Tiếng AnhLớp 11Phần 5. Unit 4: ASEAN and Viet Nam

Giáo án Communication and Culture / CLIL

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
use the everyday-English exchange to thank someone, explain the purpose of a design and respond to feedback (welcome card, directions, labels).
pronounce different and family with optional vowel elision, and read the sentence 'Different families will join the cultural programme' naturally.
form and use gerunds as subjects, objects and objects of prepositions, e.g. 'Learning another language takes time'.
use the vocabulary: ASEAN (Association of Southeast Asian Nations), exchange (giao lưu), cultural (văn hoá), participant (người tham gia), proposal (đề xuất), cooperate (hợp tác).
compare a New Year festival in two ASEAN countries (Tết in Viet Nam and Thai New Year) by purpose, date and practice, without overgeneralising.

2. Competences

a) General competences

Self-control and independent learning: Ss work through the printed exercises on their own first, check their answers against the key and note any mistakes in their notebooks.
Communication and collaboration: Ss practise the welcome-card exchange in pairs, share their comparison of festivals in small groups and give polite, constructive feedback to each other.
Problem-solving and creativity: Ss compare two cultural examples, decide which details are relevant to the message and write an original short paragraph about a welcome event for ASEAN participants.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss respond to the everyday exchange, read the cultural panel for specific information and write a short summary and a final conclusion.
Language knowledge (pronunciation, vocabulary, grammar): Ss apply optional vowel elision in different and family, use the five target words correctly and form gerunds after subjects, verbs and prepositions.

3. Personal qualities

Diligence: Ss complete all exercises and revise their written answers until they are accurate and complete.
Responsibility: Ss take their assigned role in pair and group work and check that their partner understands the task.
Honesty: Ss give their own evidence from the text and do not claim facts that the model does not state, such as exact dates for a given year.
Kindness: Ss give respectful feedback on their partner's welcome card or comparison and acknowledge the cultural differences of others.
Patriotism: Ss present Tết and the Vietnamese way of celebrating with pride and interest, and show respect for the traditions of other ASEAN countries.

II. Teaching aids and materials

1. Teacher

Global Success Grade 11 textbook, Unit 4 'ASEAN and Viet Nam', Communication and Culture / CLIL, page 50
Projector or interactive whiteboard with the everyday-English dialogue and the cultural panel written or displayed
NeoEdu learning page with the lesson content and interactive exercises: neoedu.vn/learn/11/english/unit-4-communication-and-culture-clil
Worksheet 1 and Worksheet 2 (printed, one set per pair or group)
Sentence strips with gerund examples, a timer, a whiteboard and markers

2. Students

Textbook, notebook, pen and pencil
Highlighters or coloured pens for marking stressed and unstressed syllables
Sticky notes for group work

III. Procedures

Activity 1: Warm-up · 10 minutes

Brainstorming ASEAN and New Year festivals

a) Aims

Ss activate prior knowledge of ASEAN and of New Year celebrations and become interested in the topic of the lesson.

b) Content

Ss work in groups of four. In 3 minutes, they write as many words as they can about 'ASEAN' and 'New Year festivals' on sticky notes, such as family, food, dragon, water, lantern, calendar and reunion. Then they place the notes on the board in a word web.
Guiding question: 'What do you usually do with your family at New Year? Do all countries celebrate New Year on the same day?'

c) Expected outcomes

A class word web with 10 to 15 words about ASEAN and New Year festivals. Ss predict that festivals in different countries may have different dates and traditions, for example: 'Tết is in January or February, but Thai New Year is in April'.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the aim of the lesson and asks groups to brainstorm words about ASEAN and New Year festivals. T shows the target word ASEAN (Association of Southeast Asian Nations) on the board and asks Ss to say what they know about it.
Students
Ss listen carefully and ask about the task if necessary.
Teacher
Step 2: Task performance
T gives a 3-minute time limit, monitors the groups and encourages them to write in English as much as possible.
Students
Groups write words on sticky notes, e.g. 'family', 'water', 'calendar', 'lunar', 'reunion', 'costume', and stick them to the board.
Teacher
Step 3: Report and discussion
T invites one or two groups to read out their words and asks: 'Do all ASEAN countries celebrate New Year on the same day?'
Students
Ss answer, e.g. 'No, I think they have different calendars and traditions.' Other groups add their ideas.
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says that New Year festivals in ASEAN countries may follow different calendars and traditions. T leads into the lesson: 'Today we will learn an everyday exchange and compare two festivals.'
Students
Ss note the title of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Everyday English: welcome card exchange

a) Aims

Ss understand and use the everyday English function of thanking, explaining a purpose and responding to positive feedback.

b) Content

T plays or reads the dialogue twice. Ss listen, repeat in chorus and then in pairs with role changes. Then Ss answer the questions in pairs:

Who are the two speakers? (A and B)
What is the purpose of B's welcome card? ('I wanted the directions to be easy to follow.')
How does A react? ('The large labels really help.')
How does B respond? ('I'm glad they are useful.')
Key language: 'Thank you.', 'I wanted ... to be easy to follow.', 'really help', 'I'm glad ...'.

c) Expected outcomes

Ss read the dialogue fluently in pairs.
Ss answer: A and B are two speakers talking about a welcome card. The purpose of the card is to help people follow the directions easily. A praises the large labels, and B says he or she is glad they are useful.
Ss can use the function 'praise, thank, explain purpose and respond' with at least one new sentence of their own.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the dialogue on the board and asks Ss to read it silently. T asks: 'What is the situation? Who is talking?'
Students
Ss read silently and guess the situation: a welcome card for visitors or participants.
Teacher
Step 2: Task performance
T plays the recording or models the dialogue. T asks pairs to practise, switch roles and answer the four questions in the content.
Students
Pairs practise the dialogue, switch roles and write short answers in their notebooks. Possible answer: 'The large labels help people find the directions quickly.'
Teacher
Step 3: Report and discussion
T calls on two pairs to perform the dialogue and asks: 'Why is the word easy used with to follow?' and 'What does the word really add?'
Students
Ss answer, e.g. 'Easy to follow describes the directions; really adds emphasis to show that the labels are very helpful.'
Teacher
Step 4: Conclusion and assessment
T explains the function: thanking, explaining purpose, praising and responding politely. T writes the key phrases on the board and asks Ss to copy them.
Students
Ss copy the key phrases and note their meaning in English or in Vietnamese.

Activity 2.2: Knowledge formation · 15 minutes

Pronunciation and grammar: vowel elision and gerunds

a) Aims

Ss pronounce different and family with optional vowel elision and use gerunds correctly as subjects, objects and objects of prepositions.

b) Content

Pronunciation: T models 'different' /ˈdɪfrənt/ and 'family' /ˈfæmli/ and explains that in natural speech the unstressed vowel may be omitted. Careful forms /ˈdɪfərənt/ and /ˈfæməli/ are also acceptable. Ss read the sentence 'Different families will join the cultural programme.'
Grammar: T shows four sentences and asks Ss to identify the function of the gerund in each (subject, object, object of preposition, object of a verb).
Gerund examples:

Learning another language takes time.
We enjoy meeting visitors.
She is interested in joining.
Organising a welcome event needs teamwork.

c) Expected outcomes

Ss read 'Different families will join the cultural programme' with natural rhythm and optional elision, without removing any stressed vowel.
Ss classify the examples: 'Learning another language' (subject, singular verb 'takes'); 'meeting visitors' (object of 'enjoy'); 'joining' (object of preposition 'in'); 'Organising a welcome event' (subject with an object, singular verb 'needs').
Ss write the rule: a gerund is an -ing form used as a noun; avoid a bare verb where a gerund is required.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the word different and family on the board and asks: 'How many syllables does 'different' have in natural speech?' T introduces the task of reading the sentence and identifying gerunds.
Students
Ss try to count the syllables and listen to T's model.
Teacher
Step 2: Task performance
T models the sentence, then asks Ss to practise it in pairs. T distributes sentence strips with the gerund examples and asks groups to classify each gerund by function.
Students
Pairs practise the sentence. Groups discuss and place each example into the correct category on the board.
Teacher
Step 3: Report and discussion
T asks one group to report and asks: 'Why does 'takes' have an -s?' and 'Why do we say 'interested in joining' and not 'interested in join'?'
Students
Ss answer, e.g. 'Learning another language is a singular subject, so the verb takes -s.' 'After a preposition we use a gerund: in joining.'
Teacher
Step 4: Conclusion and assessment
T confirms the rules: elision is optional and must not make the word unclear; a gerund is used as a noun after a subject, a verb or a preposition. T asks Ss to write one example sentence with a gerund in their notebooks.
Students
Ss write one sentence with a gerund, e.g. 'Organising a cultural exchange needs teamwork.'

Activity 2.3: Knowledge formation · 15 minutes

Culture and CLIL: comparing Tết and Thai New Year

a) Aims

Ss read the cultural panel, identify the specific festivals, places and purposes and explain the differences in dates and practices without overgeneralising.

b) Content

Ss read the cultural paragraph on page 50 of the textbook in groups of three. Each student reads one part of the text:

Student 1: general statement ('New Year festivals in ASEAN countries may follow different calendars and traditions.')
Student 2: Tết and Thailand's April New Year ('Viet Nam's Tết ... commonly falls in January or February ...')
Student 3: shared purposes and cautions ('Family reunion and renewal can be shared purposes ...')
Then groups fill in Worksheet 2 with the comparison.

c) Expected outcomes

Worksheet 2 completed by each group, for example:

Festival 1: Tết, Viet Nam, lunar calendar, usually January or February.
Festival 2: Thai New Year, Thailand, April.
Shared purposes: family reunion and renewal.
Differences: dates and rituals are not identical; the use of water in Thai New Year traditions is a different practice.
Caution: not every person celebrates in the same way, and the examples are not fixed dates for a particular year.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides Ss into groups of three, hands out Worksheet 2 and explains the task. T reminds Ss to identify the festival, place and source, and not to assume that all people celebrate the same way.
Students
Ss look at the worksheet and check the questions they need to answer.
Teacher
Step 2: Task performance
Each student reads one part of the panel aloud, then the group completes the comparison table. T monitors and asks guiding questions: 'Which festival follows the lunar calendar?' 'Is the purpose the same or the date the same?'
Students
Groups discuss and write their answers in English. Possible answer: 'Tết follows the lunar calendar, so the date changes every year; Thai New Year is in April.'
Teacher
Step 3: Report and discussion
T asks each group to present one shared purpose and one difference. T asks: 'Can we say that all Vietnamese families celebrate Tết in exactly the same way?'
Students
Ss answer, e.g. 'No, families may have different customs; the panel only gives examples.'
Teacher
Step 4: Conclusion and assessment
T summarises: compare the specific festival, place and source; name shared purposes such as family reunion and renewal; acknowledge differences in dates and practices; avoid treating a costume or a food as the whole identity of a country. T points out that the examples are illustrations, not fixed dates.
Students
Ss copy the summary into their notebooks.

Activity 3: Practice · 15 minutes

Exercises: everyday English and culture questions

a) Aims

Ss practise answering questions about the everyday exchange and the cultural panel, using the exercises from the textbook and the provided answer key.

b) Content

Ss work in pairs to answer exercises 2 to 5 (everyday English) and exercises 6 to 9 (culture/CLIL) from the textbook. Exercise 2: 'State the purpose and audience of this everyday exchange on ASEAN and Viet Nam. Support your answer with one detail.' Exercise 3: 'Identify the actual opening sentence.' Exercise 5: 'Write a three-sentence summary using only information in the model.' Exercise 8: 'Read the opening and closing aloud and explain one difference between their jobs.' Ss check answers against the key in the product.

c) Expected outcomes

Sample answers (teacher marks by the given criteria; accept equivalent wording):

Ex 2: Audience: the two speakers. Purpose: to handle a concrete response about the welcome card. Detail: 'I wanted the directions to be easy to follow.'
Ex 3: The opening is 'Your welcome card is beautifully organised.' It introduces the specific situation before the detail about directions.
Ex 5: 'A compliments the organisation of B's welcome card. B explains that the directions were designed to be easy to follow. A finds the large labels helpful, and B welcomes that feedback.'
Ex 8: The opening 'New Year festivals in ASEAN countries may follow different calendars and traditions' sets up the situation; the closing 'See the verified printed book, page 50' is a source citation, not the main conclusion.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the exercise numbers on the board and asks pairs to divide the work: one student answers, the other checks.
Students
Pairs read the exercises and decide who will answer which question.
Teacher
Step 2: Task performance
T sets 8 minutes and monitors. T reminds Ss to support their answers with evidence from the model and not to add invented results.
Students
Pairs write their answers in their notebooks and check each other's work.
Teacher
Step 3: Report and discussion
T calls on different pairs to read one answer each and asks the class to comment: 'Does the answer use only the information in the model?'
Students
Ss read their answers and listen to others. They say whether they agree and suggest improvements.
Teacher
Step 4: Conclusion and assessment
T shows the key on the board, explains the marking criteria and corrects common mistakes, such as adding a result that is not in the model or omitting the condition 'not fixed dates'.
Students
Ss correct their answers and record the key points in their notebooks.

Activity 4: Application · 20 minutes

Planning a welcome event for ASEAN participants

a) Aims

Ss use the everyday English function and the culture/CLIL skills to plan and present a short welcome event for participants in an ASEAN cultural exchange.

b) Content

Ss work in groups of four. Each group plans a welcome event for participants from ASEAN countries. Each group writes:

a short welcome card (2 to 3 sentences) using the phrases: 'Thank you. I wanted ... to be easy to follow.' and 'The large labels really help.'
a proposal (2 to 3 sentences) explaining one activity, starting with 'Organising a welcome event needs teamwork.'
a short description of one shared purpose of a New Year festival in two countries, with one specific difference. Proposed details must be labelled as 'proposal' and must not be presented as facts.
Groups present their work to the class in 2 minutes. Homework option: write a final paragraph of 80 to 100 words about the event.

c) Expected outcomes

A welcome card and a proposal in English, with correct use of at least one gerund and one target word (ASEAN, exchange, cultural, participant, proposal, cooperate).
A short spoken presentation with a clear purpose, a specific detail and a label 'proposal' for any planned idea.
A final paragraph (homework) that keeps the message: festivals may follow different calendars and traditions, and the examples are not fixed dates.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and shows a model welcome card and proposal on the board. T reminds Ss to use the gerund and label any proposal clearly.
Students
Ss read the model and ask questions about the task.
Teacher
Step 2: Task performance
T gives 10 minutes for groups to draft their welcome card and proposal, and monitors the use of the gerund and target vocabulary.
Students
Groups draft their writing on a poster or in their notebooks. Possible proposal: 'Proposal: Organising a cultural exchange on Tết and Thai New Year would help participants cooperate.'
Teacher
Step 3: Report and discussion
T invites two groups to present, and asks the class to give one positive comment and one suggestion about each presentation.
Students
Presenting groups speak for about 2 minutes. Listeners respond with comments such as 'Your labels idea is useful' or 'Please say that this is a proposal.'
Teacher
Step 4: Conclusion and assessment
T praises the good ideas, corrects two or three language mistakes on the board and sums up the lesson: everyday English is used to thank and explain; gerunds are used as nouns; cultural comparisons need specific details and must avoid overgeneralisation.
Students
Ss note the corrections and complete their final paragraph for homework.

Worksheets

Worksheet 1: Everyday English and gerunds

Part A. Complete the exchange with the phrases: 'Thank you.', 'I wanted ... to be easy to follow.', 'The large labels really help.', 'I'm glad they are useful.'

A: Your welcome card is beautifully organised.
B: ______________________.
A: ______________________.
B: ______________________.

Part B. Put the gerund in the correct form into the blanks.

______________ (learn) another language takes time.
We enjoy ______________ (meet) visitors.
She is interested in ______________ (join) the programme.
______________ (organise) a welcome event needs teamwork.

Part C. Read the sentence aloud. Mark the unstressed vowels that may be omitted in natural speech.

Different families will join the cultural programme.

Worksheet 2: Comparing two New Year festivals

Read the cultural panel on page 50 of the textbook and complete the table in English.

Festival 1 (name, country): ______________________
Calendar used: ______________________
Usual time of the year: ______________________
Festival 2 (name, country): ______________________
Calendar or time used: ______________________
Shared purpose 1: ______________________
Shared purpose 2: ______________________
One difference in practice: ______________________
One caution: Why should we not assume that everyone celebrates in the same way? ______________________
Why are the examples not fixed dates for a particular year? ______________________

Homework

Practise the everyday-English dialogue with a partner. Change the details (for example, the card, the labels or the directions) and record your version.
Read the pronunciation sentence 'Different families will join the cultural programme' aloud five times, with and without optional vowel elision.
Write 4 sentences using a gerund in the subject, object or after a preposition position (for example: 'Organising a cultural exchange needs teamwork.').
Write a final paragraph of 80 to 100 words about the welcome event your group planned. Use at least one target word (ASEAN, exchange, cultural, participant, proposal, cooperate). Label any plan as a proposal and do not invent results.
Study the lesson again on NeoEdu: neoedu.vn/learn/11/english/unit-4-communication-and-culture-clil, and do the interactive exercises before the next lesson.

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