Giáo án Tiếng Anh Lớp 11 Thí điểm - Chương trình học kì 2 - Năm học 2021-2022

 Preparing date: 5/1/2021 
Teaching date: 
UNIT 6: GLOBAL WARMING 
§55: A. GETTING STARTED – A presentation on global warming 
I. AIMS/OBJECTIVES 
1. Language focus 
At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 6 
- For vocabulary, that is words and phrases about global warming 
- For pronunciation, that is raising intonation for yes-no question and echo-question 
- For grammar, that is perfect gerunds and perfect participles 
2. Skills 
- To help learners get started with 4 skills in Unit 6 
- Reading: Skimming and scanning about global warming 
- Speaking: Expressing opinions, agreements, or disagreements 
- Listening: Listening for gist and specific information about global warming 
- Writing: Write an essay about global warming 
3. Educational aims 
- they’ll be easy to choose the right answer basing on the learned key words. 
- they’ll build up their habit of checking their pronunciation by dictionaries. They’ll practice sentence 
analysis skimming for gist and scanning for details 
II, Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/Stages Activities 
Interactions 
1. Activity 1 WARM UP 
8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: a bunch of rice plants, each of which 
represents a nation in ASEAN, show the pictures and 
answer the questions. 
c. Outcome: 
Ss may have more background knowledge related to 
the lesson 
d. Organization: 
- Ask Ss listen to look at the pictures and ask them 
what they see in the pictures 
- Ask Ss to guess the content of the conversation 
T Ss 
2. Activity 2 PRESENTATION 
30 minutes a. Aim: elicit new words, listen to the conversation T Ss 
 b. Content: Listen and read 
c. Outcome: Expected answers 
carbon print-foot infectious disease heat-related 
illnesses 
d. Organization 
Ask Ss to look at the picture and answer the 
question 
- Who do you see in the picture? 
- Where do you think they are? 
- What are they doing? 
- Play the recording, ask Ss to listen and read Play the 
recording. 
- Ask students to listen and read. 
- Explain new words if necessary. 
3. Activity 3 PRACTICE 
5 minutes a. Aim: practise skills 
b. Content: work in groups, ask and answer the 
question 
c. Outcome: Suggested answer: 
1. Global warming 
2. Three parts: the causes, the effects, the solutions 
3. Greenhouse gas emissions from factories and 
vehicles; use of chemical fertilizers, and 
deforestation. 
3. Greenhouse gas emission, use of chemica l 
fertilizers, deforestation 
4. Climate changes, infectious and heat- related 
diseases, impact on water supplies, threat to food 
production and upset ecological balance 
5. They should change their daily habits 
6. Causes: burning of fossil fuels, using of non- 
environment friendly products 
Effects: natural disasters such as floods, 
d. Organization: 
- Ask students to work individually first and then 
in pairs to decide if the statements are true (T), 
false (F) or not given. 
- Encourage students to provide reasons for 
their answers. 
- Ask them to refer back to the conversation to get 
the necessary information. 
Check students’ answers and give explanations 
T Ss 
4. Activity 4 APPLICATION 
 2 minutes a. Aim: use languages to practice in pairs/groups 
b. Content: Read the conversation again match the 
words and definition 
c. Outcome: Suggested answers: 
c – g – d – b – a – e – h – f 
d. Organization: 
- Ask Ss to read the conversation again, work in 
pairs, do the task - Check the answers and 
provide the correct ones if necessary. 
T Ss 
 Preparing date: 5/1/2021 
Teaching date: 
UNIT 6: GLOBAL WARMING 
§56: B - LANGUAGE 
I. AIMS/OBJECTIVES 
1. Language focus 
At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 6 
- For vocabulary, that is words and phrases about global warming 
- For pronunciation, that is raising intonation for yes-no question and echo-question 
- For grammar, that is perfect gerunds and perfect participles 
2. Skills 
- To help learners get started with 4 skills in Unit 6 
- Reading: Skimming and scanning about global warming 
- Speaking: Expressing opinions, agreements, or disagreements 
- Listening: Listening for gist and specific information about global warming 
- Writing: Write an essay about global warming 
3. Educational aims 
- they’ll build up their habit of checking their pronunciation by dictionaries. They’ll practice sentence 
analysis skimming for gist and scanning for details 
II, Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/Stages Activities 
Interactions 
Activity 1 Warm-up 
 8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: show a video for students to watch and 
discuss 
c. Outcome: 
Ss may have more background knowledge related 
to the lesson 
d. Organization: 
- Ask Ss listen to look at the pictures and ask them 
what they see in the pictures 
- Ask Ss to discuss the questions 
T Ss 
Activity 2 PRESENTATION 
PRESENTATION 
30 minutes 
a. Aim: elicit new words 
b. Content: Complete the sentences with the right 
form of the words/phrases. 
c. Outcome: Expected answers 
1. carbon footprint 
 2. infectious diseases 
3. emissions 
4. ecological balance 
5. heat-related illnesses 
6. climate change 
d. Organization 
- Ask Ss to work individually first and 
- then in pairs to do the task Where do you think 
they are 
3. Activity 3 PRACTICE 
5 minutes 
a. Aim: practise skills 
b. Content: PRONUNCIATION 
Intonation on Yes-no questions and echo questions 
- Listen and repeat these questions, paying 
attention to their rising intonation. 
- Listen and mark the symbol of rising intonation 
c. Outcome: Ss learn the pronunciation 
d. Organization: 
- Ask Ss to read the yellow box and then report their 
understanding. 
Play the recording and let Ss listen 
Play it again with pauses for them to repeat each 
word 
Play the recording and let Ss listen 
Play it again with pauses for them to repeat each 
sentence. 
T Ss 
4. Activity 4 APPLICATION 
2 minutes a. Aim: use languages to practice in pairs/groups 
b. Content: Perfect participles in clauses of 
time and reason 
c. Outcome: Suggested answers: 
Underline the perfect participles in the sentences 
Match the two parts to make complete sentences 
1. e 2. c 
3. a 4. b 
5. g 6. h 
7. f 8. D 
d. Organization: 
- Tell some SS to recall the use of the past and 
present perfect tenses, adv used in these tenses and 
the form of verbs. 
- Ask ss to tell the class the difference between 
conjunctions usually used in these tenses they know: 
when and while to narrow the lesson. 
T Ss 
 Preparing date: 5/1/2021 
Teaching date: 
UNIT 6: GLOBAL WARMING 
§57: C. SKILLS - READING 
Global warming is real 
I. AIMS/OBJECTIVES OF THE LESSON 
1. Language focus 
At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 6 
- For vocabulary, that is words and phrases about global warming 
- For pronunciation, that is raising intonation for yes-no question and echo-question 
- For grammar, that is perfect gerunds and perfect participles 
2. Skills 
- To help learners get started with 4 skills in Unit 6 
- Reading: Skimming and scanning about global warming 
- Speaking: Expressing opinions, agreements, or disagreements 
- Listening: Listening for gist and specific information about global warming 
- Writing: Write an essay about global warming 
3. Educational aims 
- they’ll build up their habit of checking their pronunciation by dictionaries. They’ll practice sentence 
analysis skimming for gist and scanning for details 
II, Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/Stages Activities 
Interactions 
1. Activity 1 WARM UP 
8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: Work with a partner and guess what 
problems are described in the pictures. 
c. Outcome: 
Ss may have more background knowledge related to 
the lesson 
d. Organization: 
- Ask Ss listen to look at the pictures and ask them what 
they see in the pictures 
- Ask Ss to discuss the questions 
T Ss 
2. Activity 2 PRESENTATION 
30 minutes a. Aim: elicit new words 
b. Content: Read the text and select the statement that 
expresses main idea 
c. Outcome: Expected answers 
T Ss 
 The best title of the text is "Global warming is mainly 
caused by humans and has negative impacts on people’s 
lives" 
d. Organization 
- Ask Sts to look at the ideas of volunteer benefits and 
choose which of those are suitable. 
- Have them guess the meaning of the vocab appearing 
in the context. 
- Ask them if they have any new words. 
- Read and understand the text about a volunteer. 
3. Activity 3 PRACTICE 
5 minutes a. Aim: practise skills 
b. Content: Match the words with their meanings and 
answer the questions 
c. Outcome: answers 
Match the words with their meanings 
1. g 
2. f 
3. d 
4. e 
5. b 
6. a 
7. c 
Answer the questions 
1.We are responsible 
2. It releases a large amount of carbon dioxide into the 
atmosphere 
3. Deforestation disrupts the process of absorbing and 
capturing C02 from the atmosphere 
4. They could lose their home 
5. They can reduce crop harvest globally 
6. Because human beings cannot exist without species 
diversity on earth 
d. Organization: 
- Get one Ss to give out his/ her answer with 
explanations to ex 3. 
- Ask them for peer correction. 
- Ask students to do the ex 4 in pairs in 1'. 
- Tell students to compare their answers with other 
group. Let them discuss and correct for one another. 
- Go around offering to help. 
- Check with whole class. 
- Call on some Ss to read their answers aloud in front of 
the class. 
T Ss 
 4. Activity 4 APPLICATION 
2 minutes a. Aim: use languages to practice in pairs/groups 
b. Content: Work in groups, discuss the question 
c. Outcome: practise speaking in groups 
d. Organization: 
- Put Ss in groups of four and let them discuss the 
questions freely 
- listen and give them some feedbacks 
T Ss 
 Preparing date: 5/1/2021 
Teaching date: 
UNIT 6: GLOBAL WARMING 
§58 C- SKILLS - SPEAKING 
Going Green 
I. AIMS/ OBJECTIVES OF THE LESSON 
1. Language focus 
At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 6 
- For vocabulary, that is words and phrases about global warming 
- For pronunciation, that is raising intonation for yes-no question and echo-question 
- For grammar, that is perfect gerunds and perfect participles 
2. Skills 
- To help learners get started with 4 skills in Unit 6 
- Reading: Skimming and scanning about global warming 
- Speaking: Expressing opinions, agreements, or disagreements 
- Listening: Listening for gist and specific information about global warming 
- Writing: Write an essay about global warming 
3. Educational aims 
they’ll build up their habit of checking their pronunciation by dictionaries. They’ll practice sentence 
analysis skimming for gist and scanning for details 
II, Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/Stages Activities Interactions 
1. Activity 1 WARM UP 
8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: Work with a partner and guess what problems 
are described in the pictures. 
c. Outcome: 
Ss may have more background knowledge related to the 
lesson 
d. Organization: 
- Ask Ss listen to look at the pictures and ask them what 
they see in the pictures 
- Ask Ss to discuss the questions 
T Ss 
2. Activity 2 PRESENTATION 
 a. Aim: prepare some background knowledge and useful 
language 
b. Content: Work in pairs, in your opinion, which of the 
T Ss 
 following activities in the table below can help to reduce 
global warming? 
c. Outcome: Expected answers 
1, 2, 4, 5, 6 
d. Organization 
-Ask some Ss to talk about the volunteer work or charity 
activity they did in their community or at school, and why 
people do volunteer work by answering three questions. 
- Tell them to add some reasons and activities more. 
- Ask Ss to work by themselves, complete the table then 
share their answer with their partner. 
3. Activity 3 PRACTICE 
 a. Aim: practise skills 
b. Content: Lan, Mai and Minh are talking about the 
activities presented in 1. Work in groups of three. 
Complete the conversation using the phrases in the box and 
then practice it 
c. Outcome: answers 
1. energy use 
2. electronic devices 
3. planting trees 
4. carbon dioxide 
5. reusing and recycling 
d. Organization: 
- Ask the pairs to complete the dialogue. 
- Let Ss work in pairs, and make their choice with suitable 
explanations. 
T Ss 
4. Activity 4 APPLICATION 
 a. Aim: use languages to practice in pairs/groups 
b. Content: What do you think about these solutions to 
global warming? Work in groups of three. Use the idea in 
1 and 2 to have a similar conversation. 
c. Outcome: practise speaking in groups 
d. Organization: 
- Supply them with some vocab they need. 
- Get two or three representatives from different groups to 
go to the board and give their presentations. 
- Ask the rest to listen to the representatives and take notes. 
- Tell Ss to give their votes to the best decision as well as 
the fluency of the presentation. 
T Ss 
 Preparing date: 5/1/2021 
Teaching date: 
UNIT 6: GLOBAL WARMING 
§59: LISTENING - Save the planet, save your life 
I. AIMS/OBJECTIVES OF THE LESSON 
1. Language focus 
At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 6 
- For vocabulary, that is words and phrases about global warming 
- For pronunciation, that is raising intonation for yes-no question and echo-question 
- For grammar, that is perfect gerunds and perfect participles 
2. Skills 
- To help learners get started with 4 skills in Unit 6 
- Listening: Listening for gist and specific information about global warming 
3. Educational aims 
- they’ll build up their habit of checking their pronunciation by dictionaries. They’ll practice sentence 
analysis skimming for gist and scanning for details 
II, Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/Stages Activities Interactions 
1. Activity 1 WARM UP 
8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: Match the words with the pictures and 
answer the question 
c. Outcome: 
1. c (drought) 
2. d (flood) 
3. a (famine) 
4. e (water shortage) 
5. b (forest fire) 
d. Organization: 
- Use the picture in the textbook to introduce the 
listening lesson. 
- Ask Ss to work in pairs, discuss the questions 
T Ss 
2. Activity 2 PRESENTATION 
30 minutes a. Aim: elicit new words 
b. Content: What is the common cause of all the 
disasters depicted in the pictures above? 
c. Outcome: Expected answers 
T Ss 
 1. D 
2. B 
3. B 
4. C 
5. A 
d. Organization 
- Ask Ss to work in pairs, discuss and answer the 
questions. 
- Give them feedbacks 
3. Activity 3 PRACTICE 
5 minutes a. Aim: practise skills 
b. Content: Prof Linn is talking to a class of grade 11 
students about global warming. Listen to the talk and 
choose the best answers 
- Listen to the talk again and answer the questions 
c. Outcome: answers 
Ex 2. Prof Linn is talking to a class of grade 11 
students about global warming. Listen to the talk 
and choose the best answers 
1. D 
2. B 
3. B 
4. C 
5. A 
Ex 3. Listen to the talk again and answer the 
questions 
1. Carbon dioxide, carbon monoxide 
2. The thick layer of the greenhouse gases traps more 
heat from the sun leading to the increase of the 
temperature on the earth 
3. Heat waves, floods, droughts and storm surges. 
4. Famine, water shortages, extreme weather conditions 
and a 20-30% loss of animal and plant species. 
5. When you have a lot of information about the topic, 
you’ll be more willing to change your lifestyle and 
you’ll be able to inform others and inspire change. 
d. Organization: 
 - Ask sts to read through the statements in ex 3 to 
understand them well. 
- Play the tape once for Sts to listen and do the ex 3. 
- Ask sts to work in pairs comparing the answers. 
T Ss 
 - Get their answer and peer correction. 
- Check that Sts know the meaning of the words. 
- Play the tape the second time for Sts to listen and do 
the ex 4. 
- Call on one or two Sts to report the result of their group 
work. 
- Check with whole class. 
4. Activity 4 APPLICATION 
2 minutes a. Aim: use languages to practice in pairs/groups 
b. Content: Discuss if the weather patterns in VN have 
changed over the last ten years . Provide some 
examples. Then report the results to the class 
c. Outcome: practise speaking in groups 
d. Organization: 
- Put Ss in groups of four and let them discuss the 
questions freely 
T Ss 
Preparing date: 5/1/2021 
Teaching date: 
UNIT 6: GLOBAL WARMING 
§60: WRITING 
Global warming – causes and effects 
I. AIMS/OBJECTIVES OF THE LESSON 
1. Language focus 
At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 6 
- For vocabulary, that is words and phrases about global warming 
- For pronunciation, that is raising intonation for yes-no question and echo-question 
- For grammar, that is perfect gerunds and perfect participles 
2. Skills 
- To help learners get started with 4 skills in Unit 6 
- Writing: Write an essay about global warming 
3. Educational aims 
- they’ll build up their habit of checking their pronunciation by dictionaries. They’ll practice sentence 
analysis skimming for gist and scanning for details 
II, Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/ stages Activities Interactions 
1. Activity 1 WARM UP 
 8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: Which are the causes and which are the 
effects of global warming? Complete the diagram with 
the idea below. 
c. Outcome: Causes: 2, 4, 7 
 Effects: 1, 3 6, 8 
 5 9 
d. Organization: 
- Ask Ss to do the ex. 
- Ask them to exchange the answers with their partner. 
- Let them compare their choice. 
- Call on some sts to read their information before the 
class. 
T Ss 
2. Activity 2 PRESENTATION 
30 minutes a. Aim: prepare some background knowledge and 
useful language 
b. Content: Work in pairs, discuss and complete the 
outline using the ideas from 1. Brainstorm some 
possible solutions 
c. Outcome: Expected answers 
1. Introduction (introduce topic and the main contents) 
- one of the biggest issues facing humans nowadays 
- caused mainly by humans 
- most catastrophic effects on humans 
- humans have to take actions to reduce the risks 
- the essay will discuss the causes and effects, and 
possible solutions 
2. What global warming is and its cause 
3. Effects of global warming on human’s life and 
Other species’ as well. 
- lose home 
- land erosion 
- extinction of some species 
4. Possible solutions. 
Reduce, reuse, recycle 
Use public transport 
Waste processing system 
5. Conclusion. 
d. Organization 
- Supply them with some vocab in ex 2 by getting some 
advanced Ss to give the meaning. 
- Have them pronounce the new words. 
T Ss 
 - Tell them if they have those problems who they can 
ask for some advice. 
- Help them to notice the form of an essay: the number 
of paragraphs, linking, ways of writing, words, style, 
opening, and closing. 
3. Activity 3 PRACTICE 
5 minutes a. Aim: practise skills 
b. Content: Ex 3. Your essay 
c. Outcome: answers 
Structures 
Cause sb to V 
Forge 
Drive st to N 
Eg: Global warming has driven some species 
inadaptable to the current conditions and caused it to 
become gradually extinct. 
d. Organization: 
- Get one Ss to give out his/ her answer with 
explanations to ex 3. 
- Ask them for peer correction. 
- Tell students to compare their answers with other 
group. Let them discuss and correct for one another. 
- Go around offering to help. 
- Check with whole class. 
T Ss 
4. Activity 4 APPLICATION 
2 minutes a. Aim: use languages to practice writing 
 b. Content: Write an essay about one cause of global 
warming, its effects, and solutions (160-180 words) 
c. Outcome: writing an essay about the given topic 
d. Organization: 
Write Ss’ typical errors on the board and elicit self - 
correction and peer -correction. 
- Give them oral feedback after all. 
- For home work, ask Sts to revise their writing 
according to their peer’s suggestion 
T Ss 
Preparing date: 5/1/2021 
Teaching date: 
UNIT 6: GLOBAL WARMING 
§61: Communication and culture 
I. AIMS/OBJECTIVES OF THE LESSON 
1. Language focus 
 At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 6 
- For vocabulary, that is words and phrases about global warming 
- For pronunciation, that is raising intonation for yes-no question and echo-question 
- For grammar, that is perfect gerunds and perfect participles 
2. Skills 
- To help learners get started with 4 skills in Unit 6 
- Reading: Skimming and scanning about global warming 
- Speaking: Expressing opinions, agreements, or disagreements 
- Listening: Listening for gist and specific information about global warming 
- Writing: Write an essay about global warming 
3. Educational aims 
- they’ll build up their habit of checking their pronunciation by dictionaries. They’ll practice sentence 
analysis skimming for gist and scanning for details 
II, Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/ stages Activities Interactions 
1. Activity 1 WARM UP 
8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: Work with a partner and guess what 
problems are described in the pictures. 
c. Outcome: 
Ss may have more background knowledge related to the 
lesson 
d. Organization: 
- Ask Ss to look at the pictures and ask them what they 
see in the pictures 
- Ask Ss to discuss the questions 
T Ss 
2. Activity 2 PRESENTATION 
20 minutes a. Aim: learn Culture 
b. Content: Read the paragraphs provided and answer 
the questions. 
c. Outcome: - Requirements for your talk. 
+ content + intonation + gesture 
d. Organization 
 - Ask Ss to work in pairs and the table and do ex 1, 
focusing on what to do. 
- Telling to base on their writing presenting at least two 
effects and two solutions. 
T Ss 
3. Activity 3 PRACTICE 
12 minutes a. Aim: practise skills T Ss 
 b. Content: Match the words with their meanings and 
answer the questions 
c. Outcome: answers 
1. It is a series of films that tell stories of short films about 
the different ways young people have contributed to 
reduce the carbon footprint of their homes, school, 
communities, and countries. 
2. Because he learnt about how trees can help to reduce 
the amount of carbon footprint in the atmosphere. 
3. To raise money for the clean-up of the 2010 BP oil spill 
in the Gulf of Mexico. 
4. One student stood covered in plastic bags in front of 
city lawmakers. 
d. Organization: 
- - Have them read the passage first, then ask them if there 
are any new words they need 
- Tell students to compare their answers with other group. 
Let them discuss and correct for one another. 
- Go around offering to help. 
- Check with whole class. 
- Call on some Ss to read their answers aloud in front of 
the class. 
4. Activity 4 APPLICATION 
5 minutes a. Aim: use languages to practice in pairs/groups 
b. Content: What do young Vietnamese people do to 
reduce the carbon footprint of their homes, schools, 
communities and country? 
Do you know any stories about young Vietnamese 
people who have helped to reduce global warming? 
c. Outcome: practise speaking in groups 
d. Organization: 
- Put Ss in groups of four and let them discuss the 
questions freely 
T Ss 
 Preparing date: 5/1/2021 
Teaching date: 
UNIT 6: GLOBAL WARMING 
§62 Looking back and project. 
I. AIMS/OBJECTIVES OF THE LESSON 
1. Language focus 
At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 6 
- For vocabulary, that is words and phrases about global warming 
- For pronunciation, that is raising intonation for yes-no question and echo-question 
- For grammar, that is perfect gerunds and perfect participles 
2. Skills 
- To help learners get started with 4 skills in Unit 6 
- Reading: Skimming and scanning about global warming 
- Speaking: Expressing opinions, agreements, or disagreements 
- Listening: Listening for gist and specific information about global warming 
- Writing: Write an essay about global warming 
3. Educational aims 
- they’ll build up their habit of checking their pronunciation by dictionaries. They’ll practice sentence 
analysis skimming for gist and scanning for details 
II, Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/ stages Activities Interactions 
1. Activity 1 WARM UP 
8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: Work with a partner and guess what 
problems are described in the pictures. 
c. Outcome: 
Ss may have more background knowledge related to 
the lesson 
d. Organization: 
- Ask Ss listen to look at the pictures and ask them what 
they see in the pictures 
- Ask Ss to discuss the questions 
T Ss 
2. Activity 2 PRESENTATION 
20 minutes a. Aim: supply the background knowledge for Ss 
about the topic 
b. Content: 
 Watch the video and discuss the question 
c. Outcome: leatn ideas and background knowledge 
T Ss 
 d. Organization 
- Let Ss watch the video and and discuss the questions 
- Let Ss work in pairs 
- Get their answers back orally. 
- Ask them if anyone has a different answer. 
- Give them a feedback. 
3. Activity 3 PRACTICE 
12 minutes a. Aim: use languages to brainstorm ideas 
b. Content: Work in groups, discuss the question 
c. Outcome: practise speaking in groups 
Each of the 11 groups finds ideas to set up campaigns 
about the topic 
• Raising fund from teachers and all 
students 
• Planting trees, stop littering 
• Recycle waste such as paper, electric 
items, . 
d. Organization: 
- Ask Ss to do the survey. 
- Let Ss to present the findings in front of the class. 
- Get the peer correction. 
- Give them a feedback. 
T Ss 
4. Activity 4 APPLICATION 
5 minutes a. Aim: use languages to practice in pairs/groups 
b. Content: Work in groups, present the campaign 
c. Outcome: practise speaking in groups 
Each of the 11 groups finds ideas to set up campaigns 
about the topic 
• Raising fund from teachers and all 
students 
• Planting trees, stop littering 
• Recycle waste such as paper, electric 
items, . 
d. Organization: 
- Ask Ss to do the task. 
- Let Ss to present the findings in front of the class. 
- Get the peer correction. 
- Give them a feedback. 
T Ss 
Preparing date: 20/1/2021 
Teaching date: 
UNIT 7: FURTHER EDUCATION 
§61: A. GETTING STARTED – Further education 
I. AIMS/OBJECTIVES OF THE LESSON 
1. Language focus 
At the end of the lesson, Sts will be able to: 
- To help learners get started with some language items in Unit 7 
- For vocabulary, that is words and phrases about further education 
- For pronunciation, that is raising intonation for wh-question 
- For grammar, that is present perfect and present perfect continuous tenses 
2. Skills 
- To help learners get started with 4 skills in Unit 7 
- Reading: Skimming and scanning about further education 
- Speaking: Expressing preferences for different further education pathways 
- Listening: Listening for gist and specific information about studying abroad 
- Writing: Write an essay about further education opportunities 
+ students will practice the tones correctly. They’ll also be able to use present perfect and present 
continuous in context understand those points well. 
3. Qualities 
- For weaker students, 
+ they’ll be easy to choose the right answer basing on the learned key words. 
- For most of the students, 
+ they’ll finish activities following and understand the context. 
- Especially for gifted students, they’ll build up their habit of speaking with intonation 
II. Teaching aids. 
- Teacher: tape, board, chalk, textbook, cassette. 
- Students: textbook, workbook, pen, pencil 
III. PROCEDURE 
Time/stages Activities Interactions 
1. Activity 1 WARM UP 
 8 minutes a. Aim: Visualize what the topic is and supply the 
background knowledge 
b. Content: finish the task and presentation 
c. Outcome: Suggestions 
Work orally 
They are talking about going to a school or university 
in Thailand. 
d. Organization: 
Ask Ss listen to look at the pictures and ask them 
what they see in the pictures 
- Ask Ss to guess the content o