-leaver
KEY WORD: LETTER
II. Activity 2: Pre-writing (12 mins)
Aims:
- To get students to build up ideas that they can Suggested answers:
later use for their writing 1. Could you please tell me
Look at the advertisement about a vocational if/whether I need to take a test?
school and its tour guide training courses. You 2. I would like to know if/whether
want to ask for more information. Complete the there are discounts for poor
enquiries. (6 mins) students.
3. I would appreciate it if you
- Teacher asks Ss to look at the advertisement
could tell me how much the daily
about a vocational school and its tour guide
wage is.
training courses.
Formal emails or letters asking for
information usually have the
- Teacher asks Ss to read the information about the
following structure:
course and check understanding, e.g. Do
1. Greeting. Example: Dear
applicants need any qualifications? Are the
Sir/Madam, (or name if known)
courses expensive?
2. Reason(s) for writing.
- Teacher focuses Ss’ attention on the text in the Example: I would like to have
three boxes and ask, Does the advert provide this more information about …/I am
information? Then put Ss in pairs and have them writing to enquire about …
work together to complete the enquiries under the 3. Enquiries (one paragraph for
advert. each of the things you
want to ask about, using linking
- Teacher walks around and offer help if necessary. words or phrases).
- Teacher has some pairs read the completed Example: First, I would like to
sentences. Write the correct ones on the board. know … /In addition, I
wonder if …/I would appreciate it
Useful expressions (5 mins) if you could tell me
- Teacher asks Ss to look at the given outline of the …/It would be great if you…
letter, the Useful expressions box and the 4. Closing line. Example: I look
information from Activity 1 forward to hearing from
- Teacher explains more about the structure of the you/receiving your reply.
letter and useful expressions. 5. Signature. Example: Yours
- Students note down the information. sincerely, (if you know the name
of the person you are writing to)/
Yours faithfully, (if you don’t
know the name)
III. Activity 3: While-listening (15 mins)
Aim: - To help Ss familiarize with the structure Sample letter
and language of an opinion essay; Dear Sir or Madam,
Write a letter (140–170 words) to request I am writing to ask for more
information about the courses in 1 information about the tour guide
training courses at the SGV
- Teacher tells Ss that the letter is to request the
Vocational School. I am over 18
information about the courses in Activity 1.
years now and I am very
- In stronger class, encourage student to make interested in travelling and
more enquiries. exploring different cultures. I
would really like to apply for one
- Teacher has Ss work individually to write their of your courses.
draft. First, I would appreciate it if you
- Teacher collects Ss’ writings to mark and provide could tell me what the entry
written feedback in the next lesson. requirements are. I finished
upper-secondary school last
- Extension: Put Ss in pairs and ask them to swap summer. Could you please let me
their draft letter for peer feedback. Encourage Ss to know if I still need to take a test?
revise their letter and correct any mistakes before If there is one, please let me know
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 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 it will cover
and how long it will take.
I look forward to hearing from
you.
Yours faithfully,
Hoang Bao Nam
IV. Activity 4: Post-listening (10 mins) -

Aim:
- To do a cross-check and final check on students’ Writing rubric
writing. 1. Organization: …/10
CROSS-CHECKING 2. Legibility: …/10
- Teacher has the pairs swap and give feedback on 3. Ideas: …/10
each other’s writing. Teacher shows a writing 4. Word choice: …/10
rubric to help Ss do the peer review. 5. Grammar usage and
- Ss do the task as required. mechanics: …/10
- After peer review, Ss give the writing back to the TOTAL: …/50
owner and discuss how to improve it.
- 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 correct
as a whole class without nominating the Ss’
names.
V. WRAP-UP (2 mins)
the lesson.
HOMEWORK
- Prepare for the next lesson – Communication and
Culture.
* Self-evaluation :
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Week: …
Composing date:
UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
Lesson 7: Communication and Culture / CLIL
II. Objectives:
3. Educational objectives
a. Language skills: By the end of this lesson, Ss will be able to:
- Expand vocabulary with the topic of the unit;
- Know about education after leaving school in Vietnam and in the UK;
- Review making an appointment.
b. Attitude:
- Be able to make an appointment.
4. Social skills:
- Be ready to offer help to others when necessary;
- Recognise the similarities and differences between education after leaving school in Vietnam
and in the UK
III. MATERIALS
- Grade 11 textbook
- hoclieu.vn
IV. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: Link: https://www.youtube.com/watch?
- To stir up the atmosphere and activate students’ v=qG9oD9qxX6g
knowledge on the topic of the generation gap. Questions:
- To enhance students’ skills of cooperating with 1. How many people are there in the
teammates. conversation?
Watch a video 2. What is the man doing?
- Teacher plays the video and asks Ss to answer Answers:
the questions. 1. There are two people in the
- Ss watch the video and note down the answers conversation.
for the questions 2. The man is calling to make an
- Teacher calls some Ss to share and confirm the appointment with the doctor.
answers.
- Teacher leads in the new lesson.
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
Task 1: Listen and complete the conversation Answer key
with the expressions in the box. Then practise 1. could I meet you
it in pairs. (6 mins)- Teacher asks Ss to read 2. I have got another appointment
through the incomplete conversation. Check 3. shall I come
comprehension by asking questions, e.g. Who 4. suit you
are the speakers? What are they talking about? Useful expressions
- Teacher has Ss listen and complete the Making an Giving a
conversation with the expressions from the box. appointment positive
- Teacher checks answers by asking two Ss to response
read out the conversation. • Will you be • All right, I’ll
- Teacher has Ss underline expressions used to available on/at …? see you then.
make an appointment (Could I meet you…; What • I’d like to • OK, I’ll see
time shall I come to see you …; Would … suit make/arrange an you (next week)
you?) and giving responses (Sorry, I’ve got appointment with (at around 3
another appointment …./ OK, then. See you ...) you on/at … p.m.).
- Teacher puts Ss in pairs and have them practise • Would … suit Giving a
the conversation. you/be OK for you? negative
Useful expressions (7 mins) • When’s response and
- Teacher gives students a list of expressions convenient for you? proposing
which are mixed together. Ss have to classify another
them into 3 groups: making an appointment, time/date
giving a positive response, giving a negative • Sorry, I’ve got
response and proposing another
another time/date. appointment at
- Ss work in groups to do the task. that time.
- Check as a class. How about …?
- T asks if Ss can add some more expressions. • I’m afraid I
Task 2: Work in pairs. Use the model in 1 to can’t make it at
make similar conversations for these that time.
situations. One of you is Student A, the other Are you free
is Student B. Use the expressions below to on/at …?
help you. (7 mins)
- Teacher asks Ss to read through the given Students’ answers
situations, giving them further explanations if
necessary.
- Teacher has Ss work in pairs. In weaker
classes, underline the words and phrases in the
conversation that Ss can replace with their own
ideas. You can also write some prompts on the
board. In stronger classes, encourage them to be
more creative and use the useful expressions
given in the box.
- Teacher has Ss spend a few minutes planning
their conversations, e.g. decide on the roles (a
university representative / a school student);
plan who says what. Have Ss practise their
conversation in pairs.
- Teacher invites several pairs of Ss to act out
their conversations in front of the class.
- Teacher praises for good effort, clear
pronunciation, fluent delivery and interesting
ideas.
3. ACTIVITY 2: Culture (10 mins)
Objectives:
- To help Ss practise the words in meaningful
contexts.
- To help Ss learn about the UK education after
secondary school.
Read the text and complete the table below
with information from the text. Use
no more than TWO words or a number in Answer key:
each gap. (6 mins) 1. 18
- Teacher asks Ss some questions to find out 2. technical education In
what they already know about UK education 3. higher education weak
after secondary school, e.g. What do you know 4. university courses er
about UK education after school? What are the 5. bachelor’s degree classe
options for school-leavers in the UK? Is higher s,
education in the UK free? check
- Teacher asks Ss what they want to know about under
the topic, e.g. At what age do students leave standi
schools? Do all school-leavers in the UK go to ng of
university? How long do Ss usually study for a the
bachelor’s degree? words
- Teacher puts Ss into pairs. Ask them to read the by
text about the UK education after secondary askin
school and complete the notes. Walk round the g Ss
class and offer help, explaining unfamiliar words to
or answering questions. make
- Teacher checks answers as a class by calling on sente
pairs to write the missing words or phrases on nces
the board. with
- Teacher goes back to the questions on the them.
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.
4. ACTIVITY 3: Extra Activity (8 mins)
Objectives:
- To help Ss apply the knowledge to talk about
the similarities and differences between
education after leaving school in Viet Nam and
in the UK. Suggested answers:
Work in groups. Discuss the similarities and Similarities
differences between education after Both systems provide vocational
leaving school in Viet Nam and in the UK. education after secondary school
- Teacher has Ss look back at the table in Differences:
Activity 1 which summarises the information In Viet Nam, students leave secondary
about the UK education after leaving school. school at 18. Then they can start
- Teacher asks Ss to work in pairs, draw a similar university immediately.
table for Viet Nam, discuss and fill in this table. In some parts of the UK, students can
- In pairs, compare these two tables. Discuss the leave school at 16.
similarities and differences between education
after leaving school in Viet Nam and in the UK.
- Teacher invites several groups to report their
discussion. Praise for good effort, clear
pronunciation, fluent delivery and interesting
ideas.
a. Wrap-up
the lesson.
b. Homework
- Prepare for Lesson 8. Looking back and
project.
* Self evalucation:
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Composing date: Lesson 8: Looking back and project

II. Objectives:
1. Main skill focus:
2. Integrated skills: Speaking, Listening, Reading and Writing skills
- Review the vocabulary and grammar of Unit 7;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
b. Attitudes:
- Be more creative when doing the project;
- Develop critical thinking skills;
III. Teaching aids:
- Grade 11 textbook, Computer connected to the Internet, Projector/ TV/ pictures and cards
IV. Procedures:
Aims:
- To stir up the atmosphere and activate students’ knowledge
on the topic of the generation gap.
- To enhance students’ skills of cooperating with teammates.
Game: Lucky number Suggested words:
- Ss work in 2 teams 1. school-leavers
- 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. apprenticeships
answering the question. 4. institutions
- If they choose the other numbers, one student of a group picks 5. graduation
up a piece of paper and sees the word on it.
- This student has to use words to describe it (without saying
the word directly)
- Other Ss try to guess the words. One point for a correct
answer.
- The group having more points is the winner.
II. Activity 2: Looking back (12 mins)
Aims: Answer key
- To help Ss review intonation in Wh- and Yes/ No questions. 1. Are you interested
- To help Ss revise words and phrases they have learnt in this in studying at
unit. university?
Task 1: Listen and mark the intonation in these questions, 2. How much is the fee
using (rising intonation) or (falling intonation). Then for this cooking
practise saying them in pairs. (4 mins) course?
- Teacher asks Ss to listen and mark the intonation (rising or 3. Did you attend the
falling) on the questions. education fair?
- Teacher asks several pairs of Ss to say these exchanges out
loud in front of the class. 4. Who would like to
- Teacher confirms the correct answers. Correct Ss if necessary. train to become a tour
Praise for good pronunciation and fluent delivery. guide?
Task 2: Complete the text. Use the correct form of the Answer key
words and phrase in the box. (4 mins) 1. school-leavers
- Teacher has Ss read the text, and the given words and phrase 2. higher education
in the box. Tell Ss that all these words and phrases have been 3. apprenticeships
taught and used throughout the unit. 4. institutions
- Teacher asks Ss to focus their attention on the gaps in the text. 5. graduation
- Teacher tells Ss to study the context carefully and decide on
the words or phrases to fill in these gaps.
- Teacher asks Ss to choose the words or phrases from the box
to complete the gaps in the text.
- Teacher has Ss check their answers in pairs/ groups.
- Teacher checks answers as a class by asking individual Ss to Answer key:
read the sentences. 1. Having finished
Task 3: Rewrite these sentences using perfect participle school, my brother
clauses or perfect gerunds. (4 mins) 2. He did not
- Teacher asks Ss to read the given sentences. Then explain that remember having
they will need to use appropriate perfect gerunds or perfect discussed
participle clauses to complete the new sentences without 3. Not having asked
changing the meaning. anyone for advice,
- Teacher asks Ss write their sentences first. Then ask them to 4.Having won the first
check their answers in pairs / groups. prize in the
- Teacher checks answers as a class by asking individual Ss to competition
read a sentence each.
III. ACTIVITY 3: Project (28 mins)
Aims: Students’
- To provide an opportunity for Ss to develop their research and presentations
collaboration skills, and to practise giving an oral presentation. - All groups make
Instructions (given in Lesson 1 – Getting Started) presentations.
- Ss have prepared for the project throughout the unit, the focus - When one group
of this lesson should be on the final product, which is an oral make presentation,
presentation about an educational institution. others listen and
- Teacher has Ss work in their groups. Give them a few minutes complete the
to prepare for the presentation. evaluation sheet.
- Teacher gives Ss a checklist for peer and self-assessment.
Explain that they will have to tick appropriate items while
listening to their classmates’ presentations and write comments
if they have any. The presenters should complete their self-
assessment checklist after completing their presentation.
- If necessary, go through the criteria for assessing their talk to
make sure Ss are familiar with them.
- Teacher invites two or three groups to give their presentations.
Encourage the rest of the class to ask questions at the end.
- Teacher gives praise and feedback after each presentation.
You can also give Ss marks for their presentation as part of their
continuous assessment.
IV. WRAP-UP (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 8
* Self-evaluation :
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Week: … Composing date:

UNIT 6 - PRESERVING OUR HERITAGAE

I. Class level/Students’ level: Intermediate/Mix-ability class

Teacher’s activities Students’ activities Notes

Activity 2: PRESENTATION (7 mins)

Task 2: Listen and mark the intonation in - Ss do as instructed.

Task 2. Complete the sentences using the Ss read the conversation

I. Class level/Students’ level: Intermediate/Mix-ability class

I. Class level/Students’ level: Intermediate/Mix-ability class

Teacher’s activities Students’ activities Notes

II. Activity 2: Lead-in (4 mins) - Students work in pairs

Teacher’s activities Students’ activities Notes

2. ACTIVITY 1: Audio script:

I. Class level/Students’ level: Intermediate/Mix-ability class

TASK 2: TRUE OR FALSE

I. Class level/Students’ level: Intermediate/Mix-ability class

Task 2: Listen and mark the intonation in these

III. Activity 3: VOCABULARY (13 mins)

I. Class level/Students’ level: Intermediate/Mix-ability class

II. Activity 2: PRE- SPEAKING

III. Activity 3: WHILE-SPEAKING

IV. ACTIVITY 4: POST-SPEAKING -

Week: … UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS

I. Class level/Students’ level: Intermediate/Mix-ability class

I. Class level/Students’ level: Intermediate/Mix-ability class

IV. Activity 4: Post-listening (10 mins) -

I. Class level/Students’ level: Intermediate/Mix-ability class

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