Giáo án Tiếng Anh 11 (Global Success) - Unit 7: Education options for school-leavers

 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 Date of Class Date of teaching Attendance Signature 
 preparing 11B
 11B
Period 63
 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
 Lesson 1: Getting started – Planning our education
I. OBJECTIVES
By the end of this lesson, students will be able to:
 1. Knowledge
 - Gain an overview about the topic Education options for school-leavers;
 - Gain vocabulary to talk about plan the education;
 - Get to know the language aspects: Perfect gerunds.
 2. Competences
 - Develop communication skills and creativity;
 - Be collaborative and supportive in pair work and teamwork.
 - Actively join in class activities
 3. Personal qualities
 - Familiarize with the ways to plan the education.
II. MATERIALS 
- Grade 11 textbook, Unit 7 
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Language analysis 
 Form Pronunciation Meaning
 1. (university) /ˈentrəns ɪɡˌzổm/ an exam that you take to be accepted into a 
 entrance exam university 
 2. option (n) /ˈɒpʃən/ one thing that can be chosen from a set 
 of possibilities, or the freedom to make 
 a choice
 3. academic (adj) /ˌổkəˈdemɪk/ connected with education, especially 
 studying in schools and universities
 4. vocational (adj) /vəʊˈkeɪʃənəl/ connected with the skills, knowledge, etc. 
 that you need to have in order to do a 
 particular job
 5. mechanic (n) /məˈkổnɪk/ someone whose job is repairing the 
 engines of vehicles and other engines
 6. sensible (adj) /ˈsensəbəl/ able to make good judgements based on 
 reason and experience rather than emotion
SCHOOL YEAR : 2023-2024 Page 1 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
Assumption
 Anticipated difficulties Solutions
 Students may find the lesson boring due - Encourage students to work in pairs and in groups 
 to a large number of language so that they can help each other.
 exercises. - Provide feedback and help if necessary.
 - Explain expectations for each task in detail. Have 
 Some students will excessively talk in excessive talking students practice.
 the class. - Continue to explain task expectations in small 
 chunks (before every activity). 
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives: 
- To stir up the atmosphere and activate students’ knowledge on the topic of Education options for 
school-leavers;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Guessing game: Guess the name of famous universities in Viet Nam
c. Expected outcomes:
- Students can identify famous universities in Viet Nam
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 GUESSING GAME Lists of university:
 - Ss work in 4 big groups. + Foreign Trade University
 - Teacher shows the pictures of 5 famous + University of Languages and International 
 university in Vietnam and lets students in each Studies
 group raise their hands to answer + National Economics University
 - The fastest team will give the answer and get the + Hanoi University of Science and Technology
 point with the correct answer. + Thuongmai University
 - The first team with more correct answers will be 
 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
SCHOOL YEAR : 2023-2024 Page 2 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Vocabulary pre-teaching Word list: 
 - Teacher introduces the vocabulary. 1. (university) entrance exam
 - Teacher explains the meaning of the new 2. option (n)
 vocabulary by pictures. 3. academic (adj)
 - Teacher checks students’ understanding with the 4. vocational (adj)
 “Rub out and remember” technique. 5. mechanic (n)
 - Teacher reveals that these five words will appear in 6. sensible (adj)
 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 on 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 education.
- To help Ss identify the perfect gerunds.
b. Content:
- Task 1: Listen and read (p.76)
- Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F). 
(p.77)
- Task 3: Find phrases in the conversation that mean the following. (p.77)
- Task 4: Complete the sentences using phrases from the conversation. (p.77)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully.
d. Organisation
 TEACHER’S AND STUDENTS’ CONTENTS
 ACTIVITIES
 Task 1: Listen and read. (5 mins)
 - Teacher asks Ss to look at the pictures in the 
 book as well as the dialogue and answer the 
 questions.
 - Ss answer the questions in pairs.
 - Teacher plays the recording twice. Ss listen 
 and read. 
 Questions:
 - Teacher checks Ss’ prediction. T calls 2 Ss to 
 - What can you see?
 read the conversation aloud.
 - What does Mai want to do after finishing school?
 - What does Nam want to do after finishing school?
 Suggested answers:
 - A female scientist and a male mechanic
 - She wants to go to university, study biology and 
SCHOOL YEAR : 2023-2024 Page 3 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 become a scientist.
 - Nam wants to go to a vocational school because 
 he wants to become a car mechanic.
 Task 2: Read the conversation again. Decide whether the following statements are true (T) or 
 false (F). (5 mins)
 - Teacher tells Ss to read the conversation again 
 and work independently to find the answers. Key: 
 Remind Ss to underline the information and 1. F 
 correct the false statements. 2. T 
 - Ss work independently to find the answers. 3. T
 - Teacher has Ss compare the answers in pairs 4. F
 before checking with the whole class.
 - Teacher checks the answers as a class and 
 gives feedback.
 Task 3: Find phrases in the conversation that mean the following. (5 mins)
 - Teacher asks Ss to read the definitions, then 
 scan the conversation looking for words or Answer key:
 phrases matching the meanings.
 1. education fair
 - Teacher has Ss compare and share their 
 answers with the class. 2. entrance exam
 - Check answers as a class. 3. academic education
 Extension: Put Ss into groups and have each 4. vocational school
 group write as many phrases as they can with the 
 words education, school and exam (e.g. primary/ 
 vocational/ university education, pursue/ get/ 
 receive (your/an) education, education system/ 
 programme; go to/ start/quit/ leave school, 
 primary/ secondary school; take/ do/ sit/ pass/ 
 fail an exam, revise for an exam, exams in 
 Maths/ English, exam paper/ results). Set a time 
 limit of five minutes. When the time is up, put 
 up their lists of phrases on the board. Ask Ss 
 from different groups to read them aloud and 
 count the correct ones. The winner is the group 
 with most correct phrases.
 Task 4. Complete the sentences using phrases from the conversation. (5 mins)
 - Teacher has Ss read each sentence individually. 
 Answer key:
 Encourage them to try to complete it with an 
 appropriate verb phrase without referring to the 1. Having won
 conversation. Then ask them to find the answers 2. having gone
 in the conversation.
 3. Having watched
 - Teacher checks answers: first ask the class to 
 call out the correct perfect gerund or perfect 
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 participle clause, then call on individual Ss to 
 read the complete sentences. 
 - Teacher tells Ss that they will learn more about 
 the grammar point in the following lesson.
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 of the topic.
b. Content:
- Role-play
c. Expected outcomes:
- Students can give a short talk about their options after finishing school.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 5. Role-play
 - Teacher asks Ss to work in groups. Students’ own creativity.
 - In each group, one student plays the role of 
 teacher and others will be students
 - Teacher asks the students about their plans after 
 high school and students will share their plans.
 - Ss have 3 minutes to prepare for the role-play.
 - Teacher invites 1 or 2 groups to come to the 
 stage and do the role-play.
 - Teacher asks other groups to listen and give 
 comments.
 - Teacher gives feedback and give marks to the 
 best group.
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 workbook exercises
FEED-BACK
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SCHOOL YEAR : 2023-2024 Page 5 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 Date of Class Date of teaching Attendance Signature 
 preparing 11B
 11B
Period 64
 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
 Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Use the lexical items related to the topic education options after leaving school;
 - Recognise and practise intonation in Wh- and Yes/ No questions;
 - Review the use of Perfect gerunds and. Perfect participle clauses.
 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 ready to decide education options after leaving school
II. MATERIALS 
- Grade 11 textbook, Unit 7, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Language analysis 
 Perfect gerunds
 The perfect gerund (having done) always refers to a time before that of the verb in the main 
 clause. It is used to emphasise that the action was completed in the past.
 It can be used as:
 • the subject of a sentence.
 Example: Having studied science subjects made it easy for me to choose a university degree.
 • an object after some verbs, e.g. admit, deny, forget, mention, regret, and remember or after 
 prepositions.
 Example: My friend didn’t remember having lent me his English textbook.
 My cousin often talked about having studied for five years at a top university.
 Perfect participle clauses
 The perfect participle has the same form as the perfect gerund, e.g. having asked, having 
 studied.
 We can use perfect participle clauses to:
 • describe an action that happened before the action in the main clause.
 Example: Having finished their course, they started looking for jobs.
 • talk about the reason for the action in the main clause.
 Example: Not having read the book, he can’t give us his opinion.
Assumption
 Anticipated difficulties Solutions
 Students are reluctant to work in - Encourage students to work in pairs and in groups so that 
 groups. they can help each other.
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 - 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:
- Watch a video about intonation in wh- and yes/no questions.
c. Expected outcomes:
- Students can listen and find out the rules for intonation in wh- and yes/no questions.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Watch a video Link: 
 - Teacher plays the video and asks Ss to pay attention 
 to the intonation rules in the video
 - Ss watch the video and note down the rules.
 - Teacher calls some Ss to share and confirm the 
 answers.
 - Teacher leads in the new lesson.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (10 mins)
a. Objectives: 
- To help Ss recognise and practise intonation in wh- and yes/no questions.
- To help Ss practise intonation in wh- and yes/no questions.
b. Content:
- Task 1: Listen and repeat. Pay attention to the falling or rising intonation in each of the following 
questions. (p.77)
- Task 2: Listen and mark the intonation in these questions, using (rising intonation) or (falling 
intonation). Then practise saying them in pairs. (p.77)
c. Expected outcomes:
- Students can practise intonation in wh- and yes/no questions.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 1: Listen and repeat. Pay attention to the falling or rising intonation in each of the following 
 questions. (5 mins)
SCHOOL YEAR : 2023-2024 Page 7 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 - Teacher asks Ss to listen to the recording. Have Audio script:
 them pay attention to the rising or falling intonation 
 1. Did anyone go? 
 in the given sentences.
 2. Would you like to share some of it with the 
 - Teacher asks Ss to work in pairs and take turns to 
 read the sentences with correct intonation. class? 
 - Teacher checks the answers as a class. 3. What are your plans for the future? 
 - Teacher has Ss read the explanation in the 
 4. When does the course start? 
 Remember! box Ask questions to check 
 understanding of the use of rising and falling 
 intonation in Wh- and Yes/No questions.
 Task 2: Listen and mark the intonation in these questions, using (rising intonation) or (falling 
 intonation). Then practise saying them in pairs. (5 mins)
 - Teacher asks Ss to listen to the Wh- and Yes/No Answer key:
 questions and mark the correct intonation pattern 1. Do you want to go to university? 
 (rising or falling) at the end of each question. 
 2. Have you talked with your parents about your 
 - Teacher plays the recording several times, if 
 necessary, pause after each sentence for Ss to plans? 
 repeat.
 3. How much does it cost to study at university? 
 - Teacher checks answers as a class.
 - Teacher puts Ss into pairs and have them practise 
 saying these questions. Walk round the class, 4. What’s your favourite subject at school? 
 praising pairs for good effort and using the 
 appropriate intonation pattern.
 Extension: In stronger classes, put Ss into groups 
 and have each group write three Wh-questions and 
 three Yes/No questions. Invite each group to read 
 out their questions in front of the class. Have the 
 other groups say if they use the appropriate 
 intonation. 
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 / phrases related to education after leaving school.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words and phrases with their meanings. (p.78)
- Task 2: Complete the sentences using the correct forms of the words and phrases in 1. (p.78)
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
SCHOOL YEAR : 2023-2024 Page 8 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 Task 1. Match the words and phrases with their meanings. (6 mins)
 - Teacher asks Ss to read the definitions of the phrases 
 first and checks understanding. Answer key:
 - Teacher has Ss match each word with the definition 1. c
 right next to it.
 - In weaker classes, do the first one as an example before 2. d
 asking Ss to match the rest individually or in pairs. 3. a
 - Check answers as a class.
 4. e
 5. b
 Task 2. Complete the sentences using the correct forms of the words and phrases in 1. (6 mins)
 - Teacher tells Ss to read the sentences carefully and 
 decide which word in Task 1 can be used to complete Answer key:
 each of the sentences. Tell them to change the forms of 
 1. higher education
 some words if necessary.
 - Teacher checks answers as a class. Have Ss call out the 2. qualifications
 word they have used in each sentence first.
 - Teacher confirms the correct answers. Ask Ss to 3. school-leavers
 explain the meaning of each word using the definitions 4. vocational education
 in Activity 1. 
 - Teacher asks some Ss to read the complete sentences. 5. graduation 
 Extension: In stronger classes, have Ss play a game 
 Suggested answer:
 individually or in pairs. Each student or pair writes a 
 short meaningful text in which all four phrases have been Every year, thousands of school-leavers 
 used. Give a time limit of three minutes and have each finish secondary education. Most of them 
 student or pair read out their texts. The other Ss give a choose to continue their study in either 
 mark out of 10. Have Ss add up their marks. The winner higher education institutions or vocational 
 is the student or pair with the highest score. education institutions. These students 
 believe that with the right qualifications 
 from these institutions, they will have a 
 better chance of getting good jobs after 
 graduation.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: GRAMMAR (15 mins)
a. Objectives: 
- To help Ss recognise and practice perfect gerunds
- To help Ss recognise and practice perfect participle clauses
- To help Ss practice perfect gerunds and perfect participle clauses in a speaking activity
b. Content:
- Task 1: Find and correct the mistakes in the following sentences. (p.78)
- Task 2: Rewrite these sentences using perfect participle clauses. (p.79)
- Task 3: Work in pairs. Make sentences, using perfect gerunds and perfect participle clauses. (p.79)
c. Expected outcomes:
SCHOOL YEAR : 2023-2024 Page 9 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
- Students know how to use the perfect gerunds or perfect participle clauses and can apply them to give a 
short talk on the given topic.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 1. Find and correct the mistakes in the following sentences. (5 mins)
 - Teacher asks Ss to look at the Remember! box and Answer key:
 read the rules for using perfect gerunds. Check 1. I forgot have discussed this topic with you. ￿ 
 understanding by asking, e.g. Which verbs are often having
 followed by a perfect gerund? (admit, deny, forget, 
 and remember); Can a perfect gerund be used as a 2. Had won many maths competitions helped me 
 subject / an object? (Yes); What are the similarities to win a place at university.
 between gerunds and perfect gerunds?(They both can 
 be used as subjects and objects); What are the ￿ Having 
 differences between gerunds and perfect gerunds? 3. Nam regretted not having choose a more 
 (Their forms; perfect gerunds refer to the actions that 
 interesting course at university. 
 were completed in the past)
 - Teacher tells Ss to work in pairs or individually to ￿ chosen
 complete the activity. 4. He was proud of had won the first place in a 
 - Teacher checks answers as a class. biology competition.
 - Extension: Write more sentences with mistakes in ￿ having
 using perfect gerunds on the board and have Ss 
 correct them in pairs, e.g. The thief denied stolen the 
 expensive watch (denied having stolen); I remember 
 saw this advertisement (remember having seen)
 Task 2. Rewrite these sentences using perfect participle clauses. (6 mins)
 - Teacher has Ss read the Remember box and ask Answer key:
 questions to check Ss’ understanding of the form and 1. Having listened to an introduction to the 
 uses of perfect participle clauses. course
 2. Having failed the university entrance exams
 - Teacher asks Ss to read each sentence carefully and 
 3. Not having studied hard enough
 decide how they can complete another sentence with 4. Having answered the job interview questions
 a participle clause that still has the same meaning as 
 the given one.
 - Teacher has Ss work in pairs to write the sentences. 
 - Teacher checks answers as a class. Invite individual 
 Ss to write the sentences on the board.
 Extension: Have Ss work in pairs. Ask Ss to study 
 these sentences again. One student says the original 
 sentence. The other students, without looking at the 
 book, says the new sentence. The student who says 
 the original sentence should keep the book open to 
 check if the partner says the correct sentence.
 Task 3. Work in pairs. Make sentences, using perfect gerunds and perfect participle clauses. 
 (4 mins)
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 - Teacher lets Ss work in pairs. Example:
 - Teacher asks Ss to make sentences using perfect Having completed the project gave us a feeling 
 gerunds and perfect participle clauses. of satisfaction.
 - Teacher encourages Ss to apply the vocabulary they Having finished school, I can apply to 
 have learnt in the lesson.
 university.
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.
FEED-BACK
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SCHOOL YEAR : 2023-2024 Page 11 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 Date of Class Date of teaching Attendance Signature 
 preparing 11B
 11B
Period 65
 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
 Lesson 3: Reading – Options for school-leavers
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Develop reading skills for general ideas and for specific information about options for school-
 leavers.
 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
 - Be ready to decide education options after leaving school
II. MATERIALS 
- Grade 11 textbook, Unit 7, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Language analysis 
 Form Pronunciation Meaning
 1. opportunity (n) /ˌɒp.əˈtʃuː.nə.ti/ a time when a particular situation makes it possible to 
 do or achieve something
 2. independently /ˌɪn.dɪˈpen.dənt.li/ without being connected with or influenced by 
 (adv) something or by each other
 3. hands-on (adj) /ˌhổndˈzɒn/ doing something rather than just talking about it
 4. salary (n) /ˈsổl.ər.i/ money that employees receive for doing their job, 
 especially professional employees or people working 
 in an office, usually paid every month
Assumption
 Anticipated difficulties Solutions
 1. Students may lack knowledge Provide students with the meaning and pronunciation of 
 about some lexical items. 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 for 
 skills. students to speak.
SCHOOL YEAR : 2023-2024 Page 12 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 - 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 activate Ss’ background knowledge about the topic and get Ss involved in the lesson;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Task 1: Answer the questions
c. Expected outcomes:
- Students can talk about the options after leaving school.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 1: Answer the questions 
 - Teacher asks Ss look at the pictures of a 
 university student and a vocational school student. 
 Have them to work in pairs and discuss which of 
 the two options is more common in the area they 
 live in.
 A vocational school A university student
 - Teacher encourages Ss to think of other options. student
 - Teacher invites some pairs to share their answers Questions:
 with the class. 1. Which of the two options for school-leavers is 
 more common in your town?
 2. Can you think of other options?
 Students’ answers
e. Assessment
- Teacher observes the groups, collects their answers and gives feedback.
2. ACTIVITY 1: PRE-READING (6 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:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
SCHOOL YEAR : 2023-2024 Page 13 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Vocabulary pre-teaching (5 mins)
 - Teacher introduces the vocabulary. Word list:
 - Teacher explains the meaning of the new 1. opportunity (n)
 vocabulary by pictures. 2. independently (adv) 
 - Teacher checks students’ understanding with the 3. hands-on (adj) 
 “Rub out and remember” technique. 4. salary (n) 
 - Teacher reveals that these four 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 on their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives: 
- To help Ss practise guessing the meaning of words from context;
- To develop reading skills for general information;
- To develop reading skills for specific information.
b. Content:
- Task 2. Read the article. Match the highlighted words with their meanings. (p.79)
- Task 3. Read the article again. Match the headings (1–3) with the paragraphs (A–B). There is one extra 
heading. (p.80)
- Task 4. Read the article again and complete each gap with ONE word. (p.80)
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 with their meanings. (6 mins)
 - Teacher has Ss read the text, paying attention to Answer key:
 the context of each highlighted word, and looking 1. e
 for clues that they can use to guess the meaning, 2. c
 e.g. the first word "formal" in this context is used as 3. a
 an adjective to describe the ‘learning’ to get ‘an 4. b
 academic degree’. Among the given options, option 5. d
 ‘e’ (received in a school, college, or university, with 
 lessons, exams, etc.) is the best match for this word.
 - Teacher tells Ss to work in groups to discuss the 
 clues and compare answers.
 - Teacher checks answers as a class.
 Extension: Choose other words from the text and 
 write them on different pieces of paper. Give a 
 word to each student, have them check its meaning 
 in a dictionary and write a short definition on 
 another piece of paper. Collect all definitions and 
 place them face up on a table. Have Ss swap their 
 words, come to the table and find the definition of 
 their new word.
SCHOOL YEAR : 2023-2024 Page 14 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 Task 3. Read the article again. Match the headings (1–3) with the paragraphs (A–B). There is one 
 extra heading. (7 mins)
 Answer key:
 - Teacher elicits strategies Ss can use to read texts 
 A - 3
 for main ideas, e.g. paying attention to the topic B - 1
 sentence in each paragraph, highlighting key 
 information, or searching for conclusions.
 - Teacher tells Ss that they will have to choose the 
 correct heading for each paragraph. In weaker 
 classes, read through the three options first and 
 check understanding.
 - Teacher asks Ss to work in pairs to compare their 
 answers. 
 - Teacher checks answers as a class. In stronger 
 classes, ask Ss to explain their choices.
 Task 4. Read the article again and complete each gap with ONE word. (7 mins)
 - Teacher tells Ss that the information in the table is Answer key:
 a summary of the main points of the two body 1. formal
 paragraphs. 2. degree
 3. trade 
 - Teacher has Ss read the points in the table and 4. apprenticeship
 predict the words they will need to complete the 5. training
 gaps.
 - Teacher reminds Ss of the maximum number of 
 words they can use in each gap.
 - Teacher asks Ss to scan the text and choose the 
 correct words or phrases to complete each gap.
 - Teacher has Ss compare answers in pairs or 
 groups. 
 - Teacher checks answers as a class. 
 - Teacher invites some Ss to give evidence from the 
 text for each of the answer, e.g. 1. formal (from the 
 first sentence of the second paragraph.)
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-READING (11 mins)
a. Objectives: 
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
SCHOOL YEAR : 2023-2024 Page 15 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: Which of the two options will be appropriate for you after leaving school? Why?
c. Expected outcomes:
- Students can use the language and ideas from the unit to reflect on their own opinions.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 5. Discussion
 - Teacher asks Ss to read the questions and choose Suggested answers:
 their option. In weaker classes, ask Ss to write down A: Which option will be appropriate for you 
 the reasons for their option. after leaving school, B?
 - Teacher has Ss work in pairs to discuss their B: Well, I’m very interested in chemistry and 
 options want to become a chemistry teacher. That’s 
 why I think I will study chemistry at a 
 - Teacher encourages Ss to explain why they think university. How about you, A?
 this is the option for them. Walk round the class and A: I’ve always wanted to become a chef in a 
 offer help with any words or expressions Ss may not famous restaurant. I think a cooking course at 
 know. Invite some pairs of Ss to share their ideas a vocational school will be the best option for 
 with the whole class. me.
 - Teacher asks other students to listen and give 
 comments.
 - Teacher gives feedback and give marks to Ss’ 
 performance.
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.
FEED-BACK
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SCHOOL YEAR : 2023-2024 Page 16 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 Date of Class Date of teaching Attendance Signature 
 preparing 11B
 11B
Period 66
 UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS
 Lesson 4: Speaking – Vocational training vs. academic study
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Talk about the benefits of vocational training and academic study;
 - Know how to end a conversation or discussion.
 2. Competences
 - Gain some language expressions to talk about the benefits of vocational training and academic 
 study;
 - Talk about the benefits of vocational training and academic study;
 - Be collaborative and supportive in pair work and teamwork;
 - Develop presentation skills;
 3. Personal qualities
 - Be ready to decide education options after leaving school
II. MATERIALS 
- Grade 11 textbook, Unit 7, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
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 (7 mins)
a. Objectives: 
- To stir up the atmosphere and activate students’ previous knowledge on vocational training and 
academic study;
- To set the context for the speaking part;
b. Content:
- Students complete the table using suggested and their own ideas.
c. Expected outcomes:
- Students can complete the table using suggested and their own ideas. 
d. Organisation
SCHOOL YEAR : 2023-2024 Page 17 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 1: Brainstorming Suggested answers:
 - Teacher asks Ss to look at the table giving some of Benefits of Benefits of
 the benefits of vocational and higher education. vocational training academic study
 - Teacher has Ss work in pairs to complete them with ● cost less ● can earn more
 the suggested ideas and add their own ideas. ● provide shorter ● develop critical 
 - Teacher checks comprehension and explain any duration of study thinking skills
 phrases Ss may find hard, e.g. low cost, critical ● develop practical ● develop research 
 thinking skills, duration of study. skills skills
 ● can find jobs quickly ● personal 
 ● easier admission development
 requirements ● career preparation
 ● flexible programmes ● social experiences
 and start dates
e. Assessment
- Teacher observes the students’ performance, collects their answers and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (8 mins)
a. Objectives: 
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Introducing tips to end a conversation or discussion;
- Task 2: Complete the conversation with the sentences in the box. Then practise it in pairs. (p. 80)
c. Expected outcomes:
- Students can use key language more appropriately when they speak;
- Students have an overview on how to talk about the benefits of vocational training.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 2: Complete the conversation with the sentences in the box. Then practise it in pairs.
 - Teacher asks Ss to read the first part of the 
 Answer key:
 conversation. Have Ss make predictions about what 
 the speakers will talk about next, e.g. the third 1. D 2. A 3. B 4. C
 benefit, summary of the benefits.
 - Teacher puts Ss into pairs to discuss and decide on 
 Tips to end a conversation or discussion:
 the order of the speakers’ lines in the word box to 
 complete the conversation. We can end a conversation or discussion by:
 - Teacher tells Ss to read the useful expressions in • summarising it, e.g. We’ve decided / We’ve 
 the Tips box and ask if the speakers have used any agreed to / We’ve covered everything/ all 
 of them to end their conversation. points.
 • concluding it, e.g. Bye./ Great, we’re now 
 - Teacher checks answers as a class. ready for / That’s all we have today./ It was a 
 very useful discussion/meeting.
e. Assessment
- Teacher checks students’ answers and gives feedback. 
3. ACTIVITY 2: LESS CONTROLLED PRACTICE (15 mins)
SCHOOL YEAR : 2023-2024 Page 18 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
a. Objectives: 
- To help Ss practise structures to end a conservation or discussion;
- To give Ss an opportunity to practice talking about the benefits of academic study;
- To provide Ss with some benefits of academic study.
b. Content:
- Task 3: Work in pairs. Talk about the benefits of academic study. Use the ideas in 1, the model in 2, 
and the tips above to help you. (p.81)
c. Expected outcomes:
- Students know how to talk about the benefits of academic study and use structures to end a 
conversation or discussion.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 3: Work in pairs. Talk about the benefits of academic study. Use the ideas in 1, the model in 
 2, and the tips above to help you. (7 mins)
 - Teacher explains the task and focus Ss´ attention on Suggested answer:
 the useful phrases to end a conversation or discussion. 
 Ask Ss to look at the conversation and the Tips box in A: Now, let’s decide on the three main benefits 
 activity 2 again to see how these phrases are used. of academic study. First, I think it will help 
 students develop critical thinking skills.
 - Teacher has Ss list the benefits of academic study 
 from Activity 1: develop critical thinking skills, B: I agree. Students can also develop research 
 develop research skills, give opportunities for further skills.
 studies, can earn more. A: That’s right. These skills are very important 
 - Teacher has Ss work in their pairs from 2 and make for university students.
 their conversation. Give a time limit of 8-10 minutes. B: So, what do you think is the third benefit?
 Walk round the class to monitor Ss’ preparation and 
 A: I think it’s the opportunities for further 
 make sure that shy Ss also have the opportunity to 
 studies. University students get more 
 contribute, e.g. ask Ss to look at the list and put them 
 opportunities to continue their studies after 
 in the order of importance.
 graduation.
 - In weaker classes, ask Ss to look at the model 
 B: I can’t agree more. So, we’ve decided on 
 conversation in Activity 2, underline the benefits of 
 the three main benefits: developing critical 
 vocational training, then they can replace with the 
 thinking skills, developing research skills, and 
 benefits of academic study. T can also write some 
 having more opportunities for further studies.
 prompts on the board, e.g. Now
 A: Great! We’re now ready to report to the 
 - Teacher invites some pairs of Ss to role-play their 
 class.
 conversations in front of the whole class. When Ss 
 finish their conversation, give further comments and 
 correction if necessary. Praise for good effort, clear 
 pronunciation and natural interaction.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: FURTHER PRACTICE (12 mins)
SCHOOL YEAR : 2023-2024 Page 19 TO HIEU HIGH SCHOOL ENGLISH LESSON PLAN 11
a. Objectives: 
- To check students’ understanding about the language use in ending a conversation or discussion;
- To help some students enhance discussing and presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4. Work in groups. Discuss what kind of students/learners each option will be more suitable for. Give 
reasons for your decision. Report to the whole class. (p.81)
c. Expected outcomes:
- Students can use the language and ideas from the unit and develop their own ideas.
d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 4: Work in groups. Discuss what kind of students/learners each option will be more suitable 
 for. Give reasons for your decision. Report to the whole class. (12 mins)
 - Teacher asks Ss to form groups and have a group 
 Suggested answer:
 discussion about what kind of students or learners each 
 In our group, we discussed both options and 
 option will be more suitable for.
 agreed on the following. Academic study is 
 - For a weaker class, T can provide a sample plan as 
 suitable for hard-working students who are 
 follows:
 highly motivated and want to achieve their 
 + group members take turns expressing their opinion 
 goals. Gifted students who have a particular 
 about which option is suitable for which students
 talent, such as a maths or music talent can 
 + groups decide on the most common opinion
 also benefit from university education.
 + groups prepare an outline of their summary and decide 
 how to present it Vocational training is more suitable for 
 - Teacher tells groups to choose a group leader whose students who learn through practical 
 role is to keep the discussion going and ensure that experience or by doing. It is also suitable 
 everyone has a chance to speak. Remind members that for students who have decided on a specific 
 they need to listen without interrupting their classmates, trade job, such as a restaurant cook, a 
 wait for their turn to speak, and contribute ideas. mechanic, or a hairstylist.
 - Teacher walks around to offer help Ss, if necessary, 
 and encourage quiet group members to get involved. 
 - Teacher invites some groups to report the summary of 
 their discussion and answer any questions from the rest 
 of the class.
 - Teacher gives feedback and give marks to Ss’ 
 performance.
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.
FEED-BACK
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SCHOOL YEAR : 2023-2024 Page 20