UNIT 9: SOCIAL ISSUES

Lesson 1: A social awareness club meeting

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic social issues.
- Understand and use words and phrases related to social issues.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Be aware of social issues that people might face.

II. MATERIALS
- Grade 11 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. awareness (n) /əˈweənəs/ knowledge that something exists, or
understanding of a situation or subject at the
present time based on information or
experience

2. campaign (n) /kæmˈpeɪn/ a planned group of especially political,

business, or military activities that are
intended to achieve a particular aim

3. bully (v) /ˈbʊli/ to hurt or frighten someone, often over a

period of time, and often forcing that person
to do something they do not want to do

4. peer pressure (n) /ˈpɪə ˌpreʃər/ the strong influence of a group, especially of
children, on members of that group to behave
as everyone else does
 5. body shaming (n) /ˈbɒdi ˌʃeɪmɪŋ/ criticism of someone based on the shape, size,
or appearance of their body

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in
that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
- Provide vocabulary and useful language before
a speech
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic of social issues.
- To set the context for the listening and reading part.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Quiz
c. Expected outcomes:
- Students can have an overview of social issues.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz (PPT slides) Key:
- Teacher shows the quiz. 1. Homelessness
- Ss work in 4 groups. Each group raise hands to take 2. Climate change
turn and answer the multiple-choice questions. The team 3. School violence/ bullying
gains bonus with every correct answer. 4. Childhood obesity
- The team with highest points is the winner.

e. Assessment
- Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. awareness (n)
- Teacher explains the meaning of the new vocabulary 2. campaign (n)
by pictures. 3. bully (v)
- Teacher checks students’ understanding. 4. peer pressure (n)
- Teacher reveals that these words will appear in the 5. body shaming (n)
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (20 mins)

a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to social issues.
- To help Ss identify linking words and phrases.
b. Content:
- Task 1: Listen and read (p.100)
- Task 2: Who suggests the following ideas? Tick ( ) the correct box. (p.101)
- Task 3: Find five social issues in 1. use the pictures and hints below to help you. (p.101)
- Task 4: Complete the summary with words from task 1. (p.101)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Listen and read. (5 mins)
- Ask Ss to open their books.
- Ask Draw Ss’ attention to the photos. Ask questions, e.g.
1. Why is the boy saying no?
2. Why is the girl in school uniform hiding her face?
3. What are the other people around her doing?
4. Why is the girl in casual clothes looking sad? Suggested answer:
5. Is this behaviour acceptable? 1. He doesn’t want to smoke.
- Ask Ss to skim through the conversation and ask, e.g. Who are 2. Because she is feeling helpless
the speakers? (Nam, Mai and Mark) What do you think they are and frightened.
discussing? (Social issues). 3. Taking photos and poking her.
- Play the recording twice for Ss to listen and read silently along. 4. Because her friends are talking
Have Ss underline words / phrases related to social issues. behind her back.
- Put Ss in pairs and ask them to compare the words and phrases 5. No, it’s bullying.
they have underlined and discuss their meaning. Then check
comprehension as a class.
- Call on two or three pairs of Ss to read the conversation aloud.
Task 2. Who suggests the following ideas? Tick ( ) the correct box. (5 mins)
- Ask Ss to read the conversation again.
- Ask Ss to identify and underline the key words in the Key:
statements in the tables. Then have them read the conversation 1. Mai
again and locate the part that contains information about each 2. Nam
statement. Have them compare the information with each 3. Mark/Nam
statement in the table.
- Have Ss work in pairs to discuss and compare their answers.
- Check answers as a class.
Task 3. Find five social issues in 1. use the pictures and hints below to help you. (5 mins)
- Have Ss look at the pictures and the first letters of the missing
words. Explain that these words are related to social issues and Answer key:
they are all in the conversation in Activity 1. 1. crime
- Ask Ss to write down the words. 2. overpopulation
- Check answers as a class. 3. bullying
- Explain the meaning of any words Ss don’t know or find hard 5. peer pressure
to understand, e.g. What is peer pressure? (Pressure from people 6. body shaming
of your age or social group to behave like them to be liked or
accepted)
Task 4. Complete the summary with words from task 1. (5 mins)
- Tell Ss to read the summary.
- Ask Ss to complete the sentences, using words from Activity 1. Answer key:
- Check answers as a class. 1. although
- Elicit what type of linking words and phrases there are, i.e., to 2. However
show contrast (although, however), and to indicate reasons
(because). 3. because

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

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss practice speaking skills.
- To help Ss memorize the basic knowledge on the effect of social issues.
b. Content:
- Discussion
c. Expected outcomes:
- Students can plan activities for a campaign to raise people's awareness about a social issue.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Discussion
- Teacher divides the class into groups of 4 and ask Ss the Students’ own creativity.
question: Can you think of other social issues that directly
affect teenagers? What can we do to stop them or help the
victims?
- Ss work in groups to discuss the questions.
- Ss raise hands to share their ideas.
- Teacher listens and gives feedback if necessary.
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 Lesson 2 - Unit 9.
- Prepare materials for the project in lesson 8.

Board Plan
 Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 1: A social awareness club meeting
*Warm-up

* Vocabulary
1. awareness (n)
2. campaign (n)
3. bully (v)
4. peer pressure (n)
5. body shaming (n)

- Task 1: Listen and read.

- Task 2: Tick the correct box.
- Task 3. Find five social issues.
- Task 4. Complete the summary.
- Task 5: Discussion

*Homework
 UNIT 9: SOCIAL ISSUES
Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use intonation in choice questions appropriately to speak with a natural rhythm.
- Understand and use words and phrases related to social issues.
- Use linking words and phrases correctly.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Be aware of social issues that people might face.

II. MATERIALS
- Grade 11 textbook, Unit 9, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis

We use linking words and phrases to connect ideas, clauses, or sentences.

Below are some common linking words and phrases:
To add ideas and information Besides (this/that), …
Moreover, …
In addition (to + noun or gerund), …
To contrast ideas However, …
Although …, …
In spite of/ Despite (noun or gerund), …
By contrast, …
To give reasons Because …, …
Because of (noun or gerund), …
As/Since …, ….
To show results As a result, …
As a consequence, …
Therefore, …

Assumption
 Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so
Students are reluctant to work in that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
a speech - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on intonation.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Mini game
c. Expected outcomes:
- Students can have an overview of intonation.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Listen & Answer Answers:
- Students work in 4 groups. 1. Thanks - really
- Ss will hear and find the words/ phrases with raised 2. Train - ten
voice in 3 sentences below. 3. You - your sister - always argue
- Raise your hands to get a turn and answer.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise the intonation in choice questions..
b. Content:
- Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the questions in
pairs. (p.101)
- Task 2: Mark the intonation in these questions. Then listen and check. Practise saying them
in pairs. (p.101)
c. Expected outcomes:
 - Students can ask choice questions with a natural rhythm.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the questions in pairs.
(5 mins)
- Tell Ss that they are going to listen to some sentences Students’ performance
from Getting started.
- Play the recording and have Ss pay attention to the
rising tone and the falling tone in each intonation pattern.
- Play the recording again and have Ss repeat.
- Ask Ss to read the notes in the Remember! box. Check
understanding by asking individual Ss to list the choices
before and after the word ‘or’ in each question.
- Ss practise saying the questions in pairs.
Task 2: Mark the intonation in these questions. Then listen and check. Practise saying them in
pairs. (7 mins)
- Ask Ss to read quickly through the questions. Check Answer key:
understanding. 1. Is peer pressure good or bad?
- Have Ss work in pairs to take turns to read each
question aloud. Ask them to pay attention to the rising
and falling tones on the choices. 2. Is this a social or environmental issue?
- Ask Ss to mark the falling and rising tones in each
question. 3. Should our campaign focus on
- Check answers by asking Ss to draw the correct arrows crime, overpopulation
for each question on the board. , or climate change?
- Have Ss practise them in pairs.

4. Do you talk to your parents, share problems with y

?

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

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words and phrases related to social issues.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Find five words in the word search and write them next to the correct definition.
Use the glossary (page 130-131) to help you. (p.102)
- Task 2: Complete the sentences using the correct forms of the words in task 1 (p.102)
c. Expected outcomes:
 - Students understand the meaning of words, memorise them and are able to use them in
meaningful context.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Find five words in the word search and write them next to the correct definition. use the
glossary (page 130) to help you. (6 mins)
- Tell Ss that the words / phrases in the activity are related to Answer key:
social issues. 1. violent
- Have Ss find five words in the wordsearch. Encourage Ss to 2. poverty
look at the definitions below the wordsearch to have a better 3. alcohol
understanding of the words. 4. campaign
- If necessary, T does the first one as an example before asking 5. bully
Ss to do the rest.
- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the words in task 1. (6 mins)
- Tell Ss to read the sentences carefully and decide which Answer key:
word in Activity 1 can be used to complete each of the 1. alcohol
sentences. Tell them to change the forms of some words if 2. bullied
necessary. 3. poverty
- Check answers as a class. Confirm the correct answers. 4. violent
- Ask some Ss to read the complete sentences. 5. campaign
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise different types of linking words or and phrases.
- To help Ss practise using linking words/phrases.
b. Content:
- Task 1. Connect these sentences, using linking words or phrases. (p.102)
- Task 2. Work in pairs. add more sentences to each item. use different linking words and/or
phrases. (p.102)
c. Expected outcomes:
- Students know how to use linking words/phrases in sentences.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Connect these sentences, using linking words or phrases. (6 mins)
- Encourage Ss to study the Remember! box. Tell them that Answer key:
there are several types of linking words/phrases with 1. As a result/ As a consequence/
 different meanings, i.e. to add ideas and information, to Therefore
contrast ideas, to give reasons, and to show results. Explain 2. However
different sentence structures, e.g. Some words/phrases are 3. Moreover/ In addition/ Besides
followed by a clause, while others are followed by nouns or 4. However/ In spite of this/ Despite this
gerunds. Some are used to connect two dependent clauses of
a sentence, while others can be used to connect two
sentences or independent clauses. Give some examples to
illustrate these differences.
- Ask Ss to fill in the blanks using linking words or phrases.
Tell them to pay attention to the meaning of each sentence
and the linking words/phrases.
- Check answers as a class by having individual Ss read
aloud the completed sentences and explaining why they have
used the linking word or phrase, e.g. 1. I used ‘As a result’
here because the second sentence gives the result of the
action in the first sentence (i.e. some people become violent
after drinking alcohol).
Task 2. Work in pairs. add more sentences to each item. use different linking words and/or
phrases. (7 mins)
Suggested answer:
⮚ - Have Ss read instructions and example, and make sure they
2. Many people live in poverty. As a
⮚ understand the contexts and what they have to do. result, they cannot afford basic things in
life such as food, clothes, and
⮚ - In weaker classes, model the first one with a student. education. Therefore, we should
organise some charity events to help
⮚ - Put Ss in pairs. Have them first think of ways to expand the them.
3. Awareness campaigns help to draw
⮚ ideas, e.g. by explaining the consequences or adding related people’s attention to social issues.
However, more should be done to
⮚ ideas or examples. ensure that people will actually take
actions about these issues. Therefore, I
⮚ - Walk round the class to offer help. suggest we should set up some helplines
to support people in need to deal with
⮚ - Invite some Ss to report back to the class. social issues in the long term.
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 Lesson 3 - Reading.

Board Plan
Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 2: Language
*Warm-up
Mini game
* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Mark the intonation.
* Vocabulary
- Task 1: Word search.
- Task 2. Complete the sentences.
* Grammar
- Task 1. Connect these sentences.
- Task 2. Add more sentences to each item.

*Homework
 UNIT 9: SOCIAL ISSUES
Lesson 3: Reading- Peer pressure

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for main ideas and specific information in an article about peer pressure.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and understand more about the effect of peer pressure.
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 9, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. depression (n) /dɪˈpreʃən/ the state of feeling very unhappy and without
hope for the future

2. self-confidence (n) /ˌselfˈkɒn.fɪdəns/ the belief that you can do things well and that
other people respect you

3. smoker (n) /ˈsməʊkər/ someone who smokes tobacco regularly

4. hang out /ˈhæŋ ˈaʊt/ to spend a lot of time in a place or with someone

Assumption
Anticipated difficulties Solutions
1. Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
2. Students may have underdeveloped - Let students read the text again (if necessary).
reading, speaking and co-operating - Create a comfortable and encouraging environment
skills. for students to speak.
 - Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the categories of peer
pressure.
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Video watching Link: https://youtu.be/6ZT0DAmOpWw
- Students work in 4 groups Questions & answers:
- Ss watch the video and decide if the statements 1. Teenagers are considered easily affected by
below are True or False. peer pressure. - F
- Ss raise hands to answer. 2. Positively, peer pressure can motivate us to try
-Teacher leads into the new lesson. and become better. - T
3. Social media always bring stress to us when we
see other peers having success and comfortable
lives. - F
4. To define a clear life goal, respect yourself and
others are effective ways to avoid peer pressure. -
T

e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.

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

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the reading passage.
- Task 1. Work in pairs. Discuss the question. (p.103)
c. Expected outcomes:
 - Students can use key language more appropriately before they read.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss the question. (5 mins)
Student’s performance
- Ask Ss to work in pairs and discuss the questions.
- Have some Ss share their answers with the whole
class.
- Lead in to the topic of the reading text by explaining
that these acts of making friends do things they do not
like are examples of (i.e. Peer pressure).
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary 1. depression (n)
by pictures. 2. self-confidence (n)
- Teacher checks students’ understanding with the “Rub 3. smoker (n)
out and remember” technique. 4. hang out
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

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

a. Objectives:
- To help Ss practise reading for main ideas in an article about peer pressure.
b. Content:
- Task 2. Read the article. match the highlighted words and phrase with their meanings.
(p.103)
- Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (p.103)
- Task 4. Read the article again and choose the best answers A, B, or C. (p.104)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the article. match the highlighted words and phrase with their meanings. (6 mins)
- Ask Ss to locate the words/phrase in the text by focusing
on highlighted words. Answer key:
- Ask Ss to read the sentences which contain these 1. d
words/phrases carefully and try to guess the meanings of 2. c
these words/phrases. 3. b
- Ask Ss to match the words with their meanings. T walks 4. a
round the class and provide help if necessary.
- Check answers as a class. If necessary, check
understanding of the words by asking Ss to make sentences
with them.
Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (7 mins)

- Ask Ss to read the five statements and underline key

words, e.g., 1. definition, peer pressure 2. peer pressure, Answer key:
cause, social issues. 1. A
- Ask Ss to read each part of the text quicky, then match 2. B
each statement (1-4) with each part [A-C]. Encourage them 3. C
to underline clues in the reading text to explain for their 4. A
answers later.
- Check answers as a class.
Task 4. Read the article again and choose the best answers A, B, or C. (7 mins)
- Ask Ss to read each question and the choices given.
Encourage them to underline key words in each question Answer key:
and choices. 1. C
- Ask Ss to scan through the article to locate the
2. A
information for questions 1, 3 and 4. Draw their attention to
key words in both the questions and the text which help 3. C
them to locate information faster.
4. B
- As for Question 2, ask Ss to identify which part of the text
discusses the consequence of peer pressure. Then ask them
to read the part carefully to identify which consequences
(A-C) is listed as a consequence of peer pressure. Eliminate
those answers.
- Check answers as a class.

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

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

 a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 5: Work in pairs. Discuss the following question. (p.104)
c. Expected outcomes:
- Ss can use the language and ideas from the unit to reflect on their own experiences.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 5. Work in pairs. Discuss the following question.
- Ask Ss to work in pairs. Ask them to list the Suggested answer:
problems of peer pressure mentioned in the text, e.g. I used to wear my hair in a ponytail to school
falling under bad influence from friends, stressful until my friends told me that it was outdated
relationship between parents and children, and some of them even laughed at my
depression, low confidence. hairstyle. I became so ashamed of myself and
- Discuss if they, or someone they know, have similar my hairstyle that I dyed my hair blonde, just to
problems or not. Encourage them to talk about these make myself look ‘cool’ to my friends. But to
experiences. be honest, it cost me a lot of money and time to
- Invite some Ss to share their answers with the whole dye and take care of my hair, and when I
class. Ask questions, when necessary, e.g. When did looked at myself in the mirror every day, I
that happen? Where did that happen? How did you didn’t like it at all. So I stopped colouring my
feel about it? What did you do? hair and started ignoring comments about my
hairstyle.
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 – Speaking.

Board Plan

Date of teaching
 UNIT 9: SOCIAL ISSUES
Lesson 3: Reading - Peer pressure
*Warm-up

- Task 1. Discuss the question.

- Task 2. Match the highlighted words and phrase with their meanings.
- Task 3. Which paragraph contains the following information?
- Task 4. Choose the best answers A, B, or C.
- Task 5: Discussion

*Homework
 UNIT 9: SOCIAL ISSUES
Lesson 4: Speaking – Experiencing peer pressure.

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Present ideas clearly in a discussion.
- Talk about experiences of peer pressure and responding to peer pressure situations.
2. Competences
- Gain some language expressions to ask for and give opinions.
- Talk about the steps to ask for and give opinions.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Acknowledge and be able to know why peer pressure can easily affect the teenagers.
- Develop self-study skills.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning

1. positive (adj) /ˈpɒzətɪv/ full of hope and confidence, or giving cause for
hope and confidence

2. permission (n) /pəˈmɪʃ.ən/ the act of allowing someone to do something, or of

allowing something to happen

3. poverty (n) /ˈpɒv.ə.ti/ the condition of being extremely poor

4. make fun of /ˌmeɪk ˈfʌn əv/ to make a joke about someone or something in a
way that is not kind

Assumption
Anticipated difficulties Solutions
 Students may lack more vocabulary to - Provide vocabulary and useful language before
deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on peer pressure.
- To set the context for the speaking part.
- To help Ss warm up and get ready for the lesson by providing some background
information.
b. Content:
- Quiz: Peer pressure
c. Expected outcomes:
- Students can follow the instructions and memorize some of the steps.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz (PPT slides) Answers:
- Teacher shows the questions with multiple choices. 1. B
- Ss works in 4 groups. Each group raise hands to take 2. C
turns and match the causes with the correct effect.
- The team with highest points is the winner. 3. C
4. D
5. B

e. Assessment
- Teacher observes the students’ performance, collects their answers, and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic.
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson.
- Task 1. Order the examples of peer pressure below from 1 (most powerful) to 6 (least
powerful). (p.104)
c. Expected outcomes:
- Students understand different examples of peer pressure.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching (4 mins)
- Teacher introduces the vocabulary. New words:
- Teacher explains the meaning of the new vocabulary with 1. positive (adj)
different techniques (pictures, actions, synonyms …) 2. permission (n)
- Teacher checks students’ understanding with the “Rub out and 3. poverty (n)
remember” technique. 4. make fun of
- Teacher asks Ss to take notes in their notebooks.
Task 1. Order the examples of peer pressure below from 1 (most powerful) to 6 (least powerful).
(5 mins)
- Ask Ss to work individually and look at the pictures and the Students’ performance
examples of peer pressure. Tell them to order these types of peer
pressure from the most to the least powerful. Explain that the
most powerful peer pressure is the one that is hardest to resist.
- T walks around to provide help if necessary.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: LESS CONTROLLED PRACTICE (7 mins)

a. Objectives:
- To help Ss personalize the topic.
- To help Ss review different techniques communication strategies they have learned for
starting, maintaining, and ending a conversation / discussion.
b. Content:
- Task 2. Work in pairs. Talk about your experiences of peer pressure. Use the following
guiding questions. (p.105)
c. Expected outcomes:
- Students know how to present ideas clearly.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Work in pairs. Talk about your experiences of peer pressure. Use the following guiding
questions. (7 mins)
Suggested answers:
- Ask Ss to look at the questions. Tell them that they
are going to work in pairs to answer these questions. - Among these examples, A (peer pressure to
- Before they start, quickly review communication get good grades at school) is affecting me the
strategies for starting, maintaining, and concluding a most, because all of my friends are getting
conversation or discussion, e.g. Can you tell me how very good grades at school. Sometimes, I feel
can we start a conversation? When we end the ashamed because I'm not as good as they are
conversation or discussion, what do we usually do? at different subjects at school. Besides, my
 What questions do we normally use to keep the teachers and my parents keep telling me that I
conversation going? should try to keep up with them. It’s really
- Encourage Ss to use these strategies when they stressful!
answer the questions in pairs. - B (peer pressure to be good at sport) is
- Walk around and provide help if necessary. affecting me the least. I’m not keen on sport in
general, and most of my friends are not good
at sport, so I don’t feel the pressure to be good
at it at all.
- I think A and D can be examples of positive
peer pressure, because I think that studying
well and staying healthy should be the most
common concerns among students today.
However, if we focus on them too much and
fail to gain a balance between different
important things in life, even A and D can also
affect us in a negative way too.

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

4. ACTIVITY 3: FREE PRACTICE (21 mins)

a. Objectives:
- To give Ss an opportunity to take part in a group discussion about peer pressure, then report
their discussion to the whole class.
b. Content:
- Task 4. Report your answers to the whole class. Vote for the most interesting responses.
(p.105)
- Task 3 Work in groups. Read the situations below and think of some possible responses.
Provide reasons for each answer. (p.105)
c. Expected outcomes:
- Students can use the language and ideas from the unit to present ideas about peer pressure.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 3. Work in groups. Read the situations below and think of some possible responses. Provide
reasons for each answer. (8 mins)
Suggested answers:
- Ask Ss to read the situations and check understanding.
Draw their attention to the example answer and ask if they 2. I’m not ashamed of my old phone.
agree with it. Brainstorm other possible responses as a class. We are students and not making any
- Put Ss in groups and have them come up with responses to money yet, so buying the latest
the other situations. Encourage them to continue using the
smartphone will cost my parents too
techniques communication strategies for starting, much money. Besides, my phone is still
maintaining, and concluding a discussion. working properly and I don’t see any
- Have each group agree who will be the group note taker to reason why I should buy a new one.
take notes of their ideas. Ss can then use the notes to
3. That’s a great idea! Learning with
formulate the final response that everyone/most people in the
stronger students like you will motivate
group agree on.
me to study harder. Besides, I could
- Set a time limit for this activity. learn some useful techniques from you
- T walks around to provide help if necessary. and others to improve my grades.
4. No way! Skipping classes without
permission is a sign of disrespect to the
teacher. Besides, I don’t want to fall
behind with my schoolwork.
Task 4. Report your answers to the whole class. Vote for the most interesting responses. (13 mins)
- Have some Ss or groups share their answers to each
situation in front of the class. Students’ practice.
- Praise for good effort, well-structured responses, and fluent
delivery.
- After all groups present their responses to a situation, ask
the class to vote for the best answer. Count the votes for
each group and announce the best response for each
situation.
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 – Listening.

Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 4: Speaking – Experiencing peer pressure.
*Warm-up
- Task 1. Order the examples of peer pressure from 1 to 6.
- Task 2. Talk about your experiences of peer pressure.
- Task 3. Read the situations and think of some possible responses.
- Task 4. Report your answers to the whole class.

*Homework
 UNIT 9: SOCIAL ISSUES
Lesson 5: Listening – Types of bullying

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Listen for main ideas and specific information in a conversation about types of
bullying.
- Memorize vocabulary to talk about bullying.
2. Competences
- Develop listening skills: listening for the main idea and listening for specific details.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be aware of different types of bullying that people might face.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Listening
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. offensive (adj) /əˈfensɪv/ causing someone to feel upset and angry, often
because of being rude

2. ashamed (adj) /əˈʃeɪmd/ feeling guilty or embarrassed about something you

have done or about a quality in your character

3. physical (adj) /ˈfɪzɪkəl/ relating to things you can see or touch, or relating to
the laws of nature

4. cyberbullying (n) /ˈsaɪbəˌbʊliɪŋ/ the activity of using the internet to harm or frighten
another person, especially by sending them
unpleasant messages

Assumption
Anticipated difficulties Solutions
Students may lack more vocabulary to - Provide vocabulary and useful language before
 deliver a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic.
- To set the context for the listening part.
b. Content:
- Quiz: Peer pressure.
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Quiz (PPT slides) Answers:
- Teacher shows the questions with multiple choices. 1. A
- Ss works in 4 groups. Each group raise hands to take 2. C
turns and match the causes with the correct effect. 3. D
- The team with highest points is the winner. 4. D
5. B

e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.

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

a. Objectives:
- To get students learn vocabulary related to the topic.
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Pre-teach vocabulary related to the content of the lesson.
- Task 1: Choose the correct meanings of the underlined words. (p.105)
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the
recording.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1. Choose the correct meanings of the underlined words. (5 mins)
Suggested answers:
- Write the phrase “bullying” on the board. Help Ss to
1. B
recall what “bullying” is. (i.e. to frighten or hurt a
2. B
weaker person). Tell Ss that they are going to learn
3. B
more about different types of bullying today.
- Ask Ss to do the exercise by choosing the words or
phrases with the closest meanings to the underlined
ones.
- Check answers as a class.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. Vocabulary:
- Teacher explains the meaning of the new vocabulary 1. offensive (adj)
with different techniques (pictures, actions, synonyms 2. ashamed (adj)
…) 3. physical (adj)
- Teacher checks students’ understanding with the “Rub 4. cyberbullying (n)
out and remember” technique.
- Teacher asks Ss to take notes in their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-LISTENING (15 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
b. Content:
- Task 2. Listen to a conversation between two students and match the pictures with the type
of bullying. (p.105)
- Task 3. Listen again. Circle the correct answers. (p.106)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Listen to a conversation between two students and match the pictures with the
type of bullying. (7 mins)
Answer key:
- Tell Ss to listen to a conversation between two students, Mai and
 1. d
Mark. Explain them that this is related to the conversation they
heard in Getting started and takes place a few days after it, but 2. b
without Nam. If necessary, quickly summarize the main ideas of 3. a
that conversation. 4. c
- Encourage Ss to study the pictures and the example before they
listen.
- Play the recording for Ss to listen and do the matching.
- Check answers as a class. Play the recording again, pausing after
the description of each type of bullying and checking
understanding.
Task 3. Listen again. Circle the correct answers. (8 mins)

- Tell Ss to study the statements. Help them identify that Questions

1-3 are for specific information, while Question 4 is for making Answer key:
predictions. 1. more
- Encourage them to underline the key words in each statement. 2. was bullied by others
Remind them that they are likely to hear paraphrases of these key 3. cyberbullying
words in the recording. 4. how
- Ask them to focus on the highlighted words. Make sure they
notice the differences or contrast between them. Remind them that
these are the most important key information they should pay
attention to when listening to the recording.
- As for Question 4, encourage them to pay close attention to the
last part of the talk, and recognise any clues about what they are
going to do or say next.
- Tell Ss to listen again. Ask them to circle the correct answer.
- Check their answers as a class.

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

4. ACTIVITY 3: POST-LISTENING (12 mins)

a. Objectives:
- To check students’ understanding and memorize the information in the recording.
- To help some students enhance presentation skills.
- To give students authentic practice in using target language.
b. Content:
- Task 4. Work in groups. Discuss the following questions. (p.106)
c. Expected outcomes:
- Ss use the language and ideas from the listening to talk about their own experiences related
to bullying.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 4. Work in groups. Discuss the following questions. (p.47)
Suggested answer:
Question:
I have experienced verbal bullying
● What types of bullying have you experienced or seen before. As I was short-sighted and had
happening to people around you? to wear glasses to school, some kids at
school call me ‘a four-eyed monster’
- Ask Ss to work in groups. Have them talk about if they and even laughed at me. Some even
have experienced or seen any type of bullying in the text.
took my glasses and hid them away so
Encourage them to talk about these experiences by giving
that I had to stay after class to look for
more specific questions (if necessary), e.g. What type of
them. It was really awful.
bullying did you or someone you know experience? How did
you/that person feel? What did you/that person do?
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- 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 –Writing.

Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUE
Lesson 5: Listening – Types of bullying.
*Warm-up
- Task 1: Choose the correct meanings of the underlined words.
- Task 2: Listen to a conversation match the pictures with the type of bullying.
- Task 3: Circle the correct answers.
- Task 4: Discussion.
*Homework
 UNIT 9: SOCIAL ISSUES
Lesson 6: Writing – A proposal against cyberbullying

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to write a proposal.
- Apply structures to express suggestions and request.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Be aware of cyberbullying and fight against it.
- Actively join in class activities.

II. MATERIALS
- Grade 11 textbook, Unit 9, Writing
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Guide students to make an outline before they write.
writing skills. - Encourage students to work in pairs and in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ comprehension of cyberbullying.
- To set the context for the writing part.
b. Content:
- Video watching
c. Expected outcomes:
- Students can join the quiz and gain knowledge on the topic.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Video watching Questions and answers:
- Students work in 4 groups 1. Online and offline bullying have no
- Ss watch the video and decide if the statements connection. - F
below are true or false. 2. Gossip and rumors can be considered
- Ss raise hands to answer. cyberbullying. - T
-Teacher leads into the new lesson. 3. It is difficult to stop the spread of
cyberbullying. - T
4. Controlling online status and spending time
with close people in real life can help us
counteract cyberbullying. - T

e. Assessment
- Teacher observes the students’ performance, collects their answers, and gives feedback.

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

a. Objectives:
- To help Ss build up ideas that they can later use for their writing.
b. Content:
- Task 1: You are planning a school campaign against cyberbullying. Work in groups to
discuss these questions. (p.106)
c. Expected outcomes:
- Students can brainstorm the idea of planning a school campaign against cyberbullying.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1. You are planning a school campaign against cyberbullying. Work in groups to discuss
these questions.

- Tell Ss that they are going to write a proposal for a school campaign
against cyberbullying.
Student’s performance
- Review the structure of a proposal. Writing its parts on the board,
but jumbled up, and ask Ss to put them in the correct order. Have Ss
to refer to the Writing section in Unit 4 to check their answers.
- Ask Ss to work in groups and discuss the questions. Remind them
that the questions also reflect the structure of a proposal so once they
answer the questions, they will also have a plan their writing.
- Walk around and provide help if necessary.
- Have some groups report their answers to the class. Ask questions to
clarify details, such as Who is going to organise the events? Who are
you going to invite to give the talks? or Who will benefit from this?
e. Assessment
- Teacher observes Ss’ work and gives feedback.

3. ACTIVITY 2: WHILE-WRITING (17 mins)

a. Objectives:
- To help Ss practise writing a proposal for a school campaign against cyberbullying.
b. Content:
- Task 2. Write a proposal for the campaign (150–180 words) to your head teacher. use the
ideas in task 1 and the outline with useful expressions below to help you. (p.106)
c. Expected outcomes:
- Students can write a complete message in which the language is clear, short and simple.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 2. Write a proposal for the campaign (150–180 words) to your head teacher. Use the ideas in
task 1 and the outline with useful expressions below to help you. (17 mins)
- Tell Ss that they are going to write a proposal Suggested answer:
based on the ideas they have brainstormed in Title: A school campaign against cyberbullying
Activity 1. To: Ms Le Thi Hoa
- Go through the outline with the useful Date: 14 February, 20___
expressions and check understanding. In weaker Prepared by: Vu Hoang Ha, President of the
classes, give examples of how to complete the Social Awareness Club
sentences and encourage Ss to use the sentences, Introduction:
e.g. Cyberbullying has become a common issue Cyberbullying has become a common issue
nowadays because more students are using digital nowadays because more students are using digital
devices. devices. Moreover, there have been many reports
- Give Ss a time limit. In weaker classes, put Ss in of people making offensive comments about others
pairs or groups to help each other. Walk round the online. Therefore, we would like to propose a
class to provide help when necessary. school campaign against cyberbullying.
- Collect Ss’ proposals writing tasks and give Details about the campaign:
face-to-face feedback in private or give them back The campaign will include a series of activities
with some written feedback. organised by the school Social Awareness Club.
They will take place in our school hall after
classes. The campaign will last for a month, from
the 1st of March until the 1st of April. All students
who are interested will be able to participate in
the activities. The main events will include several
talks by cyberbullying experts and sharing
sessions for students to talk about their
 experiences of cyberbullying.
Goals and benefits of the campaign:
Our goals are to raise awareness of cyberbullying
and to promote responsible and safe use of the
Internet. The campaign will also help students
identify cyberbullying and report it when they see
it.
Conclusion:
We hope that you will consider our proposal. We
believe that this campaign will encourage
students to make friends and promote a positive
atmosphere in the school, which will ensure
cyberbullying does not happen.

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

4. ACTIVITY 3: POST-WRITING (10 mins)

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

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Cross-checking
- Teacher has the pairs swap and give feedback on each Writing rubric:
other’s writing. Teacher shows a writing rubric to help Ss 1. Organization: …/10
do the peer review. 2. Legibility: …/10
- Ss do the task as required. 3. Ideas: …/10
- After peer review, Ss give the writing back to the owner 4. Word choice: …/10
and discuss how to improve it. 5. Grammar usage and mechanics:
- Teacher then chooses one piece of writing and gives …/10
feedback on it as a model. TOTAL: …/50
- Teacher chooses some useful or excellent words/ phrases/
expressions/ word choices Ss have used to give suggestions
to other Ss
- Teacher chooses some typical errors and correct as a whole
class without nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provide help if necessary.
- 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 – Communication and Culture.

Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 6: Writing – A proposal against cyberbullying
*Warm-up

- Task 1: Work in groups to discuss these questions.

- Task 2. Write a proposal for the campaign to your head teacher.

* Cross-checking

*Homework
 UNIT 9: SOCIAL ISSUES
Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Express disappointment and sympathy.
- Understand some of the social problems facing teens in the US today.
2. Core competence
- Access and consolidate information from a variety of sources.
- Actively join in class activities.
3. Personal qualities
- Be ready to share the awareness to fight social issues.

II. MATERIALS
- Grade 11 textbook, Unit 9, Communication and Culture
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Language analysis
Form Pronunciation Meaning
1. sympathy (n) /ˈsɪmpəθi/ (an expression of) understanding and care for someone
else's suffering

2. anxiety (n) /æŋˈzaɪəti/ an uncomfortable feeling of nervousness or worry about

something that is happening or might happen in the
future

3. victim (n) /ˈvɪktɪm/ someone or something that has been hurt, damaged, or
killed or has suffered, either because of the actions of
someone or something else, or because of illness or
chance

4. poverty line (n) /ˈpɒvəti ˌlaɪn/ the official level of income that is needed to achieve a
basic living standard with enough money for things such
as food, clothing, and a place to live

Assumption
Anticipated difficulties Solutions
 - Encourage students to work in pairs and in groups so
Students are reluctant to work in that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver
a speech - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (3 mins)
a. Objectives:
- To create a friendly and lively atmosphere in the classroom.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Positive or negative?
c. Expected outcomes:
- Students can identify positivity and negativity in expressions.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Listen to 4 speakers: Key:
- Students work in 4 groups. Negativity: 1, 2
- Ss will hear and find if 4 speakers below express Positivity: 3, 4
positivity or negativity.
- Raise your hands to answer.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which express disappointment and sympathy.
- To review expressions for expressing disappointment and sympathy.
b. Content:
- Task 1: Listen and complete the conversation with the expressions in the box. Then practise
it in pairs. (p.107)
- Task 2: Work in pairs. Use the model in task 1 to make similar conversations for these
situations. One of you is Student a, the other is Student B. Use the expressions to help you.
(p.107)
c. Expected outcomes:
 - Students can express disappointment and sympathy.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversation with the expressions in the box. Then practise it in
pairs. (6 mins)
- Ask Ss in what situations people express Answer key:
disappointment and/or sympathy, e.g., when something 1. C
bad has happened, or when people are ill or failed an 2. B
exam. 3. A
- Tell Ss that they are going to listen to a conversation
between two teenagers, Mark and Mary. While listening,
they should complete the conversation with the
expressions from the box.
- Give them some time to skim through the conversation.
- Play the recording once in stronger classes and twice in
weaker classes.
- Check answers as a class. Play the recording again,
pausing after each blank to confirm the correct answers.
- Ask Ss to underline the phrases used by the speakers to
express disappointment and sympathy.
- Put Ss into pairs and have them practise the
conversation.
Useful expressions (7 mins)
- Teacher gives students a list of expressions to prepare Useful expressions
for Task 2 - Expressing disappointment
● What a pity/shame!

● It’s a pity/shame that …

● That’s (so)/How disappointing.

● That’s too bad

- Responding to compliments
● I’m (so) sorry (to hear that) …

● I (can) sympathize (with

you/him/her).
● That’s so sad (that …).

● I know how it feels

Task 2: Work in pairs. use the model in task 1 to make similar conversations for these situations.
one of you is Student a, the other is Student B. use the expressions to help you. (7 mins)
- Tell Ss that the words they used to fill in the gaps in Suggested answers:
Activity 1 are expressions for expressing disappointment 1.
and sympathy. A: I’m afraid I can’t go on the school trip
- Ask Ss to read the list of useful expressions in the box tomorrow.
and check understanding. B: What a shame! We’ve been planning for
- Give Ss a few minutes to plan their conversations. the trip for weeks. What’s wrong?
Have them write down some prompts to help them., e.g. A: My brother’s ill and I have to take care
of him.
how they are going to start the conversation, who the two
B: I’m so sorry to hear that. I wish him a
speakers are - friends/classmates in the first situation,
quick recovery.
student and teacher in the second, what is wrong with
A: Thanks.
their brother/sister, what the community project is about
2.
and why they can’t finish it.
- Ask Ss to practise their conversations. Encourage them B: I don’t think I’ll be able to finish the
community project on time.
to swap roles.
A: That’s too bad! Is everything OK?
- Walk round the class and provide help when necessary.
- Ask some pairs to role-play their conversations in front B: Not really. I’m so stressed about the
exams next week, so I don’t have time for
of the whole class. Praise for good effort, appropriate use
the project. I can’t sleep well, either.
of the expressions for disappointment and sympathy,
A: I can sympathise. Exams can be
clear pronunciation and fluent delivery .
stressful. Try doing yoga to feel less
stressed, and good luck with the exams.
B: Good idea! Thank you.

e. Assessment
- Teacher obverses Ss’s work and gives feedback.
- Teacher gives score to evaluate Ss’ performance.

3. ACTIVITY 2: CLIL (20 mins)

a. Objectives:
- To help Ss learn about social problems facing teens in the US.
b. Content:
- Task 1: Read the text and match each percentage in the chart with one social problem
mentioned in the text. (p.107)
- Task 2: Work in pairs. Discuss the following questions. (p.107)
c. Expected outcomes:
- Students understand and can relate what they have learnt social problems to their country.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Pre-teach vocabulary (4 mins)
- Teacher introduces the vocabulary. New words
- Teacher explains the meaning of the new vocabulary by 1. sympathy (n)
pictures. 2. anxiety (n)
- Teacher checks students’ understanding and reveals that these 3. victim (n)
words will appear in the reading text and asks students to open 4. the poverty line (n)
their textbook to discover further.
Task 1. Read the text and match each percentage in the chart with one social problem mentioned
in the text. (6 mins)
- Ask Ss some questions to find out what they already know about Key:
the topic, e.g. Do you know what social issues may be facing 1. Anxiety and depression
teenagers in the US today? Are they similar to the issues we have 2. Bullying
discussed in this unit? 3. Poverty
- Ask Ss what they want to know about the topic. Write their 4. Cyberbullying
questions on the board, e.g. What are the most serious issues
facing teenagers in the US today? What can be done about these
issues?
- Ask Ss to study the chart. Make sure they understand the main
idea what each bar represents, i.e., the percentage of teens, and
what words they need to fill in the blanks, i.e., top social
problems among teenagers.
- Explain or elicit any new or difficult words, e.g., admit, likely,
poverty line.
- Have Ss read the text and complete the chart individually.
- Check answers as a class.
- Go back to the questions on the board, i.e. the things Ss wanted
to know about the topic. Ask which of the questions they can
answer now and cross them out. Assign the rest for homework.
Task 2. Work in pairs. Discuss the following questions. (10 mins)
Questions:
Suggested answers:
- Are the problems mentioned in the text similar to those facing Anxiety and depression may be the
Vietnamese teens? most common issue for many
- Are there any other problems among teenagers in Viet Nam? teenagers in Viet Nam. Their
anxiety and depression may come
- Put Ss in pairs. Have them discuss each problem mentioned in
from schoolwork, family and
the text and decide if Vietnamese teens experience it as well, e.g.,
relationships. Other common
Anxiety and depression: I don’t think this is a major problem in
issues facing Vietnamese
Viet Nam. There is a lot of pressure on young people to do well at
teenagers may include
school, but they have extra support from their family and can
technology/Internet and video
cope better.
game addiction as more and more
- Then ask groups to discuss the second questions. Alternatively, young people spend so much time
brainstorm the answers as a whole class activity, e.g., violence, using technological devices and
social media addiction, juvenile delinquency. playing computer/ video games
that they neglect their studies,
- Ask some pairs to share their answers in front of the class. family, and other relationships in
life.
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 Lesson 8 - Looking back and project.

Board Plan

Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 7: Communication and Culture / CLIL
*Warm-up

* Everyday English
- Task 1: Listen and complete the conversation.
- Task 2: Make similar conversations.
* CLIL
- Vocabulary
- Task 1: Match each percentage in the chart with one social problem.
- Task 2: Discussion.

*Homework
 UNIT 9: SOCIAL ISSUES
Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 9;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be more creative when doing the project;
- Be aware of social issues and fight against them.
II. MATERIALS
- Grade 11 textbook, Unit 9, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Have 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 stir up the atmosphere and review students’ rising and falling intonation.
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students can get ready to learn about differences between bacteria and viruses.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Video watching
- Ss work in 4 groups.
- Teacher shows the video about daily conversations.
- Ss watch the video and decide if the statements below
are using rising or falling intonation. Ss raise hands to
answer.
- After the game, Ss practice reading the conversations
in pairs using rising and falling intonation.
- Teacher leads in the lesson.

e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review intonations in choice questions.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the use of linking words and phrases.
b. Content:
- Task 1: Mark the intonation in these questions, using (rising intonation) or (falling
intonation). Listen and check. Then practise saying them. (p.108)
- Task 2: Solve the crossword. use the words you have learnt in this unit. (p.108)
- Task 3: Choose the best answer to complete each sentence below. (p. 108)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Task 1: Mark the intonation in these questions, using (rising intonation) or (falling intonation).
Listen and check. Then practise saying them. (4 mins)
- Ask students to mark the intonations in the choice Key:
questions. 1. Should we report bullying to teachers
or speak to our parents first ?
- Check answers as a class by playing the recording and 2. Is this social awareness campaign about
writing the appropriate arrows on the board. poverty or crime ?
- Ask Ss to practise the questions in pairs. Ask them to 3. Have you ever experienced any physical
use appropriate rising and falling tones. , verbal , or social bullying ?
4. Do you worry about peer pressure ,
- Ask some Ss to read the questions out loud in front of
body-shaming or bullying ?
the class.
 Task 2: Solve the crossword. use the words you have learnt in this unit. (4 mins)
Key:
- Select some words from the unit to write on the board,
one letter at a time. Have individual Ss call out their
guesses.
- Ask Ss to solve the crossword. Encourage them to look
at the clues and identify the parts of speech of each
missing word.
- Have Ss complete the activity.
- Check answers as a class.
- If time allows, ask them to find the texts where these
words first appear in the unit and call out the section of
the unit where it appears, e.g. campaign first appears in
the Getting started.
Task 3: Choose the best answer to complete each sentence below. (4 mins)
- Explain to Ss that they are going to review the use of Key:
linking words and phrases. In weaker classes, give Ss 1. In addition
some time to review the grammar rules in the Language 2. Therefore
lesson before doing the activity.
3. Because
- Correct answers as a class by asking individual Ss to 4. In spite of
read the answers out loud.
- If time allows, encourage Ss to explain their choices.
E.g., ‘In addition,’ is the correct answer for Question 1
because it adds more ideas to the first sentence.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their communication and collaboration skills,
and to practise reporting survey results in an oral presentation.
b. Content:
Project: A social awareness campaign.
c. Expected outcomes:
- Students practice working on a project.
d. Organisation

TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS

Project: A social awareness campaign. (p. 109)
- As Ss have prepared for the project throughout the unit, Students’ presentations
the focus of this lesson should be on the final product,
which is an oral presentation.
- Have Ss work in their groups. Give them a few minutes
to prepare for the presentation.
- Give Ss a checklist for peer and self-assessment.
Explain that they will have to tick appropriate items while
listening to their classmates’ presentation and write
comments if they have any. The presenters should
complete their self-assessment checklist after completing
their presentation.
- If necessary, go through the assessment criteria to make
sure Ss are familiar with them.
- Invite two or three groups to give their presentations.
Encourage the rest of the class to ask questions at the end.
- Give praise and feedback after each presentation. You
can also give Ss marks for their presentation as part of
their continuous assessment.
e. Assessment
- T gives comments and feedback to all posters and presentations and awards a prize to the
group which has the most votes.

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 Unit 10.

Board Plan

Date of teaching
Unit 9: SOCIAL ISSUES
Lesson 8: Looking back and project

*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project
A social awareness campaign

*Homework