Unit 4

Date of preparing: 04/11/2023
Period: 32
UNIT 4: ASEAN and Viet Nam
Lesson 1: Getting started - At the AYVP Office
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic ASEAN and Viet Nam.
- Gain vocabulary to talk about AYVP.
- Get to know the language aspects: Gerunds as subjects and objects.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Proud of our country and responsible for the regional issues
II. MATERIALS
- Grade 11 textbook, Unit 4, Getting Started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis
Vietnames
Form Pronunciation Meaning e
equivalent
to officially ask for something such Ứng dụng,
as a job, a place on a course, or a ứng tuyển
1. Apply (v) /əˈplaɪ/
loan, usually by completing a
special form or writing a letter
all the people who live in a Cộng đồng

particular area, or a group of people
2. Community (n) /kəˈmjunɪt̬ i/ who are considered as a unit
because of their shared interests or
background
GV: NGUYỄN NGỌC AN THI 1

something that you contribute or do Sự đóng
to help produce or achieve with góp, cống
3. Contribution (n) /kɑntrəˈbjuʃən/
other people, or to help make hiến
something successful
to do/ a person who does something Tình

that you do not have to do, often nguyện/
4. Volunteer (v/n) /vɒlənˈtɪər/
without having been asked to do it tình nguyện
and/or without expecting payment viên
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of ASEAN.
- To set the context for the listening and reading part.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Map quiz: Guessing the countries.
c. Expected outcomes:
- Students can identify countries in ASEAN and their shapes.
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Map quiz Lists of countries:
- Teacher shows the shape of the countries.
● Viet Nam
- Ss work in 4 groups. Each group raises their hands to
take turns and guess what country it is. The group with

all correct answer will get a bonus.
● Brunei
- The team with the highest points is the winner.
● Cambodia
● Thailand
● Laos
● Malaysia
● Philippines
● Singapore
● Myanmar
● Indonesia
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)

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

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

3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to AYVP.
- To help Ss identify the functions and goals of AYVP.
b. Content:
- Task 1. Listen and read (p.42)
- Task 2. Read the conversation again and write T (True) or F (False). (p.43)
- Task 3. Match each word with its definition. (p.43)
- Task 4. Complete the sentences using words and phrases from exercise 1. (p.43)
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

Task 1. Listen and read. (5 mins)
- Teacher asks Ss to look at the pictures in the book as
well as the dialogue and answer the questions.
- Ss answer the questions in pairs.
- Teacher plays the recording twice. Ss listen and read.
- Teacher checks Ss’ prediction. T calls 2 Ss to read
the conversation aloud.
Questions:
- What can you see in the picture?
- Who are the speakers?
- What do you think they are discussing?
Suggested answers:
- Girls, books, photos, AVVP, ASEAN logo
- The girls are the speakers.
- They are discussing ASEAN.
Task 2. Read the conversation again and write T (True) or F (False). (5 mins)
- Teacher tells Ss to read the conversation again and
work independently to find the answers. Remind Ss to Answer key:
underline the information and correct the false 1. F (It was her cousin.)
statements. 2. T
- Ss work independently to find the answers. 3. F
- Teacher has Ss compare the answers in pairs before 4. F (She should be over 18.)
checking with the whole class.
- Teacher checks the answers as a class and gives

feedback.
Task 3. Match each word with its definition. (5 mins)
- Teacher has Ss look at the box 1-4, a-d. Answer key:
- Ss work in pairs and solve Task 3 using background 1. c 2. d
knowledge. 3. b 4. a
- Check answers as a class.
Task 4. Complete the sentences using words and a phrase from Task 1. (5 mins)
- Teacher tells Ss to read sentences, locate the key
words in the question and the text. Focus attention on Answer key:
the V-ing forms. 1. Taking part
- Teacher asks Ss to complete the sentences, using the 2. promoting - helping
correct verb form. 3. checking
- Check answers as a class. 4. meeting
- Elicit the gerunds
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practise speaking skills;
- To help Ss memorize the basic information about the AYVP.
b. Content:
- Role-play
- Students can recall the information they have listened and read, then give a short talk about
the AYVP.
d. Organisation

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

comments.
- Teacher gives feedback and gives marks to the best
group.
e. Assessment
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Language.
- Prepare for the Project (Lesson 8).
Board Plan
Date of teaching
Unit 4: ASEAN and Viet Nam
Lesson 1: Getting started
*Warm-up
Map quiz
* Vocabulary
1. apply (v)
2. community (n)
3. contribution (n)
4. volunteer (v)
- Task 1: Listen and read.
- Task 2: True or False.
- Task 3: Match each word with its definition.
- Task 4: Complete the sentences.
Extra activity: Role-play
*Homework

Period: 33
UNIT 4: ASEAN AND VIET NAM
Lesson 2: Language
I. OBJECTIVES
1. Knowledge
- Use the lexical items related to the topic ASEAN and Viet Nam;
- Recognise and practise elision of vowels;
- Review the use of gerunds.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
II. MATERIALS
- Grade 11 textbook, Unit 4, Language
- hoclieu.vn
Language analysis
Elision of vowels
Elision is the omission of sounds or syllables in fast, informal speech. Weak vowels, such as the
schwa sound /ə/, can be omitted before /l/, /n/, or /r/. As a result, the words have one less syllable
than the spelling suggests.
Assumption
Students are reluctant to work in that they can help each other.
groups.
Students may lack vocabulary to deliver - Explain expectations for each task in detail.
a speech - Continue to explain task expectations in small
- Provide vocabulary and useful language before
assigning tasks

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

Matching game Suggested answers:
- Ss work in 4 groups. Each group is given a big-sized piece tonight /tˈnaɪt/
of paper and markers. police /pˈliːs/
- Teacher shows the board with separate vocabulary and potato /pˈteɪtoʊ/
phonetic transcriptions. history /ˈhɪstri/
- All groups look at the board and do the matching. every /ˈevri/
- Teacher checks the answers of each group.
- The group that has the most correct answers is the winner.
e. Assessment
2. ACTIVITY 1: PRONUNCIATION (12 mins)

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

Task 1: Listen and repeat. Pay attention to the elision of the vowels in the words in the second
column. (5 mins)
- Teacher asks Ss to listen to the recording and has them pay Elision is the omission of sounds
attention to the omission of vowels. or syllables in fast, informal

- Teacher asks Ss to listen to the recording again, but this time, speech.
has them repeat the words. Weak vowels, such as the schwa
- Teacher asks Ss to read the notes in the Remember! Box which sound /ə/, can be omitted before
is above the conversation. Check understanding by asking /l/, /n/, or /r/. As a result, the
individual Ss to briefly explain the omission of vowels. words have one less syllable than
the spelling suggests.
Task 2: Listen and repeat. Pay attention to the words with elision. (7 mins)
- Teacher asks Ss to read quickly through the sentences. Check Ss’ Answer key:
understanding. 1. c(o)rrect
- Teacher asks Ss to look at the words with elision. 2. libr(a)ry
- Teacher has Ss work in pairs to take turns to read each sentence 3. fam(i)ly - diff(e)rent
aloud. 4. diction(a)ry - hist(o)ry
e. Assessment
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)

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

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

meaning of each word using the definitions in Activity 1. 4. current issues
- Teacher asks some Ss to read the complete sentences.
e. Assessment
- Teacher observes Ss' performance.
4. ACTIVITY 3: GRAMMAR (13 mins)

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

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

a. Wrap-up
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.
Board Plan
Date of teaching
Unit 4: ASEAN AND VIETNAM
Lesson 2: Language
*Warm-up
Matching game
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Listen and repeat.
* Vocabulary
- Task 1: Match the word and phrases with their meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Rewrite the sentences.
- Task 2: Make sentences.
*Homework

Period: 34
UNIT 4: ASEAN AND VIETNAM
Lesson 3: Reading – ASEAN news
I. OBJECTIVES
1. Knowledge
- Develop reading skills for general ideas and for specific information in news items
about ASEAN countries.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
-3. Personal qualities
II. MATERIALS
- Grade 11 textbook, Unit 4, Reading
- hoclieu.vn
Language analysis
Form Pronunciation Meaning
1. relation (n) /rɪˈleɪʃən/ the connection between people, groups, organizations,
or countries
2. eye-opening (adj) /ˈaɪˌəʊpənɪŋ/ surprising, and teaching you new facts about life,
people, etc.
3. represent (v) /ˌreprɪˈzent/ to speak, act, or be present officially for another person
or people
4. live stream (n) /ˈlaɪvstriːm/ a broadcast of the video and sound of an event over the
internet as it happens
Assumption
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.

- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
2. Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the categories of news;
- To set the context for the reading part;
b. Content:
- Labelling game
- Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation

Labelling game
- Students work in 4 groups
- There are some news headlines and some
categories: Sport, Laws, Education, etc…
- Ss raise hands to get a turn and put the headlines
in the correct category.
-Teacher leads into the new lesson.
e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (10 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Questions discussion
- Vocabulary pre-teaching
- Students can use key language more appropriately before they read.
d. Organisation

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

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

d. Organisation

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

a. Objectives:
- To check students’ understanding of the reading passage;
- To help some students enhance presentation skills;

- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Group discussion
- Students can use the ideas and language in the reading to talk about their opinions and give
reasons.
d. Organisation

Task 5. Work in groups. Discuss the following
questions.
- Ask Ss to discuss the news items they want to explore Do you want to find more information about
more and their reasons. any of the news items in 2? Which one?
- Have Ss work in groups to discuss the question. Why?
- For weaker classes, T may suggest Ss choose one
piece of news from Activity 2 and work out the
interesting information from that news individually.
Then they work in pairs and share their ideas.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for the next lesson – Speaking.
Board Plan
Date of teaching
Lesson 3: Reading – ASEAN news
*Warm-up
- Task 1. Discuss the questions.
* Vocabulary
1. relation (n)
2. eye-opening (adj)

3. represent (v)
4. live stream (n)
- Task 2. Read and choose the most suitable headliné.
- Task 3. Match the words with their meanings.
- Task 4. Answer the questions.
- Task 5. Discussion
*Homework

Period: 35
Lesson 4: Speaking
Discussing necessary qualifications for joining a programme
I. OBJECTIVES
1. Knowledge
- Gain an overview about necessary skills and experience to join a programme.
- Memorize vocabulary to talk about joining a programme.
2. Competences
- Gain some language expressions to ask for and give opinions.
- Talk about the steps to ask for and give opinions.
- Hard work: Study and work harder to improve and develop their abilities to meet the
qualifications for joining international programmes
II. MATERIALS
- Grade 11 textbook, Unit 4, Speaking
- hoclieu.vn
Language analysis
1. current (adj) /ˈkʌrənt/ of the present time
2. issue (n) /ˈɪʃuː/ a subject or problem
3. solution (n) /səˈluːʃən/ the answer to a problem
4. skill (n) /skɪl/ an ability to do an activity or job well
Assumption
Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.

- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on ASEAN.
- To set the context for the speaking part;
- To help Ss warm up and get ready for the lesson by providing some background information.
b. Content:
- ASEAN quiz
- Students can answer questions from the quiz.
d. Organisation

ASEAN quiz
- Teacher shows the questions with multiple choices.
- Ss works in 4 groups. Each group raises their hands
to take turn and answer the questions.
- The team with the highest points is the winner.
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
- To give Ss an opportunity to understand skills and experience to join a programme.
- To provide Ss with some basic information about joining a programme.
b. Content:
- Vocabulary pre-teaching
- Task 1. Read the types of skills and experience participants in the SSEAYP should have.
Match them with the possible reasons. (p.46)
- Task 2. Use the sentences in the box to complete the conversation. Then practise it in pairs.
(p.46)
- Task 3. Work in pairs. Talk about the most important skill or experience for SSEAYP

participants. use the ideas in Task 1, and the model and tips in Task 2 to help you. (p.47)
- Students can identify some skills and experience that SSEAYP participants should have.
- Students can express opinions about the skills or experience SSEAYP participants need.
d. Organisation

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

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

a. Objectives:
b. Content:
- Task 4. Work in groups. Discuss the skills and experience SSEAYP participants should
have.
Rank them in order of importance (1 - most important to 6 - least important). Report to the
whole class. (p.47)
- Students can use the language and ideas from the unit to discuss in groups and share them to
the whole class.
d. Organisation

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

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

Period: 36
Lesson 5: Listening – ASEAN School Tour Programme
I. OBJECTIVES
1. Knowledge
- Gain an overview about ASEAN school tour programme;
- Memorize vocabulary to talk about cultural exchange events.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details;
- Develop presentation skills.
- Hard work: Study and work harder to improve and develop their abilities so they are
able to join international programmes
II. MATERIALS
- Grade 11 textbook, Unit 4, Listening
- hoclieu.vn
Language analysis
a particular area or part of the world, or any of the
1. region (n) /ˈriːdʒən/
large official areas into which a country is divided
the period of your life when you are young, or the

2. youth (n) /juːθ/
state of being young
to speak, act, or be present officially for another

3. represent (v) /ˌreprɪˈzent/
person or people
an occasion or situation that makes it possible to do

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

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

Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on studying abroad.
- To set the context for the listening part.
b. Content:
- A quiz about the life of an exchange student.
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

Watch a video and answer the questions
- Teacher shows the video about the life of an Link: https://www.youtube.com/watch?
exchange student. v=u13tvhe8l9w
- Questions are shown one by one, the whole class
compete to answer the questions.
- After the game, Ss with the highest point is the
winner.
- Teacher leads in the lesson.
e. Assessment
2. ACTIVITY 1: PRE-LISTENING (10 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
b. Content:
-Vocabulary pre-teaching
- Task 1: Work in groups. Look back at the first news item in the reading text on page 45.
Discuss the following questions. (p.47)

- Students understand the meaning and can pronounce some words from the recording.
d. Organisation

Task 1. Work in groups. Look back at the first news item in the reading text on page 45. Discuss
the following questions. (5 mins)
- Ask some questions to see if Ss remember the news
items or write some proper names or numbers (121, Questions:
ASEAN-Korea Centre) to see if they can remember the Would you like to participate in the ASEAN
news item about AKC on page 45. School Tour Programme?
- Put Ss in groups and discuss the questions. Why/ Why not?
- Call on some Ss to report their group discussion.

- Tell Ss that they are going to listen to a conversation
related to an ASEAN programme.
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. region (n)
with different techniques (pictures, actions, synonyms 2. youth (n)
…)
- Teacher checks students’ understanding with the “Rub 3. represent (v)
out and remember” technique. 4. opportunity (n)
- Teacher asks Ss to take notes on their notebooks. 5. (to) come up with
e. Assessment
3. ACTIVITY 2: WHILE-LISTENING (15 mins)

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

Task 2. Listen to a conversation between two students. What are they talking about? (7 mins)

- Teacher tells Ss that they are going to listen to a conversation Answer key:
- Teacher has them read the 3 options and checks understanding. A. Preparing for a cultural
- Teacher plays the recording and has Ss choose the topic of the talk. exchange event.
- Play the recording and ask Ss to listen and check if their guesses are
correct.
- Check answers as a class. Ask Ss to think about what words in the
listening suggest that the event is a cultural exchange - foreign students,
visit, learn about their culture, etc.
Task 3. Listen to the conversation again and choose the correct answers A, B, or C. (8 mins)
- Ask Ss to read the multiple-choice questions and check their
understanding. Answer key:
- In stronger classes, have Ss do the activity based on what they 1. B 2. A 3. C 4. C
remember from the first listening and their notes.
- In weaker classes, play the recording and pause after each after is 5. B
given to give Ss more time to choose the correct answer.
- Have Ss work in pairs to compare answers.
- Check answers as a class. If necessary, play the recording again and
pause at the sentences that contain the answers or clues.
e. Assessment
4. ACTIVITY 3: POST-LISTENING (12 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording;
- To revise opinion phrases in Speaking section.
b. Content:
- Task 4. Work in groups. Discuss the following questions. (p.47)
- Students can use the language and ideas from the unit to come up with interesting activities.
d. Organisation

Task 4. Work in groups. Discuss the following questions. (p.47)
- Teacher puts Ss in groups and has each group brainstorm
Question:
the activities. They should also think of the reasons why they
would like to include those activities in the plan. - Can you think of any suitable
- Teacher reminds Ss to refer to the vocabulary/ phrases to activities for the event at Lan and
ask for and give opinion. In weaker classes, do the Phong’s school?
brainstorming with all Ss and write the best ideas on the - How will they benefit the
board.

- Teacher invites some groups to share their ideas in front of participants?
the class.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
a. Wrap-up
b. Homework
- Prepare for the next lesson – Writing.
Board Plan
Date of teaching
Unit 4: ASEAN AND VIET NAM
Lesson 5: Listening
*Warm-up
* Vocabulary
1. region (n)
2. youth (n)
3. represent (v)
4. opportunity (n)
5. (to) come up with
- Task 1. Discuss the following questions.

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

Period: 37
Lesson 6: Writing – A proposal for a welcome event
I. OBJECTIVES
1. Knowledge
- Gain an overview about how to write a proposal for an event;
- Apply structures to express suggestions and requests.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
- Proud of our country and culture, respect friends from other countries and respect the
cultural diversity
II. MATERIALS
- Grade 11 textbook, Unit 4, Writing
- hoclieu.vn
Assumption
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
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ comprehension of formal language.
- To set the context for the writing part.
b. Content:
- A quiz game to get to know and understand formal requests.
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

“Left or Right?” Key:
- Teacher shows the questions one by one, the whole 1. Will you get me a cup of coffee?
class compete to answer the questions. - Informal
- After each question, teacher pauses for a moment to 2. Would you mind bringing me some files?
ask Ss to raise their hands to answer. - Formal
- Teacher leads in the lesson by linking formal requests 3. I’m hungry. Can you come over?
to proposals. - Informal
4. Could you possibly give me a lift to work ?
- Formal
e. Assessment
2. ACTIVITY 1: PRE-WRITNG (15 mins)

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

Task 1. Read the following proposal and match the headings (1–4) with the paragraphs (A–D) (7
mins)
- Introduce the context of the writing task and check Ss
if they have had similar experiences by asking some
questions such as: Have you ever taken part in cultural Answer key:
exchanges / traditional games festivals? Have you ever
submitted a proposal for school events? 1. B 2. D 3. A 4. C
- Ask Ss to read the proposal individually and match the
headings.
- Ask Ss to work in pairs and check answers with a
partner.
- Have Ss study the Tips box and ask questions to check
Ss’ understanding of the structure and language of this
text type, e.g. What does a proposal give details about?
What information does the ‘To’ line give?

Task 2. Work in groups. You want to propose an ASEAN poster making event to welcome a
group of ASEAN students. Discuss and add more ideas to the following notes. (8 mins)
- Ask Ss to look at the notes in the table and elicit the Suggested answers:
meaning of any difficult words.
- Put Ss into groups and ask them to discuss the notes Title: ASEAN poster making event
and add more ideas to the table. Place: the School Hall
- Invite some groups to read their ideas and have the Date: Sunday
rest of the class comment on them or ask questions. Duration: One day
- In weaker classes, write some of the good ideas as Participants: ASEAN students and
prompts for Ss’ writing. representatives of some classes
Activities: poster design; presentations on
national cultures; presentations and
discussions on current issues in ASEAN;
eating lunch together, making posters
Goals: to help students from the ASEAN
countries meet and build a community; to
learn about each other’s culture.
Benefits: developing ability to work with
people from other countries, helping young
people from ASEAN meet and build a
community…
e. Assessment
- Teacher observes Ss’ work and gives feedback.
3. ACTIVITY 2: WHILE-WRITING (15 mins)

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

ACTIVITIES
Task 3. Write a proposal (120–150 words) about a welcome event. Use the suggested ideas in 2,
the sample in 1, and the outline below to help you. (15 mins)
- Tell Ss that they are going to write a Suggested answer:
proposal based on the ideas they have

brainstormed in Activity 2. Title: ASEAN poster making event
- Go through the outline with the useful To: The Hanoi High School Youth Union Board
expressions and check understanding. In Date: 10 January 20__
weaker classes, give examples of how Prepared by: Grade 11 students
to complete the sentences and
encourage Ss to use the sentences, e.g., Introduction
We would like to propose an ASEAN We would like to propose an ASEAN poster making event
poster making event to welcome a to welcome a group of students from ASEAN countries who
group of students from ASEAN are coming to visit our school on 3rd of March.
countries who are coming to visit our
Details about the event
school on 3rd of March.
The event will take place in the school Hall from 9 a.m. until
- Give Ss a time limit. In weaker
5 p.m. We will organise all the activities and invite all
classes, put Ss in pairs or groups to help
ASEAN students and representatives of other classes. In the
each other. Walk round the class to
morning, students will take part in training workshops on
provide help when necessary.
poster design, presentations and discussions on current
- Collect Ss’ proposals and give face-to-
face feedback in private or give them issues in ASEAN, and group brainstorming activities. We’ll
back with some written feedback. also arrange for packed lunch boxes to be delivered at 1 p.m.
so participants can eat in the school hall. In the afternoon,
the teams will make their posters.
Goals and benefits
The event will help young people from ASEAN countries
meet and build a community. Participants will also have a
chance to learn about each other’s culture. We believe that
the event will help develop students’ ability to work with
people from other countries and create shared values.
Conclusion
We really hope you will consider our proposal as we think
that it will be beneficial to both local students and the
visiting ASEAN students.
e. Assessment
4. ACTIVITY 3: POST-WRITING (8 mins)

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

d. Organisation

Cross-checking Writing rubric
- Teacher has the pairs swap and give feedback on each 1. Organization: …/10
other’s writing. Teacher shows a writing rubric to help Ss do 2. Legibility: …/10
the peer review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back to the owner 5. Grammar usage and mechanics:
and discuss how to improve it. …/10
- Teacher then chooses one piece of writing and gives TOTAL: …/50
feedback on it as a model.
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other Ss
- Teacher chooses some typical errors and corrects them as a
whole class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
a. Wrap-up
b. Homework
- Prepare for the next lesson – Communication and Culture.
Board Plan
Date of teaching
Unit 4: ASEAN and Viet Nam
Lesson 6: Writing
*Warm-up
- Task 1: Match the headings.

- Task 2: Discuss and add more ideas.
- Task 3. Write a proposal about a welcome event.
* Cross-checking
*Homework

Period: 38
Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
1. Knowledge
- Expand vocabulary with the topic of the unit.
- Compare New Year Festivals in ASEAN.
- Review expressions for giving compliments and responding.
2. Core competence
- Be able to give compliments and responding;
- Access and consolidate information from a variety of sources;
- Be ready to give compliments and respond.
- Relate what they have learnt about New Year Festivals in ASEAN to their own
culture.
II. MATERIALS
- Grade 11 textbook, Unit 4, Communication and Culture
- hoclieu.vn
Language analysis
1. Lunar New Year (n) /ˌluːnə ˌnjuː ˈjɪər/ the beginning of the year according to the calendars
of China, Viet Nam, and some other East Asian
countries, when there are celebrations for several
days
2. ancestor (n) /ˈænsestər/ a person related to you who lived a long time ago
3. Buddhist (adj) /ˈbʊdɪst/ having to do with Buddhists or Buddhism
4. monk (n) /mʌŋk/ a member of a group of religious men who do not

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

Assumption
Students are reluctant to work in that they can help each other.
groups.
- Explain expectations for each task in detail.
Students may lack vocabulary to deliver
a speech - Provide vocabulary and useful language before
assigning tasks
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of Lunar New
Year.
b. Content:
- Video watching, Q&A
- Students can classify how Lunar New Year is celebrated by Asians from all over the world.
d. Organisation

Video: How Asians Celebrate Lunar New Year Link: https://www.youtube.com/watch?
Worldwide v=FFCljlSbWzw
- Ss work in groups and watch the video.
- There are 4 questions which relate to the video.
- T asks Ss to raise their hands and answer the
questions.
- The group which gets the more correct answer is
the winner.
e. Assessment
2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers give and respond to compliments;
- To review expressions for giving and responding to compliments
b. Content:

- Task 1: Listen and complete the conversation with the expressions in the box. Then practise
it in pairs. (p.49)
- Task 2: Work in pairs. Use the model in 1 to make similar conversations for these
situations. One of you is Student A, the other is Student B. Use the expressions below to help
you. (p.49)
- Students can use appropriate language to give compliments and respond to them in certain
situations.
d. Organisation
TEACHER’S AND STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (6 mins)
- Have Ss look at the four options a-d. Check if Answer key
they understand their meaning and use, e.g., 1. C (You gave the best presentation!)
phrases to give compliments (You gave the best 2. A (I’m glad you like it)
presentation., It’s excellent.) and respond to
compliments (I’m glad you like it., I appreciate 3. D (It’s excellent)
the compliment.) 4. B (I appreciate the compliment)
- Ask Ss to read the conversation and fill in the
blanks with suitable sentences
- Play the recording for Ss to listen and check
their answers.
- Have Ss read the expressions the speakers use to
give and respond to compliments.
- Put Ss in pairs to practise the conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions to Useful expressions
prepare for Task 2. - Giving compliments
- Go through the useful expressions in the box
and remind Ss to use them in their conversations. ● Nice work! Well done!
● You did a really good job!
● This is excellent. you are so good with ...!
● You are a great presenter!
● I love your ...!

- Responding to compliments
● Thanks for saying that.
● I appreciate that.
● Thank you. That means a lot to me.

● I’m grateful for the kind words.
● I’m (so) pleased to hear that.

Task 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One
of you is Student A, the other is Student B. Use the expressions below to help you. (7 mins)
- Ask Ss to read through the situations and check Suggested answers:
understanding. Ask them if they have been in 1.
similar situations, e.g. if they have been praised B: I’ve read your report on ASEAN. Well done!
for writing an excellent report or for organising a You’ve done a lot of research and organised all
workshop or another event. the
- Ask Ss to work in pairs to make similar
conversations for the two situations, using information very clearly.
expressions for making and responding to A: I’m so pleased to hear that you like it. Thank
suggestions. you.
- Give each pair a few minutes to plan their 2.
conversations. In weaker classes, they choose one A: I have attended the workshop on skills for
situation and swap roles. In stronger classes, they future leaders in ASEAN. It was so well organised.
can make two conversations. B: Thank you. That means a lot to me.
- Allow Ss enough time to practise their A: And I love the eye-catching and informative
conversations. Then invite some pairs to role-play handouts. You and the organising team must have
their conversations in front of the class.
put a lot of eﬀort to prepare for this workshop.
- Praise for good effort, clear pronunciation,
fluent delivery and use of compliments. B: I really appreciate your kind words
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives a score to evaluate Ss’ performance.
3. ACTIVITY 2: CULTURE (12 mins)

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

Task 1. Read the text and complete the table below (6 mins)
- Ask Ss if they know any New Year Festivals in Answer key:

ASEAN. Elicit some questions to get more ideas, Lunar New Buddhist
Year calendar
e.g., when it is celebrated, what they often do in
Location Viet Nam, Laos, Cambodia,
that festival. Then introduce the festivals that they Singapore, Thailand &
are going to read about in this section. Indonesia Myanmar
and parts of
- In weaker classes, pre-teach some of the more Malaysia
difficult words and phrases, e.g., festivities, Time January or April
February
ancestors, scare...
Activities honour offer rice to
- Ask Ss to read the text and complete the table ancestors, get Buddhist monks
together with to show respect
individually.
family and and receive
- Invite individual Ss to share their tables to the friends, have wishes for good
a big family luck and health,
class. Alternatively, draw the table on the board meal, and decorate homes,
and have individual Ss complete the three sections. wish one cook traditional
another dishes, and splash
Confirm the correct answers.
prosperity each other with
for the year to water; art
come; performances,
parades, street folk games, and
parties and art dancing
performances
Task 2. Discuss in pairs. What would you say to these people? (5 mins)
- Ask Ss to work in pairs and work out the Suggested answer:
similarities and differences between the New Year Like some ASEAN countries, such as Singapore
in Viet Nam and other ASEAN countries based on and the Philippines, Viet Nam celebrates Lunar
New Year. During this festival, Vietnamese
the categories in the table in 1.
people also observe customs, such as honouring
- Ask some pairs to share their findings with the ancestors, and having family gatherings and big
whole class. meals, but we do not have parades or street
parties like other countries.
e. Assessment
4. ACTIVITY 3: EXTRA ACTIVITY (6 mins)

a. Objectives:
- To help Ss gain some knowledge about the importance of Lunar New Year to Vietnamese
people.
- To help Ss be aware of Vietnamese tradition in celebrating Lunar New Year.
b. Content:
- Discussion.

- Students can recall past simple or the present perfect, gerunds and apply them to give a
short talk on the given topic.
d. Organisation

Answer the following questions (6 mins)
1. Is Lunar New Year important to Vietnamese people? Students’ creativity
2. What are the traditions of Lunar New Year?
List out some activities you would do in the Tet Holiday.
e. Assessment
a. Wrap-up
b. Homework
- Prepare for Lesson 8 - Looking back and project.
Board Plan
Date of teaching
Lesson 7: Communication and Culture / CLIL
*Warm-up
* Everyday English
- Task 1: Complete the conversation.
- Task 2: Make similar conversations.
* CLIL
- Task 1: Complete the table.
- Task 2: Discussion
* Further Practice
Importance of Lunar New Year to Vietnamese
*Homework

Period: 39
Lesson 8: Looking back and project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 4;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Respect other cultures
- Show responsibility when doing the project with their groups
II. MATERIALS
- Grade 11 textbook, Unit 4, Looking back and project
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have excessively talkative students practise.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of ASEAN
b. Content:
- Game: Odd one out!

- Students can identify some basic knowledge about ASEAN countries.
d. Organisation

Game: Odd One Out! Suggested words:
- Ss work in 2 teams 1. B 2. C 3. A
- There are 6 questions shown one-by-one. 4. B 5. B 6. C
- Ss raise their hands to answer the questions.
- The group having more points is the winner.
e. Assessment
2. ACTIVITY 1: LOOKING BACK (12 mins)

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

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

- Ask Ss to read the sentences quickly and check if they KEY:

don’t know any words. 1. an eye-opening
- Have Ss do this activity individually and write their 2. contribution
answers. 3. leadership
- Ask individual Ss to write their answers on the board,
and check answers as a class. 4. cultural
Task 3: Circle the underline part that is incorrect in each of the following sentences. Then correct
it. (4 mins)
- Ask Ss to find the mistake in each sentence individually Answer key:
first. 1. C (discuss => discussing)
- Then have them discuss and compare answers in pairs, 2. A (Organise => Organising)
before checking answers as a class. 3. B (to translate => translating)
4. B (participate => participating)
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)

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

Work in groups. Find information about a member country of ASEAN. Present your research to
the class. You can make a poster, a video, or presentation slides.
- As Ss have prepared for the project throughout the unit, the focus of this Students’ presentations
lesson should be on the final product, which is an oral presentation, a video,
or a poster.
- Have Ss work in their groups. Give them a few minutes to get ready for
their poster presentations. Ask them to decide who is going to stand next to
the group poster and answer questions about it, and what questions the rest
of the group can ask as they walk around the classroom and view other
groups’ posters.
- Give Ss a checklist for peer and self-assessment. Explain that they will
have to tick the appropriate items while listening to their classmates’
presentations and write comments if they have any. The presenters should
complete their self-assessment checklist after completing their presentation.
- If necessary, go through the criteria for assessing their talk to make sure Ss
are familiar with them.
- Invite two or three groups to give their presentations. Encourage the rest
of the class to ask questions at the end.
- Give praise and feedback after each presentation. You can also give Ss

marks for their presentation as part of their continuous assessment.
- All groups exhibit their posters and make presentations.
- When one group makes a presentation, others listen and complete the
evaluation sheet.
e. Assessment
- T gives comments and feedback to all posters and presentations, and awards a prize to the
group which has the most votes.
a. Wrap-up
b. Homework
- Prepare for Unit 5.
Board Plan
Date of teaching
Unit 4: ASEAN and Vietnam
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project: The colours of ASEAN
*Homework

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Date of preparing: 04/11/2023

all the people who live in a Cộng đồng

GV: NGUYỄN NGỌC AN THI 1

to do/ a person who does something Tình

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 2

2. ACTIVITY 1: PRESENTATION (7 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 4

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRONUNCIATION (12 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

GV: NGUYỄN NGỌC AN THI 8

3. ACTIVITY 2: VOCABULARY (12 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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4. ACTIVITY 3: GRAMMAR (13 mins)

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

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

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

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

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

GV: NGUYỄN NGỌC AN THI 18

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)

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TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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

to speak, act, or be present officially for another

an occasion or situation that makes it possible to do

5. (to) come up with

GV: NGUYỄN NGỌC AN THI 23

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

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