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

Giáo án Looking back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify a gerund (the -ing form used as a noun) in subject, object and after-preposition positions.
  • Choose the correct gerund form after prepositions and verbs such as enjoy, suggest, for and look forward to.
  • Pronounce words with vowel elision, such as different and family, naturally while keeping the stressed vowels.
  • Use gerunds and vowel elision correctly in a short connected paragraph about a youth-programme role.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the gerund exercises individually and check their answers against the key before discussing them with a partner.
  • Communication and collaboration: Ss work in pairs to explain the gerund rules and to give peer feedback on pronunciation.
  • Problem-solving and creativity: Ss apply the gerund rules to write their own sentences about hosting visitors from ASEAN countries.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate model sentences, read them aloud, and write a short paragraph about a youth-programme role.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the gerund as subject, object and after a preposition, apply vowel elision in natural speech, and match the unit vocabulary (ASEAN, exchange, cultural, participant, proposal, cooperate) to its meaning.

3. Personal qualities

  • Responsibility: Ss finish each task on time and take responsibility for their own answers in pair work.
  • Kindness: Ss give constructive, encouraging feedback to their partners during pronunciation practice.
  • Diligence: Ss practise reading the model sentences several times until they read smoothly and naturally.

II. Teaching aids and materials

1. Teacher

  • Projector and slides showing the gerund examples and the vowel elision rule from the unit
  • Printed Worksheet 1 and Worksheet 2 for each pair
  • Answer key for the eight gerund exercises and the reading-aloud rubric
  • NeoEdu lesson page with the interactive exercises: neoedu.vn/learn/11/english/unit-4-looking-back

2. Students

  • Student's book Tiếng Anh 11 Global Success, Unit 4
  • Notebook, pen and pencil
  • English-Vietnamese dictionary

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Meeting ASEAN Visitors

a) Aims

Ss recall the topic of Unit 4 (ASEAN and Viet Nam) and use the -ing form as a noun in a quick, natural answer, so they are ready to review the gerund.

b) Content

T writes ASEAN and cultural exchange on the board and asks: 'What do you enjoy doing when you meet visitors from other countries?' and 'What do you think about joining a cultural exchange programme?' Ss answer in pairs with a short sentence, e.g. 'We enjoy talking to them' or 'Joining a programme is exciting'. T notes the -ing words that Ss use on the board.

c) Expected outcomes

A list of 4 to 5 -ing words or phrases on the board (e.g. meeting visitors, sharing food, joining a programme, talking to foreign friends) that Ss have used naturally. These will be used to introduce the gerund in the next activity.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the topic of the lesson and asks the two questions on the board. T gives Ss 1 minute to think.

    Students

    Ss listen carefully and think of their own answers.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss the questions with a partner. T walks around and helps Ss with vocabulary such as exchange and cultural.

    Students

    Ss discuss in pairs for 2 minutes. Expected answers: 'We enjoy meeting new friends.' / 'Learning about different cultures is interesting.'

  3. Teacher

    Step 3: Report and discussion

    T asks 3 or 4 pairs to share their answers and writes the -ing phrases on the board.

    Students

    Representatives of pairs report their answers to the class. Other Ss listen and add ideas.

  4. Teacher

    Step 4: Conclusion and assessment

    T points out that the -ing words in the answers are gerunds, which act as nouns. T says the lesson will review how to use them.

    Students

    Ss note the topic of the lesson in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Gerunds: Form and Function

a) Aims

Ss identify the three main functions of the gerund (subject, object, after a preposition) and recognise the verbs and expressions that take a gerund.

b) Content

T presents the rule and examples on the slide:

  • As subject: Learning another language takes time. (singular verb)
  • As object: We enjoy meeting visitors.
  • After a preposition: She is interested in joining.
  • A gerund can take an object: Organising a welcome event needs teamwork.
    Ss complete Worksheet 1 (Gerund Rules) in pairs, then answer the questions: 'Which verb follows the gerund subject in the sentence about learning? Why?' and 'Why do we say interested in joining and not interested in to join?'

c) Expected outcomes

Ss complete Worksheet 1 with the following key points:

  • A gerund is an -ing form used as a noun.
  • Gerund subject takes a singular verb: Learning another language takes time.
  • Verbs such as enjoy and suggest are followed by a gerund: We enjoy meeting visitors. / They suggested making a welcome board.
  • After prepositions (for, in, of, about) we use a gerund: Thank you for visiting our school.
  • Avoid using a bare verb where a gerund is required.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four rules on the slide and distributes Worksheet 1. T asks Ss to read the examples and underline each -ing word.

    Students

    Ss read the examples silently and underline the gerunds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to complete Worksheet 1 and answer the two questions. T monitors and prompts with questions such as 'Is the gerund phrase in the subject singular or plural?'

    Students

    Ss work in pairs for 5 minutes. Expected answers: 'Learning takes time - it is singular, so the verb is takes.' / 'Interested in is a preposition, so the next word must be an -ing form.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to read their answers. T asks the class whether they agree and invites comments.

    Students

    Pairs present their answers. Other Ss confirm or correct them.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key rules and writes the summary on the board. T highlights the common mistake of using to + verb after a preposition.

    Students

    Ss copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Vowel Elision in Natural Speech

a) Aims

Ss recognise that unstressed vowels may be omitted in natural speech in words such as different and family, and they know that careful pronunciation is also acceptable.

b) Content

T models the words different /ˈdɪfrənt/ and family /ˈfæmli/ in careful speech and then in natural speech. T reads the sentence 'Different families will join the cultural programme.' twice: first slowly, then at natural pace. Ss complete the box in Worksheet 2 (Elision Practice) by marking which vowel is omitted in natural speech and which vowel must never be removed.

c) Expected outcomes

Ss complete Worksheet 2 with the following points:

  • Elision means that an unstressed vowel is not pronounced in natural speech.
  • In different, the second vowel is unstressed; natural speech: /ˈdɪfrənt/. Careful speech: /ˈdɪfərənt/.
  • In family, the second vowel is unstressed; natural speech: /ˈfæmli/. Careful speech: /ˈfæməli/.
  • Elision is optional and must not remove a stressed vowel or make the word unclear.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains that elision is a feature of natural speech and distributes Worksheet 2. T asks Ss to listen carefully to the model.

    Students

    Ss listen to T's model and look at the phonetic transcriptions in Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat the two words and the sentence after T in chorus, then individually. T checks that the stressed vowel is kept in each word.

    Students

    Ss repeat in chorus and then individually. They mark the unstressed vowel in each word on Worksheet 2.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 Ss to read the sentence aloud. T asks the class to comment on whether the word is still clear.

    Students

    Volunteers read the sentence. Other Ss give feedback, e.g. 'The word family was clear, but the stress was on the first syllable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that both careful and natural forms are acceptable and warns Ss not to remove stressed vowels. T reminds Ss that elision should never make the word unclear.

    Students

    Ss write the rule in their notebooks.

Activity 3.1: Practice · 8 minutes

Gerund Exercises

a) Aims

Ss choose the correct form (gerund or other form) in sentences with verbs, prepositions and gerund subjects, and explain their choice.

b) Content

Ss do exercises 1 to 8 from the textbook (choose A, B, C or D). Answer key:

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

c) Expected outcomes

Answer key:

  1. C – Meeting is a gerund phrase used as the subject.
  2. B – Enjoy takes a gerund object.
  3. A – A preposition is followed by an -ing form.
  4. D – The gerund phrase Organising two events is singular, so the verb is requires.
  5. C – Suggest takes a gerund.
  6. B – For is followed by a gerund.
  7. A – To in look forward to is a preposition, so it is followed by an -ing form.
  8. D – Listening is the subject of the sentence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects exercises 1 to 8 and reads the instructions. T reminds Ss to look for the verb or preposition before the blank.

    Students

    Ss read the sentences and choose their answers individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to compare answers with a partner and explain their reasons. T monitors and checks exercises 4 and 8 carefully, since they involve a singular gerund subject.

    Students

    Ss compare answers in pairs. Expected difficulty: 'Why is requires in exercise 4?' T helps them see that the gerund phrase is treated as singular.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers and reasons for 3 to 4 exercises. T asks the class to vote if they disagree.

    Students

    Ss give answers and reasons. Other Ss agree or correct them.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the slide and explains the common mistakes: using to + verb after a preposition, and using a plural verb with a gerund subject.

    Students

    Ss check their answers and correct any mistakes in their notebooks.

Activity 3.2: Practice · 5 minutes

Matching Vocabulary and Reading Aloud

a) Aims

Ss match the unit vocabulary with its meaning and read a model sentence aloud using vowel elision appropriately.

b) Content

Exercise 9: Match each word with its meaning: 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).
Exercise 10: Read the sentence 'Different families will join the cultural programme.' aloud twice, first slowly, then at a natural pace. Partners give feedback using the rubric below.

c) Expected outcomes

Exercise 9 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.
Exercise 10 rubric (10 points): Elision of vowels, used consistently and optionally (4 points; 2 if inconsistent). Clear pronunciation of sounds and syllables, with the word still clear (3 points; 1 or 2 if some parts are hard to understand). Natural rhythm and intonation for the sentence (2 points; 1 if the reading sounds mechanical). Self-correction after feedback (1 point).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows exercise 9 and exercise 10 on the slide. T explains the rubric and asks Ss to listen for elision in their partner's reading.

    Students

    Ss read the instructions and the rubric carefully.

  2. Teacher

    Step 2: Task performance

    T gives Ss 2 minutes to match the words in exercise 9 individually, then asks them to read exercise 10 aloud in pairs, one reads and one listens with the rubric.

    Students

    Ss match the words and then take turns reading the sentence aloud. The listener gives scores and one comment.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 or 3 Ss to read the sentence aloud in front of the class. T gives short feedback on the elision and the rhythm.

    Students

    Volunteers read aloud. Other Ss comment on the clarity of the words.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matching answers and reminds Ss that elision is optional and must not make words unclear.

    Students

    Ss correct their matching and note the points they need to improve in their pronunciation.

Activity 4: Application · 10 minutes

Writing About a Youth-Programme Role

a) Aims

Ss use gerunds in subject, object and prepositional positions in a connected paragraph about the qualities a youth-programme participant needs, and read part of it aloud with natural elision.

b) Content

Ss write a paragraph of 80 to 100 words answering the question: 'What does a good participant in a youth exchange programme need to do?' Ss must use at least three gerunds (one as subject, one as object, one after a preposition) and must include at least one sentence using a gerund that is preceded by a verb such as enjoy, suggest or look forward to. Ss may use the ideas in the textbook: clear communication, reliability, curiosity, respectful listening and preparation.

c) Expected outcomes

A paragraph of 80 to 100 words in which:

  • At least 3 gerunds are used correctly (subject, object, after a preposition).
  • Each gerund is followed by the correct verb form, e.g. Listening respectfully is important.
  • The paragraph contains at least one word that is read with vowel elision, such as different or family.
    Example model: 'Meeting new people is an important part of the programme. I enjoy listening to different views, and I look forward to sharing my ideas with my partners. Preparing carefully helps me stay responsible.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the writing task and the three gerund requirements on the slide. T reminds Ss of the criteria for a good paragraph.

    Students

    Ss read the task and ask questions about the requirements.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write individually for 6 minutes, then exchange their paragraphs with a partner to check the gerunds and verb forms.

    Students

    Ss write their paragraph and check each other's gerunds, e.g. 'Your sentence needs singular verb: Listening is important.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 Ss to read their paragraphs aloud. T asks the class to identify one gerund in each paragraph and its function.

    Students

    Volunteers read aloud. Other Ss identify the gerunds, e.g. 'Preparing is the subject' or 'Meeting is the object.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate use of gerunds and gives one common correction. T asks Ss to finish the paragraph for homework.

    Students

    Ss revise their paragraph after the feedback and record the final version in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1: Gerund Rules
A. Read the sentences and underline the gerund.

  • Learning another language takes time.
  • We enjoy meeting visitors.
  • She is interested in joining.
  • Organising a welcome event needs teamwork.
    B. Complete the rules.
  • A gerund is an ______ form used as a ______.
  • As subject, a gerund takes a ______ (singular/plural) verb.
  • After verbs such as enjoy and suggest, we use a ______.
  • After a ______, we use a gerund.
    C. Answer the questions with your partner.
  • Why do we say 'Learning another language takes time' and not 'Learning another language take time'?
  • Why do we say 'interested in joining' and not 'interested in to join'?

Phiếu học tập số 2

Worksheet 2: Elision Practice
A. Listen to the teacher and mark the unstressed vowel in each word.

  • different: careful /ˈdɪfərənt/ / natural /ˈdɪfrənt/
  • family: careful /ˈfæməli/ / natural /ˈfæmli/
    B. Read the sentence aloud.
  • Different families will join the cultural programme.
    C. Complete the rules.
  • Elision means an ______ vowel is not pronounced in natural speech.
  • Elision is ______ (optional/compulsory).
  • Elision must NOT remove a ______ vowel or make the word ______.
    D. Find one more word in the unit with an unstressed vowel that can be elided, and read a sentence with it.

Homework

  • Finish the paragraph about a youth-programme role (80 to 100 words) using at least three gerunds in different positions, and check the verb form after each gerund.
  • Practise reading the sentence 'Different families will join the cultural programme.' aloud three times, first slowly and then at natural pace. Record yourself if possible and listen for the stressed vowels.
  • Review the eight gerund exercises and the matching words, then do the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/11/english/unit-4-looking-back.
  • Prepare one sentence about a role you would like to take in an ASEAN exchange programme, using a gerund as subject, object or after a preposition, to share in the next lesson.

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