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

Giáo án Language

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Pronounce words with optional elision of unstressed vowels, such as 'different' and 'family', and recognise the careful forms as acceptable.
Explain the form and use of the gerund: as subject, as object, and after a preposition.
Use the topic vocabulary of the unit (ASEAN, exchange, cultural, participant, proposal, cooperate) accurately in context.
Choose the correct gerund form in sentences and give reasons for the choice.

2. Competences

a) General competences

Self-control and independent learning: Ss work through grammar items on their own, check answers against the key, and correct their own mistakes.
Communication and collaboration: Ss work in pairs and groups to match vocabulary, read aloud, and plan a welcome event using gerunds.
Problem-solving and creativity: Ss decide which gerund form fits each sentence, explain the grammar reason, and create their own sentences for a welcome event.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the model sentences, read the practice sentences aloud, and write short sentences with gerunds about an ASEAN exchange programme.
Language knowledge (pronunciation, vocabulary, grammar): Ss apply elision of vowels in natural speech, use the six topic words correctly, and use gerunds as subject, object and after prepositions.

3. Personal qualities

Diligence: Ss complete all practice items and redo the items they answered wrongly.
Responsibility: Ss take their assigned role in group work and finish their part of the welcome event plan on time.
Honesty: Ss check their answers honestly and admit mistakes in the self-assessment of the reading task.
Kindness: Ss give constructive, polite feedback on their partners' pronunciation and sentences.
Patriotism: Ss show pride in Viet Nam's role in ASEAN by describing how a cultural exchange with ASEAN partners could be organised.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 11 (Global Success), Unit 4, Language lesson
Projector or interactive whiteboard
NeoEdu lesson page: neoedu.vn/learn/11/english/unit-4-language (lesson presentation, examples and interactive exercises)
Flashcards or slides with the six vocabulary words and their meanings
Worksheet 1 (copies for each group)
Markers and a timer

2. Students

Textbook and notebook
Pen, pencil and eraser
Worksheet 1 for group work
Mini whiteboards (optional, for quick answers)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Welcoming visitors

a) Aims

Ss activate prior knowledge about welcoming foreign visitors and notice -ing forms used after verbs and in sentences about activities.

b) Content

T shows a picture or slide of students welcoming ASEAN visitors at a school gate. T asks Ss to look at the sentences on the board and say what is happening: 'Meeting new people is exciting.' 'We enjoy showing visitors around.' Ss find the words ending in -ing and say which words are verbs.

c) Expected outcomes

Ss identify the -ing words 'Meeting' and 'showing' and realise that these verb forms are used as nouns in the sentences. Ss predict that today's lesson is about the gerund and the elision of vowels in fast speech.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture and asks: 'What are the students doing? What activities are mentioned?' T writes the two sentences on the board.
Students
Ss look at the picture and the sentences, and answer orally: 'They are welcoming visitors.'
Teacher
Step 2: Task performance
T asks Ss to underline all -ing words and decide if each one is a verb or a noun in its sentence.
Students
Ss work individually for one minute. Expected answer: 'Meeting' and 'showing' are used like nouns; they name the activities.
Teacher
Step 3: Report and discussion
T calls on 2-3 Ss to share their answers and asks: 'Can we use the verb meet directly at the beginning of the sentence?'
Students
Ss answer: 'No, we need meeting, because it is the subject.' Other Ss add examples of their own.
Teacher
Step 4: Conclusion and assessment
T confirms that an -ing form used as a noun is called a gerund and introduces today's topic: gerunds and elision of vowels, with the six topic words.
Students
Ss write the title 'Language: Gerunds and Elision' in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary: Key words of the unit

a) Aims

Ss pronounce and understand the six topic words and use them in context.

b) Content

T presents the six words: ASEAN (Hiệp hội các quốc gia Đông Nam Á), exchange (giao lưu), cultural (văn hoá), participant (người tham gia), proposal (đề xuất), cooperate (hợp tác). T models each word, Ss repeat in chorus and then individually. T asks Ss to use each word in a short sentence about the ASEAN exchange programme.

c) Expected outcomes

Ss pronounce the six words correctly and give one example sentence for each. Example sentences: 'Our school joined a cultural exchange with ASEAN countries.' 'Each participant received a welcome card.' 'The teacher made a proposal to cooperate with a partner school.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on slides and says: 'Listen and repeat. Then tell me what each word means.'
Students
Ss listen carefully and look at the words on the screen.
Teacher
Step 2: Task performance
T models each word, then asks Ss to repeat in chorus and individually. T monitors and corrects stress and sounds.
Students
Ss repeat the words, and try to match each word with its Vietnamese meaning in their notebooks.
Teacher
Step 3: Report and discussion
T asks: 'Which word means a group of cooperating countries in Southeast Asia?' and 'What is the Vietnamese meaning of proposal?' T invites Ss to make one sentence with each word.
Students
Ss answer: 'ASEAN' and 'đề xuất'. Some Ss say their sentences, for example: 'We cooperate with other participants.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on pronunciation and meaning and reminds Ss to record the six words in their vocabulary notebook.
Students
Ss copy the words and their meanings into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Pronunciation: Elision of vowels

a) Aims

Ss recognise that an unstressed vowel may be omitted in natural speech and read sentences with optional elision.

b) Content

T writes the words 'different' /ˈdɪfrənt/ and 'family' /ˈfæmli/ on the board, and also the careful forms /ˈdɪfərənt/ and /ˈfæməli/. T plays or models the sentence 'Different families will join the cultural programme.' T explains that the unstressed vowel may be left out in natural speech, that both forms are acceptable, and that elision must not remove a stressed vowel or make the word unclear.

c) Expected outcomes

Ss can say that in 'different' and 'family' the unstressed vowel may be omitted, and that the careful and natural forms are both acceptable. Ss read the sentence 'Different families will join the cultural programme' with the natural form and identify that the stressed syllables are kept.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two words with their two pronunciations on the board and asks: 'Which vowel sound may be dropped in fast speech?'
Students
Ss look at the phonetic transcriptions and listen to the model.
Teacher
Step 2: Task performance
T models the careful and natural pronunciations. T asks Ss to repeat both forms and notice which vowel is missing in the natural form.
Students
Ss listen, repeat both forms, and mark the unstressed vowel in the transcription. Expected answer: the second vowel in 'different' and in 'family' is unstressed.
Teacher
Step 3: Report and discussion
T asks 2-3 pairs to read the sentence 'Different families will join the cultural programme' aloud, one with careful speech and one with natural speech.
Students
Pairs read the sentence. Ss say: 'The stressed sounds are still clear in both versions.'
Teacher
Step 4: Conclusion and assessment
T summarises: elision is optional, the careful form is also correct, and no stressed vowel is removed. T reminds Ss that the meaning must always remain clear.
Students
Ss write the rule in their notebooks: 'Unstressed vowel may be omitted; stressed vowel is kept.'

Activity 2.3: Knowledge formation · 20 minutes

Grammar: The gerund

a) Aims

Ss identify the form and use of gerunds as subject, object and after a preposition, and explain why a gerund rather than a bare verb is needed.

b) Content

T writes the examples on the board: 'Learning another language takes time.' 'We enjoy meeting visitors.' 'She is interested in joining.' T asks Ss to find the -ing form in each sentence and say its function. T then gives the sentence 'Organising a welcome event needs teamwork.' and asks Ss to identify the gerund and its object. T introduces the rule: 'A gerund is an -ing form used as a noun.' Ss copy the rule and examples into their notebooks.

c) Expected outcomes

Ss can state the rule: a gerund is an -ing form used as a noun. Ss explain three uses: as subject ('Learning another language takes time', singular verb), as object ('We enjoy meeting visitors'), and after a preposition ('She is interested in joining'). Ss note that a gerund can take an object: 'Organising a welcome event' takes 'a welcome event' as its object, and the verb 'needs' is singular.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three example sentences on the board and asks: 'Find the -ing forms. What is their function in each sentence?'
Students
Ss look at the sentences and answer in pairs.
Teacher
Step 2: Task performance
T guides Ss with questions: 'What is the verb after enjoy: a bare verb or an -ing form?' 'Why is the verb takes singular?' 'What word comes before joining?' T monitors pairs.
Students
Ss discuss in pairs. Expected answers: 'enjoy' is followed by an -ing form; 'Learning another language' is one singular unit, so the verb takes is singular; 'in' is a preposition, so the next word is an -ing form.
Teacher
Step 3: Report and discussion
T calls on pairs to share answers and asks: 'Can we say She is interested in join?' 'Can we say We enjoy meet visitors?'
Students
Ss answer: 'No, we must use joining and meeting.' Ss correct the sentences on the board.
Teacher
Step 4: Conclusion and assessment
T summarises the three uses of the gerund and the rule: avoid a bare verb where a gerund is required. T shows the sentence 'Organising a welcome event needs teamwork' and points out the gerund phrase.
Students
Ss copy the summary of the grammar box into their notebooks.

Activity 3.1: Practice · 20 minutes

Practice: Choosing the correct gerund form

a) Aims

Ss choose the correct form (gerund, bare verb, infinitive or verb with -s) in sentences about ASEAN exchange activities.

b) Content

Ss work in groups of four on Worksheet 1 (eight items). Ss complete the items, then compare answers with another group. Item 1 is a gerund phrase as subject. Items 2 to 8 cover gerunds after enjoy, after a preposition, after suggest, after for, after look forward to, and as subject again.

c) Expected outcomes

Ss complete Worksheet 1 with the following answers: 1. A (Meeting new people helps me understand different views). 2. D (We enjoy showing visitors around). 3. C (She is interested in joining the exchange). 4. B (Organising two events requires careful planning). 5. A (They suggested making a welcome board). 6. D (Thank you for visiting our school). 7. C (I look forward to hearing from you). 8. B (Listening respectfully is as important as speaking).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and explains the task: 'Choose the best answer. Explain why in one sentence.' T sets a time limit of 10 minutes.
Students
Ss read the instructions and the eight items in their groups.
Teacher
Step 2: Task performance
T circulates, checks group work and prompts Ss who are stuck: 'Which word is before the blank? Is it a verb, a preposition or a subject?'
Students
Ss discuss and fill in the answers. Expected difficulty: item 4, where the subject is 'Organising two events' (singular gerund phrase) and the verb must be requires.
Teacher
Step 3: Report and discussion
T asks each group to read out one answer and reason. T confirms the answer key and asks Ss to check their own answers.
Students
Ss read their answers. For example: 'Item 7: look forward to is followed by a gerund because to is a preposition here.'
Teacher
Step 4: Conclusion and assessment
T highlights the common mistake: using a bare verb or to-infinitive after a preposition or enjoy. T asks Ss to correct any wrong answers in their notebooks.
Students
Ss correct their mistakes and write the key pattern: preposition + -ing; enjoy + -ing; suggest + -ing.

Activity 3.2: Practice · 10 minutes

Practice: Matching words and reading aloud

a) Aims

Ss match the topic words with their meanings and read a practice sentence aloud, using elision in natural speech.

b) Content

Task 1: Ss match each topic word with its meaning: ASEAN, exchange, cultural, participant, proposal, cooperate. Task 2: Ss read the practice aloud twice, first slowly and then at a natural pace: 'Different families will join the cultural programme.' Elision is optional and must not remove a stressed vowel.

c) Expected outcomes

Task 1 key: ASEAN - Hiệp hội các quốc gia Đông Nam Á; exchange - giao lưu; cultural - văn hoá; participant - người tham gia; proposal - đề xuất; cooperate - hợp tác. Task 2: Ss read the sentence twice and can explain that the unstressed vowel may be dropped in natural speech while stressed syllables remain clear. Teacher assessment (out of 10): correct focus on elision (4), clear sounds and meaning (3), natural rhythm (2), self-correction after feedback (1).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Task 1 and Task 2 on the board and explains the scoring rubric for the reading task.
Students
Ss read the tasks and prepare their answers individually for one minute.
Teacher
Step 2: Task performance
T asks Ss to match the words in pairs, then reads the practice sentence aloud as a model. T asks Ss to read it twice, slowly then naturally.
Students
Pairs match the words. Ss practise the sentence and listen to a partner's reading.
Teacher
Step 3: Report and discussion
T calls on 3 Ss to read aloud and asks the class to give feedback on clarity and natural pace. T checks the matching answers aloud.
Students
Ss read the sentence and give feedback, for example: 'Your reading is clear, and you drop the vowel in family.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and explains that the careful and natural forms are both acceptable, provided the meaning stays clear.
Students
Ss self-assess their reading with the rubric and write one improvement in their notebooks.

Activity 4: Application · 15 minutes

Application: Planning a welcome event

a) Aims

Ss use gerunds and topic vocabulary in a real-life situation: planning a welcome event for ASEAN exchange participants.

b) Content

In groups of four, Ss imagine that their school will welcome participants from an ASEAN country. Each group writes a short plan of 6 to 8 sentences, using at least four gerunds: one as subject, one as object, one after a preposition, and one after a verb such as suggest or enjoy. Each group must use at least three topic words (ASEAN, exchange, cultural, participant, proposal, cooperate). One student presents the plan to the class, and the class asks questions.

c) Expected outcomes

Each group produces a written welcome event plan with 6 to 8 correct sentences, for example: 'Organising a welcome event needs teamwork.' 'We enjoy showing participants around the school.' 'We suggest making a welcome board.' 'Our proposal is to cooperate with a partner school.' The plan is presented orally, and Ss answer at least one question from the class.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task, shows the criteria (gerund forms, topic words, teamwork) and gives groups a plan template on the board.
Students
Ss read the criteria and assign roles: writer, checker, presenter and timekeeper.
Teacher
Step 2: Task performance
T monitors groups and helps with gerund forms. T reminds Ss: 'Check whether the verb after the preposition is in the -ing form.'
Students
Ss write their plans. Expected sentences include 'Preparing a welcome speech takes time' and 'We are interested in learning about ASEAN culture.'
Teacher
Step 3: Report and discussion
T invites one presenter from each group to present. T asks the class: 'Which gerund is the subject in this sentence?' and 'Why is the verb singular here?'
Students
Presenters read their plans. The class asks questions and answers them, for example: 'The gerund phrase is singular, so the verb is singular.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on the most accurate and creative plan, and summarises the uses of gerunds in the lesson.
Students
Ss note the feedback and revise their plans for homework.

Worksheets

Worksheet 1

Unit 4: ASEAN and Viet Nam - Language
Choose the best answer (A, B, C or D) for each sentence.

1. ___ new people helps me understand different views.
  A. Meeting B. Meet C. Met D. To meeting
1. We enjoy ___ visitors around.
  A. show B. to show C. shown D. showing
1. She is interested in ___ the exchange.
  A. to join B. joined C. joining D. join
1. Organising two events ___ careful planning.
  A. to require B. requires C. require D. requiring
1. They suggested ___ a welcome board.
  A. making B. make C. to make D. made
1. Thank you for ___ our school.
  A. visit B. to visit C. visited D. visiting
1. I look forward to ___ from you.
  A. heard B. be heard C. hearing D. hear
1. ___ respectfully is as important as speaking.
  A. To listening B. Listening C. Listen D. Listened
  After each answer, write one short sentence explaining why the form is correct.

Homework

Write five sentences about an ASEAN cultural exchange. Use at least one gerund as subject, one as object, and one after a preposition. Underline each gerund.
Practise reading the sentence 'Different families will join the cultural programme' aloud five times. Record yourself, and listen to check whether the unstressed vowels are clear and the stressed syllables are kept.
Review the six topic words and write a short paragraph (4-5 sentences) using at least four of them.
Redo the items in Worksheet 1 that you answered wrongly, and write the correct reason for each answer.
Look at the NeoEdu lesson page neoedu.vn/learn/11/english/unit-4-language and complete the interactive exercises on gerunds before the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.