NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
REVIEW 1
Lesson 1: Language

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 1, 2 and 3.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Review 1
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumptions

Anticipated difficulties Solutions

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

III. PROCEDURES
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

1. WARM-UP (5 mins)
a. Objectives:
- To revise the vocabulary related to the topic of Unit 1, Unit 2 and Unit 3.
b. Content:
- Miming game: Students describe the words without saying them and then guess the words that
they have learnt in 3 units.
c. Expected outcomes:
- Students can recall the important new words that they have learnt.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

MIMING GAME Suggested words:
- Teacher lists out some key words of - One student comes to the squat, star jump,
Unit 1, Unit 2 and Unit 3. front and draws or mimes the bacteria, conflict,
- Teacher has a volunteer come to the curious, screen time,
word.
front then whispers one of the words into
- Other students make infrastructure,
his/her ears.
- Ss have to draw or mime the word. The guesses. skyscraper
rest of the class makes guesses. The first
student who correctly calls out the word
gets a point.
- The class plays the game together.
- T checks if the answers are correct or
incorrect and leads in the lesson.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss review strong and weak forms, contractions and consonant-to-vowel linking and
provide further pronunciation practice.
b. Content:
- Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs,
circle the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying
the conversation in pairs. (p.38)
c. Expected outcomes:
- Students can identify the strong and weak forms of auxiliary verbs, recognize contracted forms
and revise how to link final consonants to initial vowels.
d. Organisation
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs, circle
the contracted forms, and mark the consonant-to-vowel linking with (ᴗ). Practise saying the
conversation in pairs. (p.38)
- Teacher plays the recording for Ss to - Ss listen to the recording and Answer keys:
listen and do the activity individually. do the activity individually.
Then have them compare their - Ss compare their
answers in pairs. answers in pairs.
- Teacher plays the recording again, - Ss work in pairs to practise
pausing after each sentence for Ss to the conversation.
check their answers.
- Teacher writes the marked sentences
on the board if necessary.
Extension: Teacher asks Ss to choose a
text from previous units. Mark any
weak/strong/contracted forms and
linked sounds, and practise it in pairs.
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 check if students can use words and phrases related to the topics that they have learnt in
Unit 1, 2 and 3.
b. Content:
- Task 1: Choose the correct answer A, B, C or D to complete the following sentences (p.38)
- Task 2: Solve the crossword. (p.39)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in a
meaningful context.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Choose the correct answer A, B, C or D to complete each of the following sentences.
(6 mins)
- Teacher asks Ss to do the activity - Ss work individually first to do Answer key:
individually, then compare answers in the task then compare answers in 1. A
pairs. pairs. 2. B
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Teacher confirms the correct answers. - Individual Ss share their answers 3. C

with the class. 4. D
5. B
6. C
Task 2. Solve the crossword. Use words or phrases you have learnt in Units 1, 2, and 3. The first
letters are given to help you. (6 mins)
- Teacher asks Ss to do the activity - Ss work individually first to do Answer key:
individually, then compare answers in the task then compare answers in DOWN
pairs. pairs. 1. skyscrapers
- Teacher tells Ss that they have learnt all - Individual Ss share their answers 2. dwellers
the words and phrases in Unit 1, 2 and 3. with the class. ACROSS
The first letters are given to help them 3. treatment
find the answer more easily. 4. values
- Teacher confirms the correct answers. 5. screen time
6. strength
- Extension: Invite individual Ss to add
other topic-related words they have
learnt from Unit 1 to Unit 3. Make sure
there are about 15 words. Teacher
writes all the words on the board. Have
Ss study them for half a minute, then the
teacher asks Ss to cover/close their eyes.
Erase one word from the board. Have Ss
open their eyes and identify which word
is missing. In stronger classes, ask Ss to
make sentences with the word. Continue
until the board is empty.
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 review past simple and present perfect and provide further grammar practice.
- To help Ss review linking verbs and stative verbs in the continuous form and provide further
grammar practice.
- To help Ss review modal verbs must, have to and should and provide further grammar practice.
b. Content:
- Task 1. Complete the sentences with the correct forms of the verbs in brackets. (p.39)
- Task 2. Choose the correct words or phrases. (p.39)
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences
(p.39)
c. Expected outcomes:
- Students know how to use the past simple or the present perfect, review linking verbs and
stative verbs in continuous form and distinguish the use of modal verbs.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Complete the sentences with the correct forms of the verbs in brackets. (4 mins)
- Teacher asks Ss to read the sentences - Ss read and complete the Answer key:
and check comprehension. sentences individually. 1. took up
- Ss complete the sentences individually - Ss check the answers with the 2. has just decided
with the correct form of the verbs in whole class. 3. have won
brackets. 4. started
- Teacher checks answers by having 5. have received
individual Ss call out the verb forms 6. have already shown
first, then read the complete sentences.
- Teacher confirms the correct answers.
Task 2. Choose the correct words or phrases. (5 mins)
- Teacher asks Ss to do the activity - Ss do the activity individually, Answer key:
individually, then compare answers in then compare answers in pairs. 1. angry
pairs. - Individual Ss share their 2. I’m thinking /
- Teacher confirms the correct answers. answers with the class. stressed
- Extension: Put Ss into two teams. 3. Do you remember
Have Team 1 write sentences using 4. is getting / do you
stative verbs describing feelings, think
emotions, thoughts, or senses, e.g. I
think I need a holiday. Team 2 should
write sentences using stative verbs in the
continuous form, e.g. I’m seeing my
cousin tomorrow. Then have teams
swap their sentences and try to write
new sentences using the same verb, but
changing its meaning to an action or a
state, e.g. I’m thinking about my next
holiday. I don’t see the house now.
Task 3. Choose the correct answer A, B, C or D to complete each of the following sentences.
(4 mins)
- Teacher asks Ss to do the activity - Ss do the activity individually, Answer key:
individually, then compare answers in then compare answers in pairs. 1. A
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

pairs. - Individual Ss share their 2. B

- Teacher confirms the correct answers. answers with the class. 3. C
4. D
5. C
6. B
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 reviewed in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Lesson 2. Listening and Speaking.

Board Plan

Date of teaching
REVIEW 1
Lesson 1: Language
*Warm-up
Miming game
- Pronunciation
- Vocabulary
Task 1. Choose the correct answer.
Task 2. Solve the crosswords
- Grammar
Task 1. Complete the sentences.
Task 2. Choose the correct words or phrases.
Task 3. Choose the correct answer.
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

REVIEW 1
Lesson 2: Skills - Listening & Speaking

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise listening for main ideas and listening for specific information about life
expectancy
2. Core competence
- Develop critical thinking skill;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn

Assumptions

Anticipated difficulties Solutions

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Watch a video and answer the questions.
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Watch a video Link:
- Teacher asks Ss to watch a short - Ss watch the video and take https://www.youtube.com
video and try to remember the notes. /watch?v=FttJjqfURB8
information in the video.
- After the Ss listen, teacher shows - Ss raise their hands to grab the Questions:
each question, one by one. chance to answer the questions. 1. What is the trend of life
- T checks if the answers are correct expectancy all over the
or incorrect and leads in the lesson. world?
2. Which regions in the
world have high life
expectancy?
3. Which regions in the
world have low life
expectancy?
Suggested answers:
1. It has been an increasing
trend from 1738 to 2015.
2. North America, Western
Europe, Australia, Japan
3. Some parts of Africa

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

2. ACTIVITY 1: LISTENING (18 mins)

a. Objectives:
- To practise listening for main ideas
- To practise listening for specific information
b. Content:
- Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them.
(p.40)
- Task 2. Listen again and choose the correct answer A, B or C. (p.40)
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and reorder the key
information.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Students can identify specific information from the listening and choose correct answers for the
questions.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1. Listen to a talk about life expectancy. Put the topics in the order you hear them. (6 mins)
- Teacher focuses Ss’ attention on the picture. - Ss look at the picture, Answer key:
Ask, What do you think the listening text will be - Ss listen and put the 1. C
about? to elicit the topic of life expectancy. information in order. 2. A
- Teacher checks if Ss understand how to do the - Ss check the answers with the 3. D
activity, i.e. number the points in the correct whole class. 4. B
order.
- Teacher plays the recording once for Ss to
listen and put the information in order.
- Teacher checks Ss’ answer as a class.

Task 2. Listen again and choose the correct answer A, B or C. (6 mins)

- Teacher has Ss read through the questions and - Ss read through the questions Answer key:
the options. Make sure Ss understand the and the options. 1. A
questions. - Ss listen and choose the 2. C
- Teacher elicits tips for approaching multiple answers. 3. B
choice questions, e.g. be careful about - Ss check the answers in pairs 4. B
distractors - words given in the choices that Ss and with the whole class. 5. C
hear in the listening, but are not the answers,
pay attention to paraphrases and synonyms, e.g.
over =more; above = over; get access to sth =
sth is available; break bad habit = stop doing
things that are bad for health.
- Teacher plays the recording and has Ss listen
and choose their answers.
- Teacher asks Ss to check their answers in
pairs.
- Teacher confirms the correct answers as a
class.
Extra activity (6 mins)
- Teacher puts Ss into groups. - Ss work in groups, listen and Students’
- Teacher plays the recording and has them take take notes. practice
notes. - The groups discuss and present
- Teacher gives groups a few minutes to discuss their talks in front of the class.
and plan their talks about life expectancy.
- Teacher invites some groups to present their
talks in front of the class.
- Teacher praises groups whose talks include
correct facts and all the points.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

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

3. ACTIVITY 2: SPEAKING (19 mins)

a. Objectives:
- To help Ss develop ideas for the speaking task.
- To give Ss an opportunity to take part in a group discussion, then report their discussion to the
whole class.
b. Content:
- Task 1: Work in pairs. Discuss what future cities should have so that city dwellers can live
a long and healthy life. Fill in the diagram. (p.40)
- Task 2. Work in groups. Compare your diagrams. Discuss which is the most important thing
that will help people to live a long and healthy life in the cities of the future. (p.40)
c. Expected outcomes:
- Students come up with good ideas and are able to decide on the most important thing that will
help people to live a long and healthy life in the cities of the future.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss what future cities should have so that city dwellers can live
a long and healthy life. Fill in the diagram. (9 mins)
- Teacher has Ss read through the - Ss read through the Students’ suggested
instructions and write down the instructions and write down answers:
discussion question on the board if the discussion question. - smart buildings with
necessary. - Ss work in pairs to discuss sensor technology to
- Teacher asks them to work in pairs to and present their completed reduce waste and save
discuss the suggestions in the diagram diagrams in front of the class. resources
and add more ideas to complete it. - AI technologies to
- Teacher walks around the class to improve people’s safety
offer help if necessary. and security
- Teacher invites some pairs to present - green space with more
their completed diagrams in front of the
pedestrian zones and cycle
class.
paths
Task 2. Work in groups. Compare your diagrams. Discuss which is the most important
thing that will help people to live a long and healthy life in the cities of the future. (10 mins)
- Teacher has Ss work in groups and - Ss work in groups and Student’s answers
discuss the most important thing that discuss. Discussion sample:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

will help people to live a long and - Ss present a summary of A: There are a lot of things
healthy life in the cities of the future. their group discussion to the that will help people to live
- Teacher walks around the class to class. a long and healthy life in
offer help if necessary. future cities. In your
- Teacher invites some groups to opinion, what’s the most
present a summary of their group important thing, B?
discussion to the class. B: Well, I think people in
future cities really need
green space with more
pedestrian zones and cycle
paths.
C: I totally agree with B.
These are necessary for a
healthy life. People need a
space where they can walk
or cycle regularly and
safely.
A: I can’t agree more.
Exercising outdoors is
good for people both
physically and mentally.
Report sample:
In our group, we all agree
that green space with more
pedestrian zones and cycle
paths is the most important
thing that will help people
to live a long and healthy
life. When there are more
pedestrian zones and cycle
paths in outdoor space, city
dwellers will want to
exercise more. This will
help them to stay healthy
and live longer.
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.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Lesson 3. Reading and Writing.

Board Plan

Date of teaching
REVIEW 1
Lesson 2: Skills
*Warm-up
Watch a video
Listening
- Task 1. Listen and put the information in the correct order.
- Task 2. Listen and choose the correct answer A, B or C.
- Task 3. Extra activity.
Speaking
- Task 1. Fill in the diagram.
- Task 2. Discussion.
*Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

REVIEW 1
Lesson 3: Skills - Reading and Writing

I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for main ideas and specific information about the generation gap and
writing an opinion essay about ways parents use to teach their children good behaviour
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- hoclieu.vn

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Brainstorming: Picture description and brainstorming about generation gap
c. Expected outcomes:
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Students can describe a picture and discuss the reasons for the generation gap.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming
- Teacher shows a picture to all the - Ss look at the picture and
students. answer the questions.
- Teacher asks Ss some questions: - Ss work in groups and discuss
+ What can you see in the picture? the next question.
Can you describe it? Suggested answers:
+ What do you think about the
phenomenon in the picture? Where does the generation
- Teacher checks Ss’ answer and gap come from?
delivers the task. - differences in interests
- Ss work in groups and discuss the - differences in habits
question: Where does the - differences in viewpoints
- lack of time for each other
generation gap come from?
- impose decisions on children
- Teacher asks each group to report
- compare children with others
their ideas.
- Teacher corrects the answers and
gives feedback.
e. Assessment
- Teacher observes the students and gives feedback.

2. ACTIVITY 1: READING (18 mins)

a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the text. Match the headings with the paragraphs (p.41)
- Task 2. Read the text again and decide whether the following statements are True or False
(p.41)
c. Expected outcomes:
- Students can understand the main ideas as well as specific information of the reading passage.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Read the text. Match the headings (A-C) with the paragraphs (1-3) (6 mins)
- Teacher has Ss read through the three - Ss read through the three Answer key:
headings and the text. headings and the text. 1. C
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- Teacher asks Ss to do the matching - Ss do the matching 2. A

individually, then puts them into pairs to individually, then compare 3. B
compare their answers. the answers in pairs.
- Teacher confirms the correct answers.
- In stronger classes, ask pairs to come up
with a suitable title for the whole text.
Write Ss’ ideas on the board and have the
class vote for each one.
Task 2. Read the text again and decide whether the following statements are true or false (6 mins)
- Teacher asks Ss to read through the - Ss read through the
statements and checks understanding of statements and underline Answer key:
the vocabulary. the key information in each 1. T
- Teacher tells Ss to underline the key statement. 2. F (they see things
information in each statement. - Ss read the text and tick T differently)
- Teacher checks the key words Ss have or F. 3. F (busy schedules
underlined, e.g. 1.three causes, parents - Ss compare the answers in prevent them from
and children; 2. changes, parents and spending time together)
pairs and with the whole
children get closer; 3. busy schedules, 4. T
class.
parents and children, spend a lot of time
5. T
together; 4. parents, not enough time,
long working hours; 5. comparing
children, good for them.
- Teacher has Ss read the text again and
look for the information to decide
whether each of the statements is true or
false.
- Teacher has Ss compare their answers
in pairs.
- Teacher checks answers as a class.
Task 3. Extra activity (6 mins)
- Teacher divides Ss into groups. - Ss work in groups to Students’ practice.
- Teacher has each group prepare three prepare three
comprehension questions about the comprehension questions
reading text. Call each group to read out about the reading text.
their questions and invite other groups to - Ss read the questions and
answer, e.g. Why do parents and children other groups answer.
see the world differently?
- In stronger classes, ask Ss to close their
books.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

3. ACTIVITY 2: WRITING (19 mins)

a. Objectives:
- To help Ss practise writing an opinion essay.
b. Content:
Write an opinion essay on the following topic: Some parents often compare their own childhood
to their children’s experiences today with the intention of teaching them good behaviours. Do
you think this is a good idea?
c. Expected outcomes:
- Students develop writing skills on the given topic. They are able to complete an essay and give
feedback on their friends’ work.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Write an opinion essay on the following topic. You may use the ideas in the reading to help you.
- Teacher asks Ss to refer to the - Ss work in pairs to make an Sample answer:
last paragraph of the reading text outline for the essays and Many parents compare their own
and checks understanding. Ask if discuss the topic. childhood with their children’s
Ss have similar experiences and - Ss write the essay and swap experiences because they want to
how they felt. with a partner for peer teach them good behaviour. In my
- Teacher has Ss work in pairs to review. opinion, parents should not make
make an outline for their essays such a comparison for two
and discuss the topic. reasons.
- Teacher gives Ss enough time to Firstly, parents and their children
write an essay of about 120-150 belong to different generations.
words. Set a time limit depending Parents experienced different
on the Ss’ ability level. social changes and grew up in
- Teacher walks around the class different economic conditions.
and offers help. These changes and conditions
- If time allows, ask Ss to swap have formed their points of views
their essays with a partner for and behaviour. However, many
peer review. Encourage them to social norms have changed over
make revisions based on peer the last decades. Therefore, it may
feedback and then proofread it be difficult to apply them to their
carefully for any mechanical children’s lives nowadays.
mistakes such as spelling, In addition, when children are
punctuation and capitalization. compared to their parents, they
- Collect Ss’ essays to mark and may lose their confidence because
provide written feedback in the they may think that they are not
next lesson. good enough. As a result, many of
them will believe that their
parents don’t believe in their
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

abilities and become afraid of

living independently.
In conclusion, parents shouldn’t
compare their life experiences
with their children’s experiences
because of generational
differences and the negative
emotional feelings that this
comparison may cause to their
children.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson: Unit 4 – Lesson 1.

Board Plan

Date of teaching
REVIEW 1
Lesson 3: Skills – Reading and Writing
*Warm-up
Brainstorming
Reading
- Task 1: Match the headings (A-C) with the paragraphs (1-3)
- Task 2: True or False
- Task 3: Extra activity
Writing
Write an opinion essay.
*Homework