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LESSON PLAN

Teacher: Võ Thị Dạ Trường

Teacher trainee: Võ Hoàng Quân – 20F7010224

Class: 11/14

Date: 23/02/2024

Textbook: I Learn Smart World 11

Lesson: Unit 7, Lesson 2.3 –Pronunciation & Speaking

School:…………………………………… Date:……………………………………..

Class:……………………………............. Period:…………………………….........

UNIT 7: ECOLOGICAL SYSTEMS

Lesson 2.3 – Pronunciation and Speaking (Pages 74 & 75)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1. Language knowledge and skills
- practice word stress.
- talk about the climate and landscapes of places.
2. Competences
- improve communication, collaboration, logical thinking, and collaborative discussion.
3. Attributes
- develop the understanding of the ecosystem.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student’s book and Teacher’s book, projector/TV, PowerPoint
slides, whiteboard.
2. Students’ aids: Student’s book, workbook, notebook.
IV. PROCEDURES
1. Warm-up: (5’)
a. Objective: Ss draw upon their prior knowledge to answer warm-up questions.
b. Content: Pronunciation & stress exercise.
c. Expected outcomes: Ss can practice their pronunciation.
d. Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
PRONUNCIATION & STRESS - Work in pairs.
- Have Ss work in pairs, do the pronunciation - Give answers.
& stress exercises. Answer keys
- Have Ss give answers. 1. glacier 2. pandemic 3.
- Give feedback and lead to the new lesson. species
1. heritage 2. official 3.
ecological
2. New lesson (35’)
A. Activity 1: Pre-Speaking (10’)
a. Objective: Introduce word stress and how to stress words.
b. Content: Unit 7 – Lesson 2 – Pronunciation – Tasks a, b, c & d – p.74
c. Expected outcomes: Ss can stress words correctly.
 d. Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a + b. Listen to the words and focus on - Listen to the teacher.
the underlined letters. - Listen and pay attention.
- Briefly explain word stress. - Listen and repeat.
- Play audio (CD 02 – Track 18). Have Ss listen - Listen and cross out the word.
and pay attention to the pronunciation feature. - Listen again and check.
- Play audio again, have Ss listen and repeat - Work in pairs.
with a focus on the pronunciation feature. - Read aloud.
Task c + d. Listen and cross out the word Answer keys
with the wrong word stress, then read the
words with the correct stress to a partner.
- Play audio (CD 02 – Track 19). Have Ss listen
and cross out the word with the wrong word
stress.
- Play audio again and check answers as a
whole class.
- Have Ss practice reading the words with a
partner.
- Have some Ss read the words aloud to the
class.
B. Activity 2: While-Speaking (20’)
a. Objective: Ss practice a conversation with a partner.
b. Content: Unit 7 – Lesson 2 – Practice & Speaking – Tasks a & b – p.75
c. Expected outcomes: Ss can make a conversation using prompts and make
comparisons.
d. Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’
ACTIVITIES
PRACTICE - Observe the teacher.
Task a. Practice the conversation. Swap - Work in pairs.
roles and repeat. - Work in pairs.
- Demonstrate the activity by practicing the - Present.
role-play with a Ss. - Observe the teacher.
- Have Ss work in pairs to practice the - Work in pairs.
conversation, then swap roles and repeat. - Present.
- Observe Ss and give help if necessary. - Work in pairs.
Task b. Make two more conversations - Present.
using the ideas on the right.
- Have Ss make two more conversations using
the ideas on the right.
- Have some pairs demonstrate the activity in
front of the class.
- Give feedback and evaluation.
SPEAKING
Task a. Imagine you’re planning a summer
vacation. Student A, you love warm
weather, swimming, and cute animals.
Student B, you love cold weather, hiking,
and dangerous animals. In pairs: Discuss
the features of Nippyton and Koko Island.
Then, decide where you will go together.
- Demonstrate the activity by practicing with a
student.
- Divide the class into pairs.
- Have Ss compare the features of Nippyton
and Koko Island. Then, decide where both of
them will go on their next summer vacation.
- Observe Ss and give help if necessary.
- Have some pairs present in front of the class.
Task b. Use your own ideas to think of a
place you want to travel. Tell your partner
about it.
- Have Ss take turns telling their partner about
a place they would like to travel to, using their
own ideas.
- Observe Ss and give help if necessary.
- Have some Ss present in front of the class.
C. Activity 3: Post-Speaking (5’)
a. Objective: Students discuss their choices in a group.
b. Content: Unit 7 – Lesson 2 – Speaking – Task c – p.75
c. Expected outcomes: Ss can listen to their groupmates and share their opinions
with others.
d. Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

Task c. Join another pair. Did anyone - Work in groups.

choose the same place? Who chose the - Discuss in groups.
best place? Why? - Discuss in groups.
- Have pairs join another pair. - Share ideas.
- Have Ss discuss their choices.
- Have Ss discuss who chose the best place
and why.
- Have some Ss share their ideas with the
class.
3. Consolidation and homework assignments (5’)
* Consolidation
- Practice word stress.
* Homework:
- Do the exercises in WB: Unit 7 - Lesson 2 – Writing (page 41).
- - Prepare: Lesson 3 – Listening & Reading (page 76 – SB).
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LESSON PLAN

Teacher: Trương Thị Thu Hà

Teacher trainee: Võ Hoàng Quân – 20F7010224

Class: 11/1

Date: 22/02/2024

Textbook: I Learn Smart World 11

Lesson: Unit 7, Lesson 2.1

 School: ……………………………………….. Date:……………………………………..
Class: ……………………………..................... Period: …………………………….........

UNIT 7: ECOLOGICAL SYSTEMS

Lesson 2.1 - Vocabulary and Reading (Pages 72 & 73)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- practice and learn vocabulary related to climate and landscapes: freezing, shower, hot spring,
glacier, grassland, coral reef, volcano, sunshine.
- practice reading for specific information.
1.2. Competences
- improve communication, collaboration, logical thinking, and collaborative discussion.
1.3. Attributes
- develop the understanding of the ecosystem.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book (DCR phần
mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive
whiteboard / TV (if any), PowerPoint slides.
2. Students’ aids: Student’s book, workbook, notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Match the definitions with the - Ss’ answers. - T’s feedback.
pictures or fill in the blanks. - Ss’ answers. - T’s observation.
- Listen and repeat. - Ss’ answers. - T’s feedback.
- Talk about landscapes and - Ss’ answers/ presentation. - T’s feedback.
weather. - T’s observation.
- Read and answer the questions. - T’s feedback/Peers’
- Listen and read. feedback.
- Talk about their vacation and
compare it with the email.
IV. PROCEDURES
4.1. Warm-up: (5’)
a. Objective: Ss draw upon their prior knowledge to answer warm-up questions.
b. Content: Unit 7 – Lesson 2 – Let’s Talk– p.72
c. Expected outcomes: Ss take part in pair tasks and use vocabulary related to the lesson.
d. Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
 LET’S TALK! - Work in pairs.
In pairs: What problem can you see in the - Share answers.
picture? Why do some people enjoy places like
this? What types of natural landscapes are
found in Vietnam?
- Have Ss work in pairs to answer the questions.
- Have Ss share their answers with the class.
4.2. New lesson (35’)
A. Activity 1: Pre-Reading (10’)
a. Objective: Ss learn new words about climate and landscapes.
b. Content: Unit 7 – Lesson 2 – New Words – Tasks a & b – p.72
c. Expected outcomes: Ss can understand and pronounce the new words correctly.
d. Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Read the definitions and match the - Observe teacher.
words with the pictures or fill in the blanks. - Work individually.
Listen and repeat. - Check answers with a partner.
- Demonstrate the activity using the example. - Listen and repeat.
- Have Ss read the definitions and match the words Answer keys
with the pictures or fill in the blanks.
- Have Ss work in pairs to check each other’s
answers.
- Play audio (CD 02 – Track 15). Have Ss listen
and repeat.
- Correct Ss’ pronunciation.
Note: For a non-digital classroom (without DCR).
T can write the words on the board for Ss to guess.
Then correct the answers with the whole class.
Task b. In pairs: Talk about the landscapes and
weather in some well-known places.
- Have Ss work in pairs to talk about landscapes
and weather in some well-known places.
- Have some pairs share their ideas with the class.
Then, have Ss invite another pair to share their
ideas.
- Have Ss read instructions and underline the - Work in pairs.
keywords in the Reading task. - Share ideas then invite another pair.
- Read the instructions and underline the
keywords.
B. Activity 2: While-Reading (20’)
a. Objective: Ss read an email from Sarah talking about her vacation.
b. Content: Unit 7 – Lesson 2 – Reading – Task a, b & c – p.73
c. Expected outcomes: Ss can read for specific information.
d. Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Read the email very quickly. - Scan and find the answers.
Which three countries did Sarah - Check answers.
mention in her email? Answer keys
- Set a time limit (between 15 seconds Iceland, Australia, the USA
and 1 minute, depending on class - Read and answer the questions.
ability). - Check answers.
- Have Ss scan the text to find the Answer keys
answers.
- Check answers as a whole class.
Task b. Now, read and answer the
questions.
- Have Ss read the email again and
answer the questions.
- Check answers as a whole class.
Task c. Listen and read.
- Play audio (CD 02 – Track 11). Have
Ss listen and repeat.

- Listen and read.

C. Activity 3: Post-Reading (5’)
a. Objective: Ss use the new vocabulary and email content in their discussion.
b. Content: Unit 7 – Lesson 2 – Reading – Task d – p.73
c. Expected outcomes: Ss can talk about their vacations and make comparisons.
d. Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task d. In pairs: Have you ever been on a - Discuss in pairs.
similar vacation? What was the same? What - Share answers with the class.
was different?
- Have Ss work in pairs to talk about their
vacations and compare them with the ones in the
email.
- Have some Ss share their answers with the class.
4.3. Consolidation and homework assignments (5’)
* Consolidation
- Review vocabulary from the lesson with correct pronunciation.
* Homework:
- Do the exercises in WB: Unit 7 - Lesson 2 – New words & Reading (page 40).
- Play the consolidation games in Tiếng Anh 11 i-Learn Smart World DHA App
on www.eduhome.com.vn
- Prepare: Lesson 2 – Grammar (pages 73 & 74 – SB).

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LESSON PLAN

Teacher: Đỗ Thị Thanh Bình

Teacher trainee: Võ Hoàng Quân – 20F7010224

Class: 11/2

Date: 29/02/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 1.2

 School: ……………………………………….. Date:……………………………………..
Class: ……………………………..................... Period: …………………………….........

UNIT 8: INDEPENDENT LIFE

Lesson 1.2 - Grammar (pages 79 & 80)
I. OBJECTIVES
By the end of the lesson, Ss will be able to:
1.1. Language knowledge and skills
- practice and use questions to make suggestions correctly.
1.2. Competences
- improve Ss’ communication, collaboration, and critical thinking skills.
1.3. Attributes
- to raise awareness of challenges and skills required for independent living.
II. TEACHING AIDS AND LEARNING MATERIALS
1. Teacher’s aids: Student book and Teacher’s book, class CDs, Digital Book (DCR phần mềm
tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác), projector/interactive
whiteboard / TV (if any), PowerPoint slides, handouts.
2. Students’ aids: Student’s book, Workbook, Notebook.
III. ASSESSMENT EVIDENCE
Performance Tasks Performance Products Assessment Tools
- Activity: Situations - Ss’ performance. - T’s feedback.
- Look at the picture. What do - Ss’ answers. - T’s feedback/Peers’
you think the girls are saying? - Ss’ answers/ presentation. feedback.
- Listen and check your ideas. - Ss’ answers/ presentation. - T’s feedback/Peers’
Then listen and repeat. - Ss’ answers/ presentation. feedback.
- Unscramble the sentences. - Ss’ answers/ presentation. - T’s observation/
- Match the problems to the feedback/Peers’ feedback.
suggestions and write - T’s feedback/Peers’
sentences. feedback.
- In pairs: What kind of life - T’s feedback/Peers’
problems have you feedback.
experienced? How did you - T’s feedback/Peers’
solve them? feedback.
IV. PROCEDURES
A. Warm-up: (5’)
a) Objective: Introduce the new lesson and set the scene for Ss to acquire the new language; get
students' attention at the beginning of the class with enjoyable and short activities and engage
them in the follow-up steps.
b) Content: Introducing the question ‘Why don't you ...?’ to make casual suggestions.
c) Expected outcomes: Ss review the previous grammar point that will help them in the
upcoming lesson.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Activity: Situations - Work in groups to write down
- Ask Ss in groups to discuss the following questions: situations.
 What are some challenges you face when living Suggested answer:
 independently? I always forget to do my homework.
 Can you imagine any situations where you had I don't have time to exercise.
to be independent and care for yourself? I'm having trouble waking up early.
 Can you imagine any situations where you had I am having trouble remembering
to cook for yourself? important dates.
- Have them write down any situations coming up in
their mind.
- Call Ss to give out answers.
- Lead to the new lesson “To suggest solutions to these
situations, we can use the question “Why don’t you
…?” to offer suggestions.”
B. New lesson (35’)
 Activity 1: Presentation (10’)
a) Objective: Introduce the question ‘Why don't you ...?’ to make casual suggestions.
b) Content: - Reviewing the grammar point through its meaning, use, and form.
c) Expected outcomes: Ss practice and use the question ‘Why don't you ...?’ to make
suggestions casually.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUD
ENTS’
ACTI
VITIE
S
Task a. Look at the picture. What do you think the girls are saying? - Look at the
- Ask Ss to look at the picture and the grammar box quickly. picture and
the grammar
box.
- Share the
answers.
Answer keys
G1: I'm
always late to
class.
G2: Why
don't you get
up earlier?

- Have Ss look at the examples.

- Have Ss guess the speech bubbles about what the girls are talking.
What are they talking about?
- Ask Ss to share answers.
- Have some Ss read the sentences aloud.
- Check answers.
Tasks b & c. Now, listen and check your ideas. Then listen and repeat. - Listen and
- Play audio and have Ss listen and read the speech bubbles. repeat.
- Play the audio again and have Ss listen and repeat. - Look and
GRAMMAR BOXES: read.
- Have Ss look at the box of grammar meaning and use it again. - Answer the
- Emphasize the use of the question Why don’t …? question.
- Ask Ss ‘What can you use Why don’t … for?’ - Read
- Have Ss look at the grammar form box and read examples of different uses. examples of
different
forms.
- Circle the
bold words.
- Give more
examples.

- Ask Ss to circle the bold words in the sentences and elicit different ways to
make casual suggestions.
- Emphasizes responses to the suggestions.
☑: Yes, that's a good idea.
☒: I don't think so. He's/She's too busy.
- Ask Ss to give more examples using Why don’t …
- Give feedback.
 Activity 2: Practice (19’)
a) Objective: Students can use Why don’t… to do the exercises.
b) Content: Unscrambling the sentences and writing sentences to make suggestions.
c) Expected outcomes: Students can get used to making casual suggestions and use them
correctly.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task a. Unscramble the sentences. - Look and listen.
- Demonstrate the activity using the examples. - Work individually.
- Have Ss unscramble the sentences. - Work in pairs.
- Have pairs check each other's work. - Write the answers on the board.
- Have some Ss share their answers with the class Answer keys
on the board. 1. Why don't you join some student
- Check Ss’ answers, give feedback and societies?
evaluation. 2. Why don't you make an omelet?
Task b. Match the problems to the suggestions 3. Why don't you learn to cook by watching
and write sentences. videos?
- Demonstrate the activity using the example. 4. Why doesn't she sign up for a class in
- Have Ss match the problems to the suggestions stress management?
and 5. Why don't we take an online course in
write sentences. budgeting?
- Have pairs check each other's work. - Look and listen.
- Have some Ss share their answers with the class. - Work individually.
- Give feedback. - Work in pairs.
- Write the answers on the board.
Answer keys
1. Why don't you sign up for a website
design course?
2. Why don't they go to an anger
management class?
3. Why doesn't he join some student
societies?
4. Why don't you buy a new alarm clock?
5. Why doesn't he keep a diary?
 Activity 3: Production (6’)
a) Objective: Students master the grammar point they have studied in the lesson.
b) Content: Encouraging communication in using the new language.
c) Expected outcomes: Ss produce the new language successfully, and they can make casual
suggestions in daily communication.
d) Organization of the activity:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
*Option 1: - Have conversations in pairs.
Task c. In pairs: What kind of life problems - Present.
have you experienced? How did you solve - Listen.
them? Suggested answer:
- Divide the class into pairs. Solution
- Have Ss talk about life problems they have 1. Checking the weather forecast
experienced and how they solved them. before leaving home
- Have some Ss present the conversation in front 2. Creating a schedule for studying
of the class. 3. Buying a calendar and writing
- Give feedback and evaluation. your deadlines on it
*Option 2: FIND SOMEONE WHO 4. Buying a new alarm clock
- Have Ss work in pairs. 5. Joining student societies
- Give each student a handout (attached below).
6. Going to an anger management
- Instruct Ss to take turns asking their partner if
class
they have ever experienced any problems on the
list. ….
- If their partner has experienced a problem, they
should ask them how they solved it.
- If the classmate they find does not match their
problem, they will continue searching until they
find someone who does.
- Encourage Ss to use Why don’t you …? to make
casual suggestions.
- After the activity, bring the class back together
and have some Ss share interesting solutions they
heard from their partners.
 - Give feedback.
*HANDOUT:
FIND SOMEONE WHO
Ask your partners if they have experienced these problems. If yes, ask how they solved it.
Write their names in column YES and write solutions.
Example: A: I always forget to bring my umbrella when it's going to rain.
B: Why don't you check the weather forecast before leaving home?
Life problem experienced YES NO Solution
1. Forgetting to bring my umbrella Linh 1. Checking the weather
when it's going to rain forecast before leaving
2.
home
2. Difficulty managing time for
studying 3.

3. Trouble keeping track of important

dates and deadlines 4.

4. Waking up late 5.

5. Having no friends 6.

6. Getting angry too easily

(Your ideas)
C. Consolidation and homework assignments (5’)
* Consolidation:
- Write suggestions using the prompts and Why don't/doesn't ...?
1. I can't save money.
2. My brother finds it difficult to cook meals on his own.
3. You are nervous about giving presentations in front of the class.
4. My classmate always misses her deadlines.
- Suggested answer:
1. Why don’t you learn budgeting skills?
2. Why doesn’t he watch cooking tutorials online and practice making simple recipes?
3. Why don't you practice your presentation in front of a small group of friends or family
members first?
4. Why doesn’t she make a plan?
* Homework:
- Make five situations and suggestions by using Why don’t … .
- Do the exercises in WB: Grammar (page 45).
- Play consolidation games in Tiếng Anh 11 i-Learn Smart World DHA App
on www.eduhome.com.vn
- Prepare: Lesson 1.3 – Pronunciation & Speaking (pages 80 & 81 – SB)
V. Reflection
a. What I liked most about this lesson today:
…………………………………………………………………………………………
2. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
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TRƯỜNG THPT NGUYỄN HUỆ

LESSON PLAN

Teacher: Nguyễn Thị Phương Hiền

Teacher trainee: Võ Hoàng Quân

Class: 10/14

Date: 23/02/2024

Textbook: I Learn Smart World 10

Lesson: Unit 7, Lesson 2.1

School: ……………………………………….. Date:……………………………………..
Class: Period: …………………………….........
…………………………….....................

UNIT 7: INVENTIONS
Lesson 2.1 – Vocab & Listening, (page 51)

1. Objectives
By the end of this lesson, students will be able to…
1. Language knowledge & skills
- practice and learn vocab. for weird inventions: portable, automatically, private, strap,
fashionable, attach.
- practice listening for specific information.
- improve listening skill
1.2. Competences
- improve Ss’ communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- highly appreciate inventors and useful inventions.
2. Teaching aids and materials
- Teacher’s aids: Student’s book and Teacher’s book, class CDs, Digital Book, (DCR
phần mềm tương tác SB, DHA (từ vựng/ cấu trúc) phần mềm trò chơi tương tác)
projector / interactive whiteboard /TV (if any), PowerPoint slides.
- Students’ aids: Student’s book, Workbook, Notebook.
3. Assessment Evidence
Performance Tasks Performance Products Assessment Tools
- Present their homework. - Ss’ homework and their - T’s feedback.
performance.
- Circle definitions for the - Ss’ answers/ presentation. - T’s observation/ DCR.
underlined words.
- T’s observation/ DCR.
- Listen and complete the tasks. - Ss’ answers/ presentation.
- Talk about the geeky jeans. - T’s feedback/Peers’
- Ss’ answers/ presentation. feedback.

4. Procedures
A. Warm up: 5 minutes
a. Objectives: to revise Ss’ previous lessons and get them ready for the lesson.
b. Content: Checking homework
c. Expected outcomes: Ss can give comment on the work.
d. Organization

Teacher’s activities Students’ activities

Checking homework
- Get Ss to present their homework. - Pay attention to the presentation.
- Have other Ss give comment. - Give comment.
- Check the answers and lead to new Ss’ own answers
lesson.
 B. Pre-Listening: 10 minutes
a. Objectives: to prepare Ss for the listening activity by introducing the vocabulary.
b. Content: New Words, task a, b
Task a. Circle the correct definitions for the underlined words. Listen and repeat.
Task b. In pairs: Use these words to describe the pictures.
c. Expected outcomes: Ss can complete the tasks correctly using the words.
d. Organization
Teacher’s activities Students’ activities
Task a.
- Get Ss to read the definitions and then do the task individually - Read the definitions.
before sharing the answers with a partner. - Complete the blanks, and then compare the
- Call Ss to give the answers on the board. answers with a partner.
- Give feedback and explain more if needed. - Give their answers.
- Play the audio file and ask Ss to repeat in chorus and individually. - Listen and repeat.
Answer Keys (Use the DCR)

Task b.
- Ask Ss to work in pairs to describe the pictures using the - Work in pairs.
words in Task a. - Describe the pictures using the
- Give them time to work. words in Task a.
- Check the answers. - Give their answers.
Ss’ own answers

C. While-listening: 15 minutes
a. Objectives: to help Ss get the main content of the talk and improve Ss’ listening skill.
b. Content: Listening, task a, b, c
Task a. Listen to Đuc talking to his friend, Bonnie, about inventions. How many
inventions do they talk about?
Task b. Now, listen and circle the answers.
Task c. Read the Conversation Skill box and listen to Task b. audio again. Number
the phrases in the Conversation Skill box in the order you hear them.
Task d. Listen and repeat.
c. Expected outcomes: Ss can complete the tasks correctly.
d. Organization:
Teacher’s activities Students’ activities
Task a.
- Ask Ss to have a look at the question in the instruction. - Look at the question and give the
- Elicit the information related to it. answers.
- Play the audio file. - Listen and answer the question.
- Ask Ss to share their answers with a partner. - Share the answers with a partner.
- Call Ss to give the answer. - Give the answers.
- Check Ss’ answers and give feedback if needed.
Answer Keys (Use the DCR)
Task b.
- Ask Ss to look at the questions, underline the key words. - Study the questions, underline the key
- Have Ss guess the answer. words.
- Play the audio file (using DCR). - Listen and choose the answer.
- Get Ss to give the answers. - Give answers.
- Check their answers.
Answer Keys (Use the DCR)
Task c, d.
- Have Ss look at the Conversation Skill box before listening - Look at the Conversation Skill box.
(one time). - Listen and number the phrases.
- Use the DCR to check Ss’ answers. - Listen and repeat.
- Play the audio file and ask them to number the phrases. - Give answers.
- Get the answers. Answer Keys (Use the DCR)
- Check the answers and give comment.

D. Post – Listening: 10 minutes

a. Objectives: to help Ss to use the language and information in the real situation.
b. Content: Listening, Task e.
Task e: In pairs: What do you think of geeky jeans?
c. Expected outcomes: Ss can present their ideas about geeky jeans.
d. Organization

Teacher’s activities Students’ activities

Task e.
- Ask Ss to work in pairs - Present their ideas about geeky jeans.
- Ask Ss to discuss the question. - Talk to the whole class.
- Monitor the class and help them if Ss’ own answers
necessary.
- Ask some Ss to present their ideas.
- Give comment.

E. Consolidation and homework assignments: 5 minutes

- Write a short paragraph about a new invention in learning English you have used.
- Do exercises in workbook on page 40.
- Prepare the next lesson: Lesson 2.2 - Grammar, (page 60).
- Practice vocabulary in the Notebook page 40.
5. Reflection

a. What I liked most about this lesson today:

…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
 SỞ GD&ĐT THỪA THIÊN HUẾ
TRƯỜNG THPT NGUYỄN HUỆ

LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 08/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 2.1 - Vocab - Reading

 Hue, March 2024

School: ……………………………………….. Date:……………………………………..

Class: Period: …………………………….........
…………………………….....................

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 2.1 – Vocab & Reading, (Page 67)

1. Objectives
By the end of this lesson, students will be able to…
1.1. Language knowledge & skills
- practice and learn vocab. for improving the environment: landfill, compost, livestock,
deforestation, solution.
- practice reading for main ideas and specific information.
- improve critical thinking skills through giving opinions.
1.2. Competences
- improve Ss’ communication, collaboration, analytical and critical thinking skills.
1.3. Attributes
- develop environmentally-friendly awareness.
2. Teaching aids and materials
- Teacher’s aids: Student’s book and Teacher’s book, projector /board /TV, PowerPoint
slides.
- Students’ aids: Student’s book, Workbook, Notebook.
3. Assessment Evidence
Performance Tasks Performance Assessment Tools
Products
- Activate the nouns related to the - Ss’ answers in - T’s feedback.
environment from Ss. notebooks.
- Match the words with the descriptions. - T’s observation/ DCR.
- Use the words to talk about the problems - Ss’ answers.
and solutions. - T’s observation.
- Read and complete the reading tasks. - Ss’ performance.
- Talk about going one week without meat or - T’s feedback/ DCR.
vegetables.
- Ss’ answers/ - T’s feedback/Peers’
presentation. feedback.

- Ss’ answers/
presentation.
 4. Procedures
A. Warm up: 5 minutes
a. Objectives: to raise the Ss’ awareness of the topic and get them ready for the
lesson.
b. Content: A video
c. Expected outcomes: Ss can talk more about saving the earth.
d. Organization

Teacher’s activities Students’ activities

A video
We have #OnlyOneEarth (World Environment Day 2022) - Watch the clip and answer the questions.
- Show/write the question. - Share the answers with a partner.
What is the video about? - Give answers to T.
What are the activities in the video that save the environment? Ss’ own answers
Can you think of any other activity?
- Play the clip.
- Go around and give help if needed.
- Get the answers from Ss.
- Lead into new lesson.

B. Pre-reading: 10 minutes
a. Objectives: to prepare Ss for the reading activity by providing vocabulary related to the
reading topic.
b. Content: New Words, task a, b.
Task a. Match the words with the descriptions. Listen and repeat.
Task b. In pairs: Discuss the problems and choose the best solutions.
c. Expected outcomes: Ss can complete the tasks using the new words.
d. Organization
Teacher’s activities Students’ activities
Task a. Work in individual
- Introduce the task - Do as directed.
- Ask Ss to look at the words, the descriptions, match them together, - Give the answers.
and then compare the answers with a partner. - Give the meanings of the words/ phrases.
- Get the answers from Ss. - Listen to the teachers and take notes the
- Get Ss to give meanings of the phrases or T explain the meanings of meanings of those words/ phrases.
the phrases (if needed). - Listen and repeat chorally and
- Check the Ss’ answers. individually. Answer Keys: 1.e; 2.d; 3.a;
- Use the DHA to check the vocab. 4.b; 5.c
- Play the audio file and ask Ss to listen and repeat chorally and
individually.
- Check and give comments.

Extra practice: Fill in the blanks using the new words:

1. A great way to reduce waste is to _________ your food
waste and use it for your garden.
2. _____________ is a serious problem in Brazil. The Amazon
rainforest has lots more than 13% of its original size.
3. We need to find a __________ to solve air pollution in our - Do as directed
city
 4. We don’t need another_________ for our city’s trash
because it will smell.
5. _________ production food provides food for many people
but it uses a lot of the Earth’s resources.

Give handouts
Show answer

Answer Keys: 1.compost; 2.landfill;

3.livestock; 4.deforestation; 5.solution

Task b. Discuss the problems and choose the best solution.

- Ask Ss to work in pairs - Discuss the problems and solutions in
- Introduce the task . pairs.
- Ask Ss to discuss quickly the problems and solutions in pairs. - Present their answers.
- Set the time for the activity.
- Call some Ss to talk to the whole class. Ss’ own answers
- Check the answers, give feedback

C. While – Reading: 15 minutes

a. Objectives: to help Ss have some information about saving the environment and
improve Ss’ reading skill.
b. Content: Reading -Task a, and b
Task a: Read the article and choose the best title.
Task b: Now, read and fill in the blanks.
c. Expected outcomes: Ss can read for general and specific information.
d. Organization:
Teacher’s activities Students’ activities
Task a: Read the article and choose the best title
- Ask Ss to work in individual - Read the two options
- Ask Ss to read the two options of the title. - Read the passage and choose the correct answers.
- Ask Ss to identify keywords of the titles. - Give answer to T.
- Ask Ss to scan the text and choose the correct title. Answer Keys: 1
- Check Ss’ answers and give feedback if needed.

Task b: Read and fill in the blank

- Ask Ss to work in pairs - Read the sentences.
- Get Ss to go through the sentences. - Guess the word type of each sentence.
- Have Ss guess the word type of each sentence. - Read again and fill in the blanks.
- Ask Ss to read the passage again and fill in the blanks. - Raise hand to share answer.
- Call Ss to write their answer on board. Answer Keys: 1. diet
- Check Ss’ work. 2. over 15,000
3. more food for humans
4. eating more plant-based foods

D. Post – Reading: 10 minutes

 a. Objectives: to help Ss to use the language and information in the real situation.
b. Content: Reading -Task c
Task c: Discuss and give presentation in groups: Could you go one week without
meat? Could you go one week without vegetables? Why (not)?
c. Expected outcomes: Ss can express their opinion about the issue.
d. Organization

Teacher’s activities Students’ activities

Task c: Discuss in groups
- Introduce the task.
- Ask Ss to work in 4 groups and assigns questions for Ss - Work in groups.
Question for group 1 and 2: Could you go one week without meat?
Why (not)?
Question for group 3 and 4: Could you go one week without
vegetables? Why (not)?
- Ask Ss to provide answer, reason and example
- Set the time for the activity.
- Move around to assist Ss if needed. - Discuss the questions and give the
- Ask groups to present their work. reasons for that.

- Give presentations in front of class.

Ss’ own answers

E. Consolidation and homework assignments: 5 minutes

- Write a paragraph about what will happen if we go one week without vegetables.
- Do exercises in the workbook on page 46.
- Prepare the next lesson: Lesson 2.2 – Grammar (page 68).
- Practice vocabulary in the Notebook page 46.
5. Reflection

a. What I liked most about this lesson today:

…………………………………………………………………………………………
b. What I learned from this lesson today:
…………………………………………………………………………………………
c. What I should improve for this lesson next time:
…………………………………………………………………………………………
 SỞ GD&ĐT THỪA THIÊN HUẾ
TRƯỜNG THPT NGUYỄN HUỆ

LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 22/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 1.1 - Vocab - Listening

 Hue, March 2024

School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 1.1 – Vocab & Listening, (page 64)

I. Objectives
By the end of this lesson, students will be able to…
1. Knowledge
- practice and learn vocab about environment: ban, reduce, reuse, recycle, pollute,
protect, damage.
- practice listening for specific information.
- practice functional English (Responding to ideas).
- improve listening skill.

2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. Teaching aids and materials
- Student’s book, UNIT 8, Lesson 1.1 - Grammar
- board /TV, PowerPoint slides.

III. Procedures:

Stage Stage aim Procedure Time

Teacher’s activity Students’ activity

Warm-up Raise Ss’ - Get Ss to work in pairs to discuss the - Work in pairs to discuss the 5
awareness of question. question. minutes
the topic and “Why do you think it is important to
get them ready look after the environment?”
for the lesson. - Get the answers from Ss. - Give answers.
- Check the answers and lead to new
lesson.

Pre-listening Prepare Ss for Task a. 10

the listening - Have Ss read the definitions and match - Read the definitions. minutes
activity by with the words: - Match the words with the
introducing the 1. ban descriptions, and then compare the
vocabulary. 2. reduce answers with a partner.
3. reuse - Raise hand, give answers.
4. recycle
5. pollute
6. protect - Listen and repeat.
7. damage AnswerKeys: 1e;2d;3g;4c;5d;6a;7f
a. keep someone or something safe or
stop something dangerous happening
b. make the environment dirty
c. make trash (paper, glass, plastic,
etc.) into a new product
d. make something less or smaller
e. officially stop people from doing
something
f. hurt someone or something
g. use something again

- Call Ss to give the answers and

meaning
- Explain more if needed.
- Have whole class listen and repeat.
- Call Ss to repeat.
- Ask questions to concept check
vocabulary?
“If we ban smoking, do we allow or stop
it?”
“If we reduce something, do we make it
 more or less?”
“If we reuse paper, do we use it one time
or more?”
“If we recycle plastic, do we throw it
away or use it again?” - Work in pairs.
“If we plant more trees, we are - Talk about ways people in their
protecting or damaging the community look after the
environment.” environment and suggest other
- Have Ss copy the words ways.

- Give answers.
Ss’ own answers

Task b.
- Have Ss work in pairs to talk about the
ways people in their community look
after the environment and suggest other
ways

- Give Ss time to work.

- Call pairs to answer.

Listening
Task a. Listen to Huy and Jane
talking about what they can do to
protect the environment.
Do they want to try their ideas at - Look at instruction and question.
their school, in their town, or both? - Answer the questions
You will listen to the conversation
once in this task.

- Have Ss look at instruction and

question.
- Have Ss answer questions:
What are you going to listen?
What is the question?
What are some key words in the
question?
While- help Ss get the - Play the audio file once. - Listen to audio. 15
listening main content - Have Ss answer the question: minutes
of the “Do they want to try their ideas at their
conversation school, in their town, or both?”
 and improve A. School
Ss’ listening B. Town
skill. C. Both - Give the answer.
- Call Ss to give the answer.
Answer Keys:A. School
- Check Ss’ answers and give feedback
if needed.

Task b. Now, listen again and match

Huy and Jane to their ideas. Circle
the tick (✔) or cross (x) if the other
person thinks it’s a good or bad idea.
You will listen to the conversation
twice in this task.
- Look at instruction.
- Have Ss look at instruction. - Answer questions
- Have Ss answer questions:
What are you going to do?
What are some key words in the - Study the pictures and the ideas.
question? - Listen, match, and circle.
- Ask Ss to look at the pictures and the - Raise hand to give answers.
ideas. - Listen to audio with script.
- Play audio twice. Answer Keys: Jane: ban single-use
- Call Ss to give answers. plastic/X; Turn lights off/
- Check answers and play audio again
Huy: Recycle more/ ; Use electric
with script.
hand dryers/X

- Listen and repeat the phrases in

the Conversation Skill box.

Task c, d.
- Listen and circle the phrases.
- Have Ss listen and repeat the phrases
in the Conversation skill box.
- Give answers.
- Play audio once and ask Ss to circle
Answer Keys: I think that will be
the phrases.
difficult to do.
- Call Ss to give answers.
That’s a great idea.
- Check Ss’ answers.

Post- help Ss to use Task e. 10

Listening the language and - Ask Ss to work in pair - Discuss in pair minutes
information in - Ask Ss to discuss causes of - Discuss causes, ideas, respond and
the real environmental problems in their area, give reason.
situation. suggest ideas to protect the
 environment, respond to ideas and give
reasons.
- Monitor the class and help them if
necessary.
- Ask some Ss to present their ideas in Talk to the whole class.
front of class.
- Feedback.
Suggested answers:
Student A: Tell me some
environmental problems in your
area.
Student B: “Air pollution is one of
them, because there is a lot of traffic
in my hometown. I suggest
increasing the road tax.”
Student A: “That’s a great idea.
That will encourage people to use
public transport.”
Consolidation - Write a short list about what you 5
and do at school that protect the minutes
homework environment.
- Do exercises in workbook on page
44.
Prepare the next lesson: Lesson
1.2 - Grammar, (page 65).
- Practice vocabulary in the
Notebook page 44.

IV. Reflection

1. What I liked most about this lesson today:

…………………………………………………………………………………………
2. What I learned from this lesson today:
…………………………………………………………………………………………
3. What I should improve for this lesson next time:
…………………………………………………………………………………………

SỞ GD&ĐT THỪA THIÊN HUẾ

 TRƯỜNG THPT NGUYỄN HUỆ

LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 27/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 1.3 Lesson 1.3–Pronunciation &

Speaking
 Hue, March 2024

School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 1.3 – Pronunciation & Speaking, (page 66)

I. Objectives
By the end of this lesson, students will be able to…
1. Knowledge
- practice Intonation for conditional sentences.
- talk about making the school green.
- improve speaking skill.

2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. Teaching aids and materials
- Student’s book, UNIT 8, Lesson 1.3 - Pronunciation and speaking
- board /TV, PowerPoint slides.

III. Procedures:

Stage Stage aim Procedure Time

Teacher’s activity Students’ activity

Warm-up Warm up and Game: Crossword - Give answer 5

start the lesson. T introduces the game. minutes
Have Ss guess answer.
 Answer key: 1. recycle; 2.
deforestation; 3. preserve; 4.
landfill; 5. flood; 6. protect; 7.
pollution; 8. reduce; 9. reuse

Pre-speaking Prepare Ss for Task b. Listen to the sentence and 10

the speaking notice how the intonation falls. minutes
activity by Get Ss to look at the sentence in b. - Look at the sentence.
introducing - Play audio once and ask whole class - listen and repeat
Intonation for and individual repeat.
conditional
sentences. - Ask Ss to notice the intonation.
- Call Ss to read the sentence with the - read the sentence
right intonation.
- Give help if necessary.
Task c. Listen and cross out the
sentence with the wrong intonation.
- Ask Ss to read the sentences before
- read the sentence
listening.
- Listen and cross out the
- Play audio. sentence with the wrong
- Elicit the answer from Ss. intonation.
- Check the answers.
Task d. Make sentences with the
correct intonation using 1st
conditional with a partner.
- Show useful expressions: If we do/ - Do as instructed
don’t/ stop doing/…, we will….
- Get Ss to work in pairs to make
sentences using 1st conditional.
- Set the time for the activity. - Give answer
 - Move around to give help.
- Call some Ss to talk to the whole class.
Practice Help Ss get used Practice, task a. Ask and answer 15
to practicing using the pictures and prompts. minutes
Intonation for - Have Ss look at pictures and prompts. - Do as instructed
conditional - Elicit the information.
sentences and - Have Ss practice asking and
improve Ss’ answering in pairs.
speaking skill. - Call some pairs to talk to the whole
class. - Give answer
- Check Ss’ answers and give feedback.

Practice, task b. Practice with your

own ideas.
- Get Ss to go on working in pairs.
- Have them use their ideas to ask and
answer. - Do as instructed.
- Set the time for the activity.
- Call some pairs to talk to the whole
class.
- Give answers.
- Check Ss’ answers and give feedback
if needed.

Speaking, task a.
- Get Ss to work in pairs to add two
more ideas and reasons, ask Ss to
- Do as instructed.
explain further or provide an example
for each idea.
- Set time for the activity.
- Get around to assist Ss.
- Call some Ss to present their answers.
- Check the answers and give comment. - Give answer
Production help Ss to use Speaking, Task b: Interview. 10
the language and Interview a friend. Talk to the whole minutes
information in class what their idea is, their reason
the real and example.
situation. Introduce the task to Ss
- Ask Ss to move around class to - Move around class to
interview another Ss. interview another Ss.
- Set the time for Ss to do.
- Get around to give help and take notes
of some mistakes.
- Call some Ss to talk to the whole - Give answers.
class.
 - Give comments.

Consolidation - Make a short clip to advise your 5

and friends to make your school greener. minutes
homework
- Prepare the next lesson: Lesson 2.1 –
Vocab & Reading, (page 67).

IV. Reflection

1. What I liked most about this lesson today:

…………………………………………………………………………………………
2. What I learned from this lesson today:
…………………………………………………………………………………………
3. What I should improve for this lesson next time:
…………………………………………………………………………………………

SỞ GD&ĐT THỪA THIÊN HUẾ

TRƯỜNG THPT NGUYỄN HUỆ
 LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 27/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 3.2 Writing

School: ……………………………………….. Date:……………………………………..

Class: ……………………………..................... Period: …………………………….........

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 3.2 – Writing, (page 71)
 I. Objectives
By the end of this lesson, students will be able to…
1. Knowledge
- write a problem and solution essay.
- make progress in writing skill.
2. Competences
- improve communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. Teaching aids and materials
- Student’s book, UNIT 8, Lesson 3.2 - Pronunciation and speaking
- board /TV, PowerPoint slides.

III. Procedures:

Stage Stage Procedure Time

aim
Teacher’s activity Students’ activity

Warm- Warm up Unscramble sentence - Raise hand to give 5

up and start 1. pollute/ a/ you / bike / If/, / answer minutes
the ride/ you/ won’t.
lesson. 2. we/more/ocean/there/./
won’t/ in/ bottles/, /be /the/ If Answer key:
/recycle. 1. If you ride a bike,
3. will/ we/ if/ become/ recycle/ you won’t pollute.
Plastic/ more common/ less. 2. If we recycle
4. help/ Machines/ the/ might more, there won’t
in/ future/ pollution/ reduce be bottles in the
5. recycling/ make/ ocean.
Technology/ for/ everyone/ 3. Plastic will
easier/ would. become less
- Call Ss to give answers. common of we
recycle more.
4. Machines might
help reduce
pollution in the
future.
5. Technology
would make
recycling easier
for everyone.
Pre- prepare 15
writing Ss for the Read Jane's essay again and minutes
speaking underline the sentences she - Read the Writing
and used to.... Skill box
writing 1. explain why plastic pollution
tasks. is a big problem.
2. Introduce the solution.
- Show Jane’s essay
- Ask Ss questions:
How many paragraphs are there?
What are first, second. third and
final paragraph about?

-Elicit the structure of an essay:

Introduction, main body 1, main
body 2, conclusion

- Have Ss underline the sentences - Underline the

sentences
- Move around to give help if
- Share answers
necessary. with a partner.
- Call some to write their answers
on the board.
- Give feedback.

Task a. Read about writing

problem and solution essays,
- Have Ss look at the Writing Skill
box

- Show Ss how to write an essay:

Introduction
-Introduce the topic
- State the problem.
Body paragraph 1:
- Describe the problem.
- Explain why the problem
needs solving.
- Give example
Body paragraph 2:
- Suggest a solution
- Explain how it can solve the
problem
- Give example.
Conclusion:
- Summarize main points.
 - Give a comment on the
topic or prediction about the
future to close the essay.

Writing, task b: Match the

problems with the solutions.
- Ask Ss to have a look at the
problems and solutions
- Have Ss matching them together.
- Look at problems
and solution
- Call Ss to give answer - Match problems
- Give feedback if needed. with solutions
- Give answer
Speaking, task b. Choose one
problem and think of a solution
to solve it. Complete the notes
below.
- Divide class into 4 groups
- Give handouts.
- Assign group with problems and
have Ss complete the handout:
Group 1 and 2: People dumping - Do as instructed.
trash into rivers.
Group 1: What is the problem?
What are its effects?
- Give answers.
Group 2: What is the solution?
How can it solve the
problem?
Group 3 and 4: Air pollution from
factories
Group 3: What is the problem?
What are its effects?
Group 4: What is the solution?
How can it solve the
problem?

- Take the notes of groups together

to make plans for 2 essays.

While- Help Ss 15
writing practice Group work minutes
speaking Let’s write.
and Now, write a problem and
 writing a solution essay about an
problem environmental problem in your
and country. Use the Feedback form
solution to help you. Write 120 to 150 - Do as instructed.
essay. words.
- Have Ss write a problem and
solution essay in groups. - Give answer
- Give each group a handout to
write in.
- Have each group write the
paragraphs based on the plan:
People dumping trash into
rivers.
Group 1: Introduction, Main body
paragraphs 1.
Group 2: Main body paragraphs 2,
Conclusion
Air pollution from factories.
Group 3: Introduction, Main body
paragraphs 1.
Group 4: Main body paragraphs 2,
Conclusion

- Set the time for Ss to do.

- Get around to give help and take
notes of some mistakes.
Post- help Ss to Correct students’ essay 5
writing use the Have Group 1 and 2, 3 and 4 minutes
language correct each other’s work.
and - Show 2 paragraphs on board and
informatio correct.
n in the - Give feedback based on the
real feedback form.
situation. - Give feedback on their writing.
- Work in groups,
- Write the essay.

- Show essays
 - Give feedback
Consoli - Make a short clip to advise your 5
dation friends to make your school minutes
and greener.
homew
ork - Prepare the next lesson: Lesson
2.1 – Vocab & Reading, (page 67).

IV. Reflection

1. What I liked most about this lesson today:

…………………………………………………………………………………………
2. What I learned from this lesson today:
…………………………………………………………………………………………
3. What I should improve for this lesson next time:
…………………………………………………………………………………………

SỞ GD&ĐT THỪA THIÊN HUẾ

 TRƯỜNG THPT NGUYỄN HUỆ

LESSON PLAN

Teacher trainee: Võ Hoàng Quân – 20F7010224

Teacher: Nguyễn Thị Phương Hiền

Class: 10/14

Date: 27/03/2024

Textbook: I Learn Smart World 11

Lesson: Unit 8, Lesson 2.2 – Grammar

 Date:……………………………………..
School: ………………………………………..
Class: ……………………………..................... Period: …………………………….........

UNIT 8: ECOLOGY AND THE ENVIRONMENT

Lesson 2.2 – Grammar, (page 68)

I. Objectives
By the end of this lesson, students will be able to…
1. Knowledge
- practice and use Second conditional correctly.
- improve writing skill.
2. Competences
- improve Ss’ communication, collaboration, analytical and critical thinking skills.
3. Attributes
- develop environmentally-friendly awareness.
II. Teaching aids and materials
- Student’s book, UNIT 8, Lesson 2.2 – Grammar
- board /TV, PowerPoint slides.

III. Procedures:

Stage Stage aim Procedure Time

Teacher’s activity Students’ activity

Warm-up Get Ss ready Game: What’s your solution?

for the lesson.
T divide class into 2 teams - Do as instructed
T assigns each team with one
environmental problem.
T gives instruction: Each team will have - Go to the board and write
one student at a time to go to the board down solutions.
and write down a solution for their
problem. Which team have more
solutions will win.
T sets a 1 minute timer.
T checks answers and announces
winner.
Presentation Prepare Ss for - T uses picture prompts to give a 10
the writing situation and lead in model minutes
activity by sentence:
“If he won the lottery, he would
providing the
be rich.”
form, meaning
- T have whole class and individual
and use of the - Listen and repeat chorally
repeat.
structure. and individually.
- T uses picture prompts to give
another model sentence:
“If he were rich, he would buy
a car.”
- T have whole class and individual - Listen and repeat chorally
repeat. and individually.

- T concept check with questions.

“Is he going to be very rich?”
“Is it real? Unreal?”
- T asks a Ss questions in 2nd - Answers question in 2nd
conditional. conditional.
“ What would you buy if you were
rich?” - Practice asking and anwering in
- T have that S ask another S in 2nd 2nd conditional.
conditional.

- T use picture prompts to lead in

negative sentence.
“ If she were rich, she wouldn’t buy a
car.” - Listen and repeat chorally
- T have whole class and individual and individually.
repeat.
- T shows structure (Positive, - Listen and write down structure
Negative, Interrogative) and
meaning of 2nd conditional:
+ :If + S + V2/ed/ were, S + would +
V0.
- :If + S + V2/ed/ were, S + would not/
wouldn’t + V0.
? :If + S + V2/ed/ were, (Wh-) +
would + S + V0?

Practice Help Ss get used Task b: Write sentences using the 15

to using the prompts. minutes
grammar point - T have Ss to read the prompts - Read the prompts and write
and improve Ss’ and write complete sentences. complete sentences.
writing skill. - Call Ss to write answers on
board. - Raise hand to write answers
- T checks answers. on board.
Answer Keys:
1. What would happen if trees
disappeared?
2. If bees disappeared, we wouldn’t
have enough food.
3. We would have more water if we
had a machine that could create
rain
4. If I were a billionaire, I would use
money to clean oceans.
5. We wouldn’t need to farm if we
got our meals in pills.

Task c: Write sentences using the

First Conditional or Second
Conditional. Write two sentences for
each situation.
- T ask Ss to work in pairs
- T have Ss write sentences for each
situation using 2nd conditional. - Work in pairs
- Write sentences for each
- T calls Ss to share answers. situation using Second
conditional.
- Raise hand to share
- T checks answers.
answers.
Answer Keys:
2.If-clause first: If we could compost
plastic, it wouldn’t end up in
landfills and oceans.
If-clause last:Plastic wouldn’t end
up in landfills and oceans if we
could compost plastic.
3.If-clause first: If scientists could
make food in their labs, we
wouldn’t use lots of energy and
water to grow food.
If-clause last:We wouldn’t use lots
of energy and water to grow food if
scientists could make food in their
labs.
 4.If-clause first: If we use less
plastic, there will be less trash.
If-clause last:There will be less
trash if we use less plastic.

Production Help Ss to use Task d: In groups: Say what 10

the language and you would do to help the minutes
information in environment if you were your
the real town's mayor.
situation. - T introduces the task
- T Ask Ss to work in tables. - Work in tables.
- Set the time
- Have Ss Answer the question: - Answer the question: what
what would you do to help the you would do to help the
environment if you were your environment if you were
town's mayor ? and explain your town's mayor.
what would happen if you do - Explain what would happen
that? if you do that.

- T goes around to help Ss.

- T calls one student at each table
- Raise hand to share answer
to talk in front of class.
and explain.
- T checks and gives comments.
Consolidation Consolidate and Conditional review rally game 5
and apply what Ss Homework minutes
homework have learnt - Write five sentences about
your class using Second
conditional.
- Do exercises in workbook on
page 47.
- Prepare the next lesson:
Lesson 2.3 – Pronunciation & Speaking
(page 69).

IV. Reflection

1. What I liked most about this lesson today:

…………………………………………………………………………………………
2. What I learned from this lesson today:
 …………………………………………………………………………………………
3. What I should improve for this lesson next time:
…………………………………………………………………………………………