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

Giáo án Project

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: identify the purpose, audience and structure of a project product (a sourced fact sheet and a short welcome speech) on ASEAN and Viet Nam.
  • Ss will be able to explain why membership information must be dated, and state Viet Nam's ASEAN membership date (28 July 1995) and capital (Hà Nội) with a source.
  • Ss will be able to use gerunds correctly as subject, object and after a preposition, and apply vowel elision naturally in words such as different and family.
  • Ss will be able to produce a short, sourced presentation with a genuine question period.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan and finish their assigned parts of the project on time, and check their own sources and facts before presenting.
  • Communication and collaboration: Ss share roles in group work, ask for clarification respectfully, and give constructive feedback during rehearsal and the question period.
  • Problem-solving and creativity: Ss decide how to present facts clearly, choose a suitable tone for the audience, and design a welcome speech that invites real conversation.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model product, write a three-sentence summary and a closing paragraph, and deliver a rehearsed oral presentation with source credits.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the key vocabulary (ASEAN, exchange, cultural, participant, proposal, cooperate), recognise gerund forms, and pronounce different and family with optional elision.

3. Personal qualities

  • Diligence: Ss complete each project stage on schedule and rehearse the presentation more than once.
  • Responsibility: Ss check that every fact has a source, label example data as examples, and do not invent survey results.
  • Honesty: Ss report only real data and state clearly that Tết customs vary among families and regions.
  • Kindness: Ss listen respectfully to their partners and to visitors, and do not assume that one person represents a whole country.
  • Patriotism: Ss present Viet Nam's membership in ASEAN and its capital Hà Nội accurately and proudly.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the completed model product (fact sheet and welcome speech)
  • Printed Worksheet 1 and Worksheet 2 for each group
  • Answer key for the analysis questions (teacher-marked, not automatic)
  • Access to the NeoEdu lesson page: neoedu.vn/learn/11/english/unit-4-project (interactive exercises and examples)
  • Source page for checking facts: https://asean.org/member-states/viet-nam/
  • Timer and rubric for the presentation (content 4, audience 2, language 2, delivery 2)

2. Students

  • Student's book Tiếng Anh 11 (Global Success), Unit 4
  • Notebook, pen, highlighter
  • A blank A4 sheet for drafting the fact sheet and speech
  • Cards with group roles: fact checker, speaker, timekeeper, question leader
  • Smartphone or tablet only for checking the source link (optional, with teacher permission)

III. Procedures

Activity 1: Warm-up · 10 minutes

Quick Quiz: What Do We Know About Viet Nam and ASEAN?

a) Aims

Ss activate prior knowledge about Viet Nam's capital and ASEAN membership, and understand that facts need dates and sources.

b) Content

Ss answer quick questions in pairs: 1) What is the capital of Viet Nam? 2) When did Viet Nam join ASEAN? 3) Where can we check this information? 4) Why might an old number of ASEAN members be wrong today?

c) Expected outcomes

Expected answers: 1) Hà Nội. 2) Viet Nam joined ASEAN on 28 July 1995. 3) An official source such as https://asean.org/member-states/viet-nam/. 4) ASEAN has expanded beyond the earlier ten-member textbook context (2025 information), so an old member count is not current. Ss write the key idea on the board: Every fact in a project needs a date and a source.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'ASEAN and Viet Nam' on the board and says: 'Today you will build a project product for visitors. Before that, let's check what we already know. Work in pairs and answer four quick questions in 3 minutes.' T shows the four questions on the slide.

    Students

    Ss listen, read the questions and get ready with their partners.

  2. Teacher

    Step 2: Task performance

    T monitors, encourages weaker pairs and gives hints without giving full answers, e.g. 'Think about the date on the official site.'

    Students

    Ss discuss in pairs and write short answers in their notebooks. Possible answers: 'Hà Nội.' 'In 1995.' 'On the ASEAN website.' 'Because ASEAN has more members now.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to share answers and asks: 'How do you know that information is correct?' and 'What would happen if a visitor used an old number?'

    Students

    Ss report their answers. Possible responses: 'We can check the official website.' 'If the number is old, the visitor may get wrong information.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, writes the key idea on the board and links it to the project: 'Facts must be dated and sourced. This is the first rule of your product.'

    Students

    Ss copy the key idea into their notebooks: 'Every fact needs a date and a source.'

Activity 2.1: Knowledge formation · 20 minutes

Analysing the Model Product

a) Aims

Ss identify the parts of the printed project genre (opening, middle facts, closing, source note) and explain how each part works in the model fact sheet and welcome speech.

b) Content

Ss work in groups of four using Worksheet 1. Each student takes one role: fact checker (finds the dated facts and the source), speaker (reads the opening and closing aloud), timekeeper, and question leader. Groups answer: 1) What is the purpose and audience of the product? 2) Which opening sentence introduces the topic? 3) Which two details are useful, and why are they better than saying only that the topic is important? 4) Why must membership information be dated? 5) What is the difference between the job of the opening and the job of the closing?

c) Expected outcomes

Expected group notes:

  • Purpose: to present the ASEAN-member research product (Viet Nam profile) with concrete evidence, a proposed action and limits. Audience: classmates and the teacher reviewing the project.
  • Opening: 'ASEAN-member research product — Viet Nam profile: Capital: Hà Nội.' It introduces the specific situation before the later details.
  • Two useful details: 'Viet Nam joined ASEAN on 28 July 1995.' and 'A quiet reading discussion is available as an alternative to music.' Both are concrete and show what is agreed, described or offered.
  • Membership must be dated because ASEAN has expanded beyond the earlier ten-member context in 2025; an undated count can become false.
  • The opening establishes the situation; the closing completes or qualifies the message. The source citation credits evidence but is not the author's conclusion.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the model fact sheet and welcome speech on the projector. T says: 'Read the model in your group. Each role has a job. Answer the five questions on Worksheet 1 in 12 minutes.' T models one example: 'Look at the first line. What does it tell the audience?'

    Students

    Ss read the model silently, then take their roles and read Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T walks around, checks that the fact checker finds the date and the source, and asks guiding questions: 'Why is 28 July 1995 useful?' 'Can you find a detail that must not be lost?'

    Students

    Ss discuss in groups and write answers. Possible discussion: 'The date makes the fact checkable.' 'The alternative to music is a limit for the audience, so it is important.'

  3. Teacher

    Step 3: Report and discussion

    T invites one group to read the opening aloud and another to read the closing aloud. T asks the class: 'Do the opening and closing do the same job?' and 'Is the source line a conclusion?'

    Students

    Ss read the opening and the closing aloud. Possible responses: 'The opening sets the situation, the closing completes the message.' 'The source line gives credit, but it is not the author's conclusion.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'A project product has a clear opening, useful dated facts, a qualified closing and a source. This is the structure you will copy for your own product.' T points out that the answers are teacher-marked and are not automatic.

    Students

    Ss correct their notes and record the structure of the genre: opening – facts with dates and sources – limits or conditions – closing – source credit.

Activity 2.2: Knowledge formation · 15 minutes

Language Focus: Gerunds and Vowel Elision

a) Aims

Ss recognise gerunds as subject, object and after a preposition, and pronounce different and family with optional vowel elision.

b) Content

T presents the model sentences from the project and asks Ss to identify the gerund forms and the subject-verb agreement. Ss then practise pronunciation of 'different' and 'family'. Model sentences: 'Learning another language takes time.' 'We enjoy meeting visitors.' 'She is interested in joining.' 'Organising a welcome event needs teamwork.' 'Different families will join the cultural programme.'

c) Expected outcomes

Expected knowledge:

  • Gerund = -ing form used as a noun.
  • Subject: 'Learning another language takes time.' (singular verb 'takes').
  • 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.'
  • Pronunciation: different /ˈdɪfrənt/ or /ˈdɪfərənt/; family /ˈfæmli/ or /ˈfæməli/. Elision is optional and must not remove a stressed vowel or make the word unclear.
  • Ss can write one gerund sentence about the project, e.g. 'Preparing the fact sheet takes time.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes five sentences on the board and asks Ss to underline the gerunds. T says: 'Find the -ing form and tell me whether it works as a noun.'

    Students

    Ss look at the sentences and underline the gerunds in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to decide the job of each gerund (subject, object, after preposition) and to write one new sentence with a gerund. T models the pronunciation of 'different' and 'family' with and without the unstressed vowel.

    Students

    Ss work with a partner, label each gerund and write one new sentence. They repeat 'different' and 'family' after T and compare the two forms.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their sentences aloud and asks: 'Why is it 'takes' and not 'take'?' Possible answer: 'Because the gerund subject is singular.'

    Students

    Ss read their sentences. Possible answer: 'Learning another language takes time, because the subject is singular.' Ss read the words with the careful or elided form.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule: avoid a bare verb where a gerund is required, e.g. say 'interested in joining', not 'interested in join'. T reminds Ss that elision is natural but never required and must keep the word clear.

    Students

    Ss write the rule in their notebooks and mark the stress on the words in their project script.

Activity 3: Practice · 20 minutes

Answering the Project Questions on the Model

a) Aims

Ss practise identifying, explaining and writing parts of the project product using only the information in the model.

b) Content

Ss work in pairs on Worksheet 2, tasks 2 to 8: state the purpose and audience with one detail; explain the opening; select two useful details; write a three-sentence summary keeping the essential condition; choose one middle sentence and explain its contribution; read the opening and closing aloud and explain one difference in their jobs; write a short closing paragraph using only supplied details.

c) Expected outcomes

Model answers (teacher-marked, may vary in wording):

  • Task 2: Audience: classmates and the teacher reviewing the project. Purpose: to present the project and its concrete evidence, proposed action and limits. Detail: 'Membership information must be dated.'
  • Task 3: The opening is 'ASEAN-member research product — Viet Nam profile: Capital: Hà Nội.' It introduces the particular situation before the later facts.
  • Task 4: (1) 'Viet Nam joined ASEAN on 28 July 1995.' (2) 'A quiet reading discussion is available as an alternative to music.' Both are specific and tell the audience what is stated or what the limit is.
  • Task 5 (three sentences): 'Our fact sheet presents Viet Nam with Hà Nội as its capital. Viet Nam joined ASEAN on 28 July 1995, and the membership information must be dated. The Tết example is one starting point for a conversation, not a description of every family.'
  • Task 6: 'Membership information must be dated...' contributes a concrete rule that prevents an out-of-date fact from being presented as current.
  • Task 7: The opening sets the situation; the closing completes or qualifies the message.
  • Task 8: 'Please ask us about our school day, and tell us which activity you would enjoy. A quiet reading discussion is available as an alternative to music.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Answer the tasks using only information from the model. If you use an example, label it as an example. Work in pairs, 12 minutes.'

    Students

    Ss read the tasks and check the model product again.

  2. Teacher

    Step 2: Task performance

    T monitors, asks pairs to find the exact sentence that supports each answer, and reminds them not to invent results.

    Students

    Ss write their answers, quote the supporting detail and check each other's sentences. Possible question from a pair: 'Can we say the Tết example is every family?' Answer: 'No, it is one starting point.'

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their three-sentence summary and closing paragraph. The class gives feedback using the rubric: content, accuracy, clarity.

    Students

    Ss read their summary and closing. Other pairs give one positive comment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the model answers, highlights that the condition (dated membership, Tết example as one starting point) must be kept, and marks the correct answers using the scoring guide.

    Students

    Ss compare with the model, correct their work and keep the corrected answers for their own project.

Activity 4: Application · 25 minutes

Project Presentation: Our Viet Nam Panel for a School Exchange

a) Aims

Ss produce a sourced fact sheet and a short welcome speech, and present it to a partner or class with source credits and a genuine question period.

b) Content

Groups of four produce their own project product using Worksheet 2 (Section B): a sourced fact sheet (title, audience, method, practical limits, source) and a short welcome speech (about 60 to 80 words). Each group rehearses a three-minute presentation with source credits, then invites questions from the class. If a group collects real responses from a partner, it must first get consent, avoid private identifiers and report only actual data. Planning figures and examples must be labelled.

c) Expected outcomes

Each group submits:

  • A fact sheet with title, audience, one dated fact (for example: Viet Nam joined ASEAN on 28 July 1995), a source (https://asean.org/member-states/viet-nam/), a labelled example (for example: 'Example only: Tết customs vary among families and regions') and practical limits.
  • A welcome speech that opens with the topic, gives two concrete details, invites questions about school life and offers one alternative activity.
  • A short oral presentation with source credits and at least two questions from the audience answered in English.
  • Scoring guide: content 4, audience and register 2, vocabulary and grammar 2, delivery and interaction 2.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Now you will create your own product for a school exchange. Use the model and Worksheet 2. Remember: date every membership fact, label examples and credit your source. Your presentation has three minutes and a question period.' T shows the rubric.

    Students

    Ss read the rubric and assign roles: speaker, fact checker, script writer, question leader.

  2. Teacher

    Step 2: Task performance

    T monitors groups, checks the source and dates, helps Ss pronounce 'different' and 'family', and reminds them to use gerunds correctly (e.g. 'Meeting visitors is exciting').

    Students

    Ss write the fact sheet and the speech, rehearse twice, and prepare two questions for the audience. Possible speech sentence: 'Welcome to our school exchange. Our panel introduces Hà Nội and explains our ASEAN membership history.'

  3. Teacher

    Step 3: Report and discussion

    T calls each group to present. T and classmates ask at least one question after each presentation, e.g. 'Where did you find the membership date?' 'What is one limit of your example?' T scores with the rubric.

    Students

    Ss present their product, credit the source aloud and answer questions. Possible answer: 'We found the date on the official ASEAN page, and the Tết example is only one example.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback: praises accurate dates and clear sources, notes any invented result or unlabelled example, and reminds Ss that respectful listening is as important as confident speaking. T closes with: 'A good host explains clearly, checks understanding and asks respectfully.'

    Students

    Ss listen to the feedback and note one improvement for their final version.

Worksheets

Worksheet 1: Analysing the Model Product

A. Group roles

  • Fact checker: finds the dated facts and the source
  • Speaker: reads the opening and closing aloud
  • Timekeeper: keeps the 12-minute limit
  • Question leader: leads the discussion

B. Questions

  1. What is the purpose and audience of the product?
  2. Which sentence is the opening? What situation does it introduce?
  3. Choose two useful details from the model. Why are they better than saying only that the topic is important?
  4. Why must membership information be dated?
  5. What is the job of the opening? What is the job of the closing? Is the source line the author's conclusion?

C. Notes table (write in list form)

  • Opening sentence: ...
  • Detail 1 (with date): ...
  • Detail 2: ...
  • Limit or condition: ...
  • Closing sentence: ...

Worksheet 2: Practice and Project Planning

Section A: Practice (use only information from the model)

  • Task 2: State the audience and purpose. Support with one detail.
  • Task 3: Identify the opening sentence and explain what it introduces.
  • Task 4: Select two details and explain their use.
  • Task 5: Write a three-sentence summary. Keep the essential condition.
  • Task 6: Choose one middle sentence and explain its contribution.
  • Task 7: Read the opening and closing aloud. Explain one difference in their jobs.
  • Task 8: Write a short closing paragraph using supplied details only.

Section B: Our project product

  • Title of the product: ...
  • Audience: ...
  • Method (how we found the facts): ...
  • Fact sheet (dated fact + source URL): ...
  • Labelled example: Example only: ...
  • Practical limits: ...
  • Welcome speech (60 to 80 words): ...
  • Two questions for the audience: ...
  • Source credit for the presentation: ...

Homework

  • Finish the fact sheet and the welcome speech for your group. Check that every membership fact has a date and a source.
  • Rehearse your three-minute presentation at least twice. Record yourself if possible and listen for clear pronunciation of 'different' and 'family'.
  • Write two sentences using gerunds as subject and object, e.g. 'Learning another language takes time.' and 'We enjoy meeting visitors.'
  • Prepare one question for a visitor about school life, and one question about their favourite activity. Remember: ask respectfully and do not assume that one person represents a whole country.
  • If you collect real responses from a partner, get consent first, do not record private identifiers and report only actual data.

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.