REVIEW 2

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 4-5.
- Review the vocabulary and grammar they have learnt in Unit 4-5.
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 2
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Name ASEAN countries
c. Expected outcomes:
- Students can recall the previous knowledge and develop interest in the lesson
d. Organisation
TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Name ASEAN countries
- Teacher asks Ss to work in 4 big groups.
- Teacher gives each group a set of pictures of
ASEAN countries’ flags.
- Students work in groups and write the name of
the countries.
- The fastest group with correct answers will be
the winner.

e. Assessment
- Teacher observes the groups, listens to Ss’ answers and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (10 mins)

a. Objectives:
- To check if Ss can identify word stress and sentence stress, and provide further
pronunciation practice;
- To check if Ss can identify words with elision and provide further pronunciation practice.
b. Content:
- Task 1: Read the following sentences. Underline the stressed words in each one. Then mark
the stressed syllables in these words. Listen and check. (p.62)
- Task 2: Underline words with elisions in the following sentences. Listen and check. (p.62)
c. Expected outcomes:
- Students can revise different aspects of pronunciation learnt in Unit 4 and 5.
d. Organisation:

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the following sentences. Underline the stressed words in each one. Then mark the
stressed syllables in these words. Listen and check. (5 mins)

- Teacher asks Ss to read the sentences, underline the Answer key:

1. The earth is ‘getting ‘warmer and
stressed words and then mark the stressed syllables.
‘warmer.
- Teacher has Ss work in pairs to compare their 2. There will be more floods and storms in
answers. the ‘coming years.
- Teacher plays the recording for Ss to listen and repeat 3. ‘ASEAN has helped its ‘members to
and check their answers. a’chieve eco’nomic growth.
4. The ‘burning of coal and oil re’leases a
- Teacher checks answers as a class. Write the marked lot of ‘carbon di’oxide into the air.
sentences on the board, if necessary.
Task 2: Underline words with elisions in the following sentences. Listen and check. (5 mins)
- Teacher asks Ss to read the sentences and underline Answer key:
5. The young ASEAN leaders had many
the words with elision in each one.
diff(e)rent ideas.
- Teacher plays the recording for Ss to listen and repeat 6. It’s very easy to use digital cam(e)ras.
and check their answers. 7. She’s giving a talk about the hist(o)ry of
- Teacher calls on some Ss to write their answers on the choc(o)late.
board. 8. We’ll have our discussion on ASEAN in
the libr(a)ry t(o)night.
- Extension: Put Ss in pairs and ask each pair to think
of at least 3 sentences and write them down on a
piece of paper. Then the pairs take turns to read out
their sentences. Have the rest of the class write down
the sentences, and mark the sentence stress and any
words with elision.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: VOCABULARY (10 mins)

a. Objectives:
- To check if Ss can understand and use topic-related words and phrases from Units 4 and 5
in meaningful contexts.
b. Content:
- Task 1. What are the missing letters? Complete the sentences using the pictures to help you.
The first sentence is done for you. (p.62)
- Task 2. Complete the sentences using these words and phrases. (p.63)
c. Expected outcomes:
- Students can complete the tasks on vocabulary.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. What are the missing letters? Complete the sentences using the pictures to help you.
The first sentence is done for you. (5 mins)
- Teacher asks Ss to work individually, then compare answers Answer key:
2. emissions, deforestation
in pairs. Encourage them to use the pictures as clues.
3. fossil fuels, greenhouse gases
- Teacher checks answers as a class. Call on individual Ss to
spell the words or write them on the board.
- Extension: Play a game to revise other key words Ss have
learnt in Unit 5, e.g., coal, waste, carbon, global warming.
Have a volunteer come to the front. Whisper one of the words
into his / her ear and have the student draw the word on the
board or mime it. In weaker classes, ask the student to write
 the first two or three letters on the board. Ask the rest of the
class to make guesses. Give a point to the first student who
correctly calls out the word. Continue with other words until
all Ss have a go. The winner is the student with most points.
Task 2. Complete the sentences using these words and phrases. (5 mins)
- Teacher has Ss work in pairs. Tell them to read the sentences
Answer key:
carefully and decide which word or phrase can be used to
1. current issues
complete each of the sentences. Explain that they have to use
2. greenhouse gas
context clues to decide on the suitable word or phrase.
3. leadership skills
- Teacher reminds Ss that they have learnt these words or 4. contribution
phrases in Units 4 and 5 5. Pollutants
- Teacher checks answers as a class and has Ss call out the
word or phrase they have chosen for each sentence first.
- Teacher then asks individual Ss to read the whole sentences.
Confirm the correct answers.

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

4. ACTIVITY 3: GRAMMAR (20 mins)

a. Objectives:
- To check if Ss can use gerunds, to-infinitives and present participle clauses
- To check if Ss can use gerunds and participle clauses.
b. Content:
- Task 1: Put the verbs in brackets in the correct forms. (p.63)
- Task 2: Rewrite the sentences using gerunds or participle clauses. (p.63)
- Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then
correct it. (p.63)
c. Expected outcomes:
- Students can do the given tasks on grammar.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Put the verbs in brackets in the correct forms. (6 mins)
 Answer key:
- Teacher quickly reviews when gerunds, to-infinitives and
1. buying
present participles are used. In stronger classes, elicit the uses
2. Feeling
from Ss and ask them to give you some examples.
3. to reduce
- Teacher asks Ss to complete the sentences with the correct
4. wearing
form of verbs in brackets.
5. to work
- Teacher answers as a class and ask Ss to identify the verb
forms: gerunds, to-infinitives or participles.

Task 2: Rewrite the sentences using gerunds or participle clauses. (7 mins)

Answer key:
- Teacher has Ss work in pairs. Tell them to read the sentences
1. Used in this way
carefully and decide which word should be used to complete
2. Going on the ASEAN tour
each sentence.
3. Cutting down the trees
- Teacher calls on Ss to read their complete sentences. Confirm
4. Warmed by the Sun
the correct answers with the whole class.
5. preparing the guest list

Task 3: Circle the underlined part that is incorrect in each of the following sentences. Then
correct it. (7 mins)
- Teacher has Ss work individually. Tell them to read each Answer key:
sentence carefully and decide which option is incorrect. 1. C collecting
- Teacher calls on Ss to share their answers in pairs. 2. C injuring
- Teacher checks as a class and confirms the correct answers. 3. A Embarrassed
For weaker classes, ask Ss to correct the mistakes in each 4. B getting
sentence. 5. B cheered

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

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Review 2 - Skills (1)

Board Plan

Date of teaching
Review 2
Lesson 1: Language
* Warm-up: Name ASEAN countries
Pronunciation
Task 1: Underline the stressed words.
Task 2: Underline words with elision.
Vocabulary
Task 1: Find the missing letters.
Task 2: Complete the sentences.
Grammar
Task 1: Put the verbs in brackets in the correct forms.
Task 2: Rewrite the sentences.
Task 3: Find the mistakes.
* Homework
 REVIEW 2
Lesson 2: Skills (1) - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise listening for general ideas and specific information
- Use the learnt ideas and language to discuss and practise problem-solving skills
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=7qQ0fDOOYxk
remember the information in the video. Suggested answers:
- After Ss listen, teacher shows the questions one by 1. Global warming and abnormal weather
one.
- Ss raise their hands to grab the chance to answer. such as torrential rain and drought.
- T checks if the answers are correct or incorrect and 2. (One of the main causes of global
leads in the lesson. warming is) CO2
Questions: 3. Three main ways:
1. Which environmental problems are mentioned in the + Fully mastering combustion
video?
technology to completely burn fuel
2. What is one of the main causes of global warming?
+ Convert unused energy into
3. What can be done to reduce CO2 emissions?
electricity
+ Optimize thermal control

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 conversation between Nick and Ann. What are they talking about?
- Task 2. Listen again. Decide whether the following statements are true (T) or false (F).
- Extra activity
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 conversation between Nick and Ann. What are they talking about?
(8 mins)
- Teacher focuses Ss’ attention on the picture and asks them what it Answer keys: B
shows, e.g., it shows that people can reduce CO2 emissions by
recycling and using green energy such as solar and wind power.
- Teacher tells Ss that they are going to hear a conversation between
Nick and Ann. Ask Ss to look through the list of topics and guess what
the two friends are going to talk about. Encourage them to note down
their guesses in their notebooks.
- Teacher calls on some Ss to share their predictions.
- Teacher plays the recording for Ss to listen for the first time and
check if their guesses are correct.
- Teacher confirms the correct answer. Ask Ss to give the clues that
help them work out the answer, e.g., words which are repeated many
times in the recording such as greenhouse gases, CO2, reduce…
- For weaker classes, provide some strategies for listening for the main
idea if Ss can’t find the answers after the first time of listening such as:
listen to the keywords, the first sentences in the conversation, linking
words…
Task 2. Listen again. Decide whether the following statements are true (T) or false (F). (10 mins)
- Teacher asks Ss to look at the sentences, and underline the keywords
Answer keys:
(e.g.,1: planet, not warm, as usual; 2: Methane, increase, population 1. F
growth; 3: emissions from cows, changed, usable energy; 4: scientists, 2. T
green oceans, reduce, CO2; 5: NZT project, involves, transport, 3. T
storage, CO2). 4. F
- Teacher plays the recording and has Ss write down their answers. 5. T
- Teacher has Ss work in pairs to compare their answers.
- Teacher checks answers as a class.
- In weaker classes, play the recording again, pausing after the clues.
In stronger classes, ask Ss to provide the clues for their answers, e.g.,
Statement 1 is false. Nick says, ‘the winter is not as cold as usual’ and
Ann responds agreeing to him, ‘Yep, our planet is getting warmer’.
Task 3. Extra activity (6 mins)
- Teacher puts Ss into groups. Students’ own ideas and
- Teacher plays the recording and has them take notes. presentations
- Teacher gives groups a few minutes to discuss and plan their talks
about ways to reduce greenhouse gas emissions.
- 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 (20 mins)

a. Objectives:
- To give Ss an opportunity to use the ideas and language from the Listening in a group
discussion and practise problem-solving skills.
 b. Content:
- Work in groups. Discuss the technologies can be used in Vietnam.
c. Expected outcomes:
- Students come up with good ideas and are able to decide on the most important things 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 groups. Discuss if the following technologies mentioned in the Listening
can be used in Viet Nam. Think about how they can help slow global warming. (9 mins)
- Teacher asks Ss to recap the technologies mentioned in Example:
the Listening. If necessary, write the three points on the A: I think turning methane emissions from
board and have Ss add more details related to each one. cows into energy is a great technology and
it can be applied in Viet Nam. This will
- Teacher asks Ss to work in groups of 3 or 4 to share
help save the local environment and
their ideas. Remind them of the useful expressions in Unit
provide more energy sources to the people
4, page 47 and ask them to refer to the technologies listed
in those areas.
on the page.
B: I agree with you. There are more dairy
- Teacher walks round the class and gives support if
farms in Viet Nam now as the demand for
necessary. Encourage them to use the suggested useful milk and beef has increased. I also think
expressions from Unit 4, page 47. that growing plants in the ocean is worth
- Teacher invites some groups to present a summary of trying. Our country has a long coastline.
their discussion to the class. Encourage the rest of the A: Yes, you're right. These underwater
class to ask questions. green carpets will help remove carbon
- Teacher praises for good effort, interesting ideas and from the atmosphere and limit global
fluent delivery. warming.

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

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

Board Plan

Date of teaching
 REVIEW 2
Lesson 2: Skills - Listening & Speaking
*Warm-up
Watch a video
* Listening
- Task 1. Listen to a conversation. What are they talking about?
- Task 2. True or false.
- Task 3. Extra activity
* Speaking
- Discuss the technologies which can be used in Viet Nam.
*Homework
 REVIEW 2
Lesson 3: Skills (2) - Reading and Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for the main idea and specific information
- Practise writing a proposal for a youth event
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 - Explain expectations for each task in
class. detail. Have excessively talkative students
practise.
- Continue to explain task expectations in
small chunks (before every activity).

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

- Teacher shows a picture to all students

- Teacher asks Ss some question: Suggested answers:

+ What can you do to go green?
- Ss’ answer and deliver the task.? - cycling or going to school or work by
- Teacher asks each group to report their ideas. public transport
- Teacher corrects the answers and gives feedback. - planting trees
- organising clean-up events in the
community
- recycling plastic products
- turning off the devices when not in use
- reducing the use of fossil fuels

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: READING (16 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 and choose the best title for it.
- Task 2. Read the text again and answer each question below with no more than three words.
c. Expected outcomes:
- Students can identify 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 and choose the best title for it. (1-3) (6 mins)
Answer keys:
- Teacher has Ss read the three options first.
B
- Teacher then asks Ss to read the whole text once to get an overall
idea.
- Teacher puts Ss into pairs to do the activity. Remind them to pay
attention to the first sentences of two paragraphs, which help them to
find the answer. (ASEAN Youth Forum (AYF) is a programme for
young people in ASEAN…; AYF has had meetings in all ASEAN
countries…)
- Teacher checks answers as a class. Explain why option A and C are
wrong (option A is about activities in ASEAN and option C is about
the forum of ASEAN while the whole text is about ASEAN Youth
Forum)
Task 2. Read the text again and answer each question below with no more than three words. (10
mins)
- Teacher asks Ss to read the questions and underline the key words
Answer keys:
in the questions. 1. sustainable and caring
- Teacher checks whether Ss have got the right key words (e.g., 1. 2. meetings and workshops
What kind, community; 2. What, AYF, hold; 3.; where, online 3. Youth: Open Space
conversations; 4. Which countries, had meetings; 5. What, AYF 4. all ASEAN members
conference, aim). 5. regional unity
- Teacher tells Ss to read through the text to locate the answers.
Remind them to answer each question with no more than THREE
words.
- Teacher calls on some Ss to write their answers on the board.
- Teacher checks answers as a class.
Extension: Put Ss into pairs. Ask each pair to prepare two
incomplete sentences based on the reading text and write them on
cards or pieces of paper, e.g., AYF is _____ for young people in
ASEAN. Collect the cards, shuffle them and spread them, face down,
on a table in front of the class. Have Ss close their books. Invite pairs
to take turns to come to the table and turn over a card. They should
read the sentence and try to complete it. Give pairs a point for each
correct completion. If their answer is wrong, call another pair to give
their answer.

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

3. ACTIVITY 2: WRITING (21 mins)

a. Objectives:
- To help Ss practise writing a proposal.
b. Content:
Write a proposal (120–150 words) to Youth: Open Space for a youth event to slow climate
change in ASEAN countries.
c. Expected outcomes:
 - Students develop writing skills on the given topic. They are able to complete a proposal and
give feedback on their friends’ work.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Write a proposal (120–150 words) to Youth: Open Space for a youth event to slow climate change
in ASEAN countries.
- Teacher explains the context: Ss are going to submit a proposal Sample answer:
to the organisation that they have read about in the reading text
above.
- Teacher tells Ss that they can use the suggested ideas and outline
in the box. Remind them to pay attention to word choice, linking
words, sentence structures and punctuation.
- Teacher gives Ss enough time to complete their proposals. Walk
around the class and offer help.
- In stronger classes, encourage them to use their own ideas. In
weaker classes, read the sample answer below and write some key
words from it as prompts on the board.
- Teacher calls on some Ss to read their paragraphs to the class.
Encourage the rest of the class to ask questions or make
comments.
- Teacher collects Ss’ proposals to mark and provide written
feedback in the next lessons.

Sample answer:
Title: ASEAN GREEN WEEK
To: Youth – Open Space
Time: The first week of August/ every year
Prepared by: Students from Chu Van An High school
Introduction: Climate change is a serious problem in ASEAN because it is one of the
regions most affected by it. We’d like to organise an ASEAN Green Week
to help limit climate change in ASEAN countries.
Event summary: The event will take place in all ASEAN member countries during the first
week of August. The young people in ASEAN will be the main participants
in this event. They will take part in activities such as cycling or going to
school or work by public transport, planting trees and organising clean-
up events in the community.
Goals and benefits This event aims at reducing the amount of carbon dioxide, which is the
main cause of global warming, and raising young people’s awareness of
environmental protection in ASEAN. It will help ASEAN countries adopt
healthier lifestyles and live in a cleaner environment.
We really hope you will consider our proposal as we think that climate
Conclusion change is a pressing issue in ASEAN that needs to be solved as soon as
possible.

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 6 – Lesson 1.

Board Plan

Date of teaching
REVIEW 2
Lesson 3: Skills – Reading and Writing
*Warm-up
Brainstorming
* Reading
- Task 1: Read the text and choose the best title for it.
- Task 2: Answer the questions.
* Writing
Write a proposal to Youth: Open Space for a youth event to slow climate change in
ASEAN countries.
*Homework