WEEK 9 - PERIOD 27

REVIEW 1
Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 1, 2 and 3.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Review 1
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a large - Encourage students to work in pairs and in
number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.
Have 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 revise the vocabulary related to the topic of Unit 1, Unit 2 and Unit 3.
b. Content:
- Miming game: Students describe the words without saying them and then guess the words that
they have learnt in 3 units.
c. Expected outcomes:
- Students can recall the important new words that they have learnt.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
MIMING GAME Suggested words:
- Teacher lists out some key words of Unit 1, Unit 2 and squat, star jump, bacteria, conflict, curious,
Unit 3, e.g. squat, star jump, bacteria, conflict, curious, screen time, infrastructure, skyscraper
screen time, infrastructure, skyscraper
- Teacher has a volunteer come to the front then
whispers one of the words into his/her ears.
- Ss have to draw or mime the word. The rest of the
class makes guesses. The first student who correctly
calls out the word gets a point.
- The class plays the game together.
- T checks if the answers are correct or incorrect and
leads in the lesson.

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss review strong and weak forms, contractions and consonant-to-vowel linking and
provide further pronunciation practice.
b. Content:
Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs,
circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying
the conversation in pairs. (p.38)
c. Expected outcomes:
- Students can identify the strong and weak forms of auxiliary verbs, recognize contracted forms
and revise how to link final consonants to initial vowels.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs, circle
the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying the
conversation in pairs. (p.38)
- Teacher plays the recording for Ss to listen and do the Answer keys:
activity individually. Then have them compare their
answers in pairs.
- Teacher plays the recording again, pausing after each
sentence for Ss to check their answers.
- Teacher writes the marked sentences on the board if
necessary.
- Ss work in pairs to practise the conversation.
Extension: Teacher asks Ss to choose a text from
previous units. Mark any weak/strong/contracted forms
and linked sounds, and practise it in pairs.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To check if students can use words and phrases related to the topics that they have learnt in
Unit 1, 2 and 3.
b. Content:
- Task 1: Choose the correct answer A, B, C or D to complete the following sentences (p.38)
- Task 2: Solve the crossword. (p.39)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Choose the correct answer A, B, C or D to complete the following sentences. (6 mins)
- Teacher asks Ss to do the activity individually, then compare Answer key:
answers in pairs. 1. A
- Individual Ss share their answers with the class. 2. B
3. C
- Teacher confirms the correct answers. 4. D
5. B
6. C
Task 2. Solve the crossword. (6 mins)
- Teacher asks Ss to do the activity individually, then compare Answer key:
answers in pairs. DOWN
1. skyscrapers
- Teacher tells Ss that they have learnt all the words and
2. dwellers
phrases in Unit 1, 2 and 3. The first letters are given to help
ACROSS
them find the answer more easily.
3. treatment
- Individual Ss share their answers with the class. 4. values
5. screen time
- Teacher confirms the correct answers. 6. strength
- Extension: Invite individual Ss to add other topic-related
words they have learnt from Unit 1 to Unit 3. Make sure
there are about 15 words. Teacher writes all the words on the
board. Have Ss study them for half a minute, then the teacher
asks Ss to cover/close their eyes. Erase one word from the
board. Have Ss open their eyes and identify which word is
missing. In stronger classes, ask Ss to make sentences with
the word. Continue until the board is empty.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss review past simple and present perfect and provide further grammar practice.
- To help Ss review linking verbs and stative verbs in the continuous form and provide further
grammar practice.
- To help Ss review modal verbs must, have to and should and provide further grammar practice.
b. Content:
- Task 1. Complete the sentences with the correct forms of the verbs in brackets. (p.39)
- Task 2. Choose the correct words or phrases. (p.39)
- Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences
(p.39)
c. Expected outcomes:
- Students know how to use the past simple or the present perfect, review linking verbs and
stative verbs in continuous form and distinguish the use of modal verbs.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Complete the sentences with the correct forms of the verbs in brackets. (4 mins)
- Teacher asks Ss to read the sentences and check Answer key:
comprehension. 1. took up
2. has just decided
- Ss complete the sentences individually
3. have won
with the correct form of the verbs in brackets.
4. started
- Teacher checks answers by having individual Ss call out the 5. have received
verb forms first, then read the complete sentences. 6. have already shown

- Teacher confirms the correct answers.

Task 2. Choose the correct words or phrases. (5 mins)

- Teacher asks Ss to do the activity individually, then Answer key:
compare answers in pairs. 1. angry
2. I’m thinking / stressed
3. Do you remember
- Individual Ss share their answers with the class. 4. is getting / do you think
- Teacher confirms the correct answers.
- Extension: Put Ss into two teams. Have Team 1 write
sentences using stative verbs describing feelings, emotions,
thoughts, or senses, e.g. I think I need a holiday. Team 2
should write sentences using stative verbs in the continuous
form, e.g. I’m seeing my cousin tomorrow. Then have teams
swap their sentences and try to write new sentences using
the same verb, but changing its meaning to an action or a
state, e.g. I’m thinking about my next holiday. I don’t see
the house now.
Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences (4 mins)
- Teacher asks Ss to do the activity individually, then Answer key:
compare answers in pairs. 1. A
2. B
- Individual Ss share their answers with the class. 3. C
- Teacher confirms the correct answers. 4. D
5. C
6. B
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Lesson 2. Listening and Speaking.

WEEK 10 - PERIOD 28
REVIEW 1
Lesson 2: Skills (1) - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the Listening and Speaking skills they have learnt in Unit 1, 2 and 3.
2. Core competence
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
 - Develop self-study skills.

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.
Have excessive talking students practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link: https://www.youtube.com/watch?
- Teacher asks Ss to watch a short video and try to v=FttJjqfURB8
remember the information in the video. Suggested answers:
- After the Ss listen, Teacher shows each question, one 1. It has been an increasing trend from 1738
by one.
- Ss raise their hands to grab the chance to answer. to 2015.
- T checks if the answers are correct or incorrect and 2. North America, Western Europe,
leads in the lesson. Australia, Japan
3. Some parts of Africa
Questions:
1. What is the trend of life expectancy all over the
world?
2. Which regions in the world have high life
expectancy?
3. Which regions in the world have low life expectancy?

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: LISTENING (18 mins)
a. Objectives:
- To practise listening for main ideas
- To practise listening for specific information
b. Content:
- Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them.
(p.40)
- Task 2. Listen again and choose the correct answer A, B or C. (p.40)
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and reorder the key
information.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them. (6 mins)
- Teacher focuses Ss’ attention on the picture. Ask, What Answer key:
do you think the listening text will be about? to 1. C
elicit the topic of life expectancy. 2. A
- Teacher checks if Ss understand how to do the 3. D
activity, i.e. number the points in the correct order. 4. B
- Teacher plays the recording once for Ss to listen and
put the information in order.
- Teacher checks Ss’ answer as a class.

Task 2. Listen again and choose the correct answer A, B or C. (6 mins)

- Teacher has Ss read through the questions and the Answer key:
options. Make sure Ss understand the questions. 1. A
- Teacher elicits tips for approaching multiple choice 2. C
questions, e.g. be careful about distractors _ words 3. B
given in the choices that Ss hear in the listening, but are 4. B
not the answers, pay attention to paraphrases and 5. C
synonyms, e.g. over =more; above = over; get access to
sth = sth is available; break bad habit = stop doing things
that are bad for health.
- Teacher plays the recording and has Ss listen and
choose their answers.
- Teacher asks Ss to check their answers in pairs.
- Teacher confirms the correct answers as a class.
Task 3. Extra activity (6 mins)
- Teacher puts Ss into groups.
- Teacher plays the recording and has them take notes.
- Teacher gives groups a few minutes to discuss and plan
their talks about life expectancy.
- Teacher invites some groups to present their talks in
front of the class.
- Teacher praises groups whose talks include correct
facts and all the points.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: SPEAKING (19 mins)

a. Objectives:
- To help Ss develop ideas for the speaking task.
- To give Ss an opportunity to take part in a group discussion, then report their discussion to the
whole class.
b. Content:
- Task 1: Work in pairs. Discuss what future cities should have so that city dwellers can live
a long and healthy life. Fill in the diagram. (p.40)
- Task 2. Work in groups. Compare your diagrams. Discuss which is the most important thing
that will help people to live a long and healthy life in the cities of the future. (p.40)
c. Expected outcomes:
- Students come up with good ideas and are able to decide on the most important thing that will
help people to live a long and healthy life in the cities of the future.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss what future cities should have so that city dwellers can live
a long and healthy life. Fill in the diagram. (9 mins)
- Teacher has Ss read through the instructions and write Students’ suggested answers:
down the discussion question on the board if necessary. - smart buildings with sensor technology
- Teacher asks them to work in pairs to discuss the to reduce waste and save resources
suggestions in the diagram and add more ideas to
complete it. - AI technologies to improve people’s
- Teacher walks around the class to offer help if safety and security
necessary. - green space with more pedestrian zones
- Teacher invites some pairs to present their completed and cycle paths
diagrams in front of the class.
Task 2. Work in groups. Compare your diagrams. Discuss which is the most important
thing that will help people to live a long and healthy life in the cities of the future. (10 mins)
- Teacher has Ss work in groups and discuss the most Student’s answers
important thing that will help people to live a long and Discussion sample:
healthy life in the cities of the future. A: There are a lot of things that will help
- Teacher walks around the class to offer help if people to live a long and healthy life in
necessary. future cities. In your opinion, what’s the
- Teacher invites some groups to present a summary of most important thing, B?
their group discussion to the class. B: Well, I think people in future cities
really need green space with more
pedestrian zones and cycle paths.
C: I totally agree with B. These are
necessary for a healthy life. People need a
space where they can walk or cycle
regularly and safely.
A: I can’t agree more. Exercising outdoors
is good for people both physically and
mentally.
Report sample:
In our group, we all agree that green
space with more pedestrian zones and
cycle paths is the most important thing
that will help people to live a long and
healthy life. When there are more
pedestrian zones and cycle paths in
outdoor space, city dwellers will want to
exercise more. This will help them to stay
healthy and live longer.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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

b. Homework
- Do exercises in the workbook.
- Prepare for Review 1. Lesson 3. Reading and Writing.

WEEK 10 - PERIOD 28

REVIEW 1
 Lesson 3: Skills (2) - Reading and Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the Reading and Writing skills they have learnt in Unit 1-2-3.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn

Assumptions
Anticipated difficulties Solutions
Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in
detail. Have excessive talking students
practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Brainstorming: Picture description and brainstorming about generation gap
c. Expected outcomes:
- Students can describe a picture and discuss the reasons for the generation gap.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Brainstorming
- Teacher shows a picture to all students
 Suggested answers:
- Teacher asks Ss some questions:
+ What can you see in the picture? Can you describe it? Where does the generation gap
+ What do you think about the phenomenon in the picture? come from?
- Teacher checks Ss’ answer and delivers the task. - differences in interests
- Ss work in groups and discuss the question: Where does the - differences in habits
generation gap come from? - differences in viewpoints
- Teacher asks each group to report their ideas. - lack of time for each other
- Teacher corrects the answers and gives feedback. - impose decisions on children
- compare children with others

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: READING (18 mins)
a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the text. Match the headings with the paragraphs (p.41)
- Task 2. Read the text again and decide whether the following statements are True or False
(p.41)
c. Expected outcomes:
- Students can understand the main ideas as well as specific information of the reading passage.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text. Match the headings (A-C) with the paragraphs (1-3) (6 mins)
- Teacher has Ss read through the three headings and Answer key:
the text. 1. C
- Teacher asks Ss to do the matching individually, then 2. A
puts them into pairs to compare their answers. 3. B
- Teacher confirms the correct answers.
- In stronger classes, ask pairs to come up with a
suitable title for the whole text. Write Ss’ ideas on the
board and have the class vote for each one.
Task 2. Read the text again and decide whether the following statements are true or false (6 mins)
- Teacher asks Ss to read through the statements and
checks understanding of the vocabulary. Answer key:
1. T
- Teacher tells Ss to underline the key information in
2. F (they see things differently)
each statement.
3. F (busy schedules prevent them from
- Teacher checks the key words Ss have underlined, e.g. spending time together)
1.three causes, parents and children; 2. changes, 4. T
parents and children get closer; 3. busy schedules, 5. T
parents and children, spend a lot of time together; 4.
parents, not enough time, long working hours; 5.
comparing children, good for them.
- Teacher has Ss read the text again and look for the
information to decide whether each of the statements is
true or false.
- Teacher has Ss compare their answers in pairs.
- Teacher checks answers as a class.
Task 3. Extra activity (6 mins)
- Teacher divides Ss into groups.
- Teacher has each group prepare three comprehension
questions about the reading text. Call each group to
read out their questions and invite other groups to
answer, e.g. Why do parents and children see the world
differently?
- In stronger classes, ask Ss to close their books.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: WRITING (19 mins)

a. Objectives:
- To help Ss practise writing an opinion essay.
b. Content:
Write an opinion essay on the following topic: Some parents often compare their own childhood
to their children’s experiences today with the intention of teaching them good behaviours. Do
you think this is a good idea?
c. Expected outcomes:
- Students develop writing skills on the given topic. They are able to complete an essay and give
feedback on their friends’ work.
 d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Write an opinion essay on the following topic. You may use the ideas in the reading to help you.
- Teacher asks Ss to refer to the last paragraph of the Sample answer:
reading text and checks understanding. Ask if Ss have Many parents compare their own
similar experiences and how they felt. childhood with their children’s
- Teacher has Ss work in pairs to make an outline for experiences because they want to teach
their essays and discuss the topic. them good behaviour. In my opinion,
- Teacher gives Ss enough time to write an essay of about parents should not make such a
120-150 words. Set a time limit depending on the Ss’ comparison for two reasons.
ability level. Firstly, parents and their children belong
- Teacher walks around the class and offers help. to different generations. Parents
- If time allows, ask Ss to swap their essays with a partner experienced different social changes and
for peer review. Encourage them to make revisions grew up in different economic conditions.
based on peer feedback and then proofread it carefully These changes and conditions have
for any mechanical mistakes such as spelling, formed their points of views and
punctuation and capitalization. behaviour. However, many social norms
- Collect Ss’ essays to mark and provide written feedback have changed over the last decades.
in the next lesson. Therefore, it may be difficult to apply
them to their children’s lives nowadays.
In addition, when children are compared
to their parents, they may lose their
confidence because they may think that
they are not good enough. As a result,
many of them will believe that their
parents don’t believe in their abilities and
become afraid of living independently.
In conclusion, parents shouldn’t compare
their life experiences with their children’s
experiences because of generational
differences and the negative emotional
feelings that this comparison may cause to
their children.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson: Unit 4 – Lesson 1.