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

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I. Objectives

1. Knowledge

Identify the main ideas and specific details of the School Exchange News text.
Justify inferences by locating the exact sentences that support them.
Distinguish a stated fact, a reasonable inference and an unsupported claim.
Pronounce different and family with optional vowel elision in natural speech.
Form and use gerunds as subjects, objects and objects of prepositions.
Use the key vocabulary: ASEAN, exchange, cultural, participant, proposal, cooperate.

2. Competences

a) General competences

Self-control and independent learning: Ss read the text on their own first, then check each answer against the exact evidence sentence before sharing it.
Communication and collaboration: Ss work in pairs and expert groups, explain their evidence clearly to partners and give constructive feedback.
Problem-solving and creativity: Ss decide whether a claim is stated, inferred or unsupported, and design a practical welcome plan for ASEAN visitors.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a news text for main ideas and details, discuss evidence orally and write a short summary of three sentences.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce different and family with elision, use the five-word key vocabulary set correctly and form gerunds after subjects, verbs and prepositions.

3. Personal qualities

Responsibility: Ss check their answers against the text and admit when a claim is not supported by evidence.
Kindness: Ss show respect for visitors' different needs, such as choosing a quieter activity, when they plan the welcome programme.

II. Teaching aids and materials

1. Teacher

Projector and slides with the reading text, key vocabulary, pronunciation and grammar examples
Worksheet 1 and Worksheet 2 (printed for each group)
Timer and a set of colour cards for feedback (green = agree, red = disagree)
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/11/english/unit-4-reading

2. Students

Student's book (Unit 4, Reading)
Notebook, pen and highlighter
A4 paper or a poster sheet for group work

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming ASEAN and school exchange

a) Aims

Ss activate prior knowledge about ASEAN and school exchanges and predict the content of the reading text.

b) Content

T asks Ss to think about a school exchange with visitors from another country and to share ideas in pairs. Ss answer the questions: 'What do you usually do when visitors come to your school?' and 'What makes a visitor feel welcome?'

c) Expected outcomes

A list of 4–5 ideas on the board, for example: a guided tour, small conversation groups, a welcome speech, a short performance, and a clear map of the school. Ss predict that the text is about planning a welcome event for visitors.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the title 'ASEAN and Viet Nam' and asks: 'What is ASEAN? What kinds of activities do schools organise for foreign visitors?' T writes the key word ASEAN (Hiệp hội các quốc gia Đông Nam Á) on the board.
Students
Ss listen carefully and get ready to answer the questions.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for 2 minutes and make a list of ideas. T monitors and helps with vocabulary.
Students
Pairs discuss and write their ideas on their notebooks. Possible answers: 'We can show them around the school.' 'We can invite them to join a game.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share ideas and writes them on the board. T asks: 'Which idea makes visitors feel welcome most? Why?'
Students
Ss report their ideas. Possible answer: 'Small conversations help visitors talk with students easily.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and says that today's reading is about a real welcome afternoon for visitors from an ASEAN partner school. T introduces the lesson aim: read for main ideas, details and justified inferences.
Students
Ss copy the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Key vocabulary presentation

a) Aims

Ss understand and pronounce the key vocabulary of the reading text.

b) Content

Ss match six key words with their meanings and then use each word in a short sentence. Key words: ASEAN, exchange, cultural, participant, proposal, cooperate.

c) Expected outcomes

Ss complete the matching task correctly: 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. Ss write one example sentence for each word, for example: 'Our school has a cultural exchange with a partner school.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the slide and models the pronunciation. Ss repeat in chorus, then individually. T gives the matching task in the student's book.
Students
Ss listen, repeat and read the words aloud after T.
Teacher
Step 2: Task performance
T asks Ss to work in pairs: one reads a word, the other reads its meaning. Then pairs write one sentence for each word.
Students
Pairs practise saying the words and meanings. Sample sentence: 'Each participant received a welcome card.'
Teacher
Step 3: Report and discussion
T calls on some pairs to read their sentences. T corrects word stress and wording where needed.
Students
Ss read their sentences. Other pairs give feedback by showing a green or red card.
Teacher
Step 4: Conclusion and assessment
T summarises the key vocabulary and reminds Ss that proposal and cooperate will appear often in the text.
Students
Ss note the words and examples in their vocabulary notebooks.

Activity 2.2: Knowledge formation · 20 minutes

Reading for main ideas, details and evidence

a) Aims

Ss identify the main ideas and details of the text and distinguish a stated fact, a reasonable inference and an unsupported claim by locating evidence.

b) Content

Ss use a jigsaw technique. The text has three parts: Monday (the proposal), Wednesday (the route test) and Friday (feedback and the report). Each expert group reads one part and completes Worksheet 1. Then Ss move to mixed groups to share findings. Main question for the class: 'What makes a welcome afternoon for visitors work well?'

c) Expected outcomes

Expert groups complete Worksheet 1 with: the main idea of their part, one exact evidence sentence and one example of a stated fact, inference or unsupported claim. Key answers: Monday: the team chose small-group conversations instead of national stereotypes. Wednesday: the sign pointed to a locked door and was corrected. Friday: the report says cooperation begins with listening and practical access. Final class idea: a welcome programme works when it is practical and respects individual interests.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet 1 and asks Ss to read the text once for the central question. T explains the jigsaw: each expert group reads one part (Monday / Wednesday / Friday) and becomes responsible for it.
Students
Ss form three expert groups and receive their part. Ss read the text silently for 2 minutes.
Teacher
Step 2: Task performance
T reminds Ss to underline the exact evidence sentence for each answer. T walks around and asks: 'Is this a stated fact or an inference? Which sentence shows it?'
Students
Expert groups complete Worksheet 1. Possible answer for Monday: 'They planned small-group conversations about daily school life.' Ss then move to mixed groups and share their findings.
Teacher
Step 3: Report and discussion
T asks each mixed group to present one main idea and one evidence sentence. T asks the class: 'Is this sentence a fact, an inference or an unsupported claim?'
Students
A representative reports. Possible answer: 'The report explained that cooperation begins with listening and practical access. This is a stated fact.' Other Ss respond with a green or red card.
Teacher
Step 4: Conclusion and assessment
T confirms the answers and explains that a stated fact is written in the text, an inference is a reasonable conclusion from evidence, and an unsupported claim has no evidence. T highlights the sentence 'The report rejects treating a person as a stereotype.' as a key idea.
Students
Ss write the three categories and one example from the text in their notebooks.

Activity 2.3: Knowledge formation · 8 minutes

Pronunciation: vowel elision in natural speech

a) Aims

Ss recognise and produce optional vowel elision in the words different and family.

b) Content

T models the words /ˈdɪfrənt/ and /ˈfæmli/ and the careful forms /ˈdɪfərənt/ and /ˈfæməli/. Ss practise the sentence: 'Different families will join the cultural programme.'

c) Expected outcomes

Ss can say the sentence in both natural and careful forms. Ss understand that elision is optional and must not remove a stressed vowel or make the word unclear.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the words on the board and asks Ss to listen to the two versions. T asks: 'Which vowel is missing in the natural form?'
Students
Ss listen and try to identify the missing vowel in different and family.
Teacher
Step 2: Task performance
T models the sentence twice, first in careful speech and then in natural speech. Ss practise in pairs: one says the careful form, the other says the natural form.
Students
Pairs practise saying the sentence. Ss check that the stressed syllables are still clear.
Teacher
Step 3: Report and discussion
T asks 2–3 pairs to say the sentence in front of the class and gives feedback on clarity and rhythm.
Students
Selected pairs perform. Possible answer: 'In natural speech, we say /ˈdɪfrənt/ and /ˈfæmli/.'
Teacher
Step 4: Conclusion and assessment
T summarises: elision of unstressed vowels is common in natural speech, and both careful and natural forms are acceptable. The stressed vowel must always remain clear.
Students
Ss repeat the sentence once more, choosing either form.

Activity 2.4: Knowledge formation · 12 minutes

Grammar: gerunds in context

a) Aims

Ss recognise and use gerunds as subjects, objects and objects of prepositions.

b) Content

T presents four sentences from the lesson and asks Ss to identify the function of each gerund: 'Learning another language takes time.' 'We enjoy meeting visitors.' 'She is interested in joining.' 'Organising a welcome event needs teamwork.' Ss use Worksheet 2 to practise.

c) Expected outcomes

Ss explain: learning (subject, takes singular verb), meeting (object of enjoy), joining (object of the preposition in), organising (subject, with object a welcome event). Ss understand that a bare verb cannot be used where a gerund is required.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four sentences on the slide and asks: 'What is the gerund in each sentence? What is its function?'
Students
Ss read the sentences and underline the gerunds.
Teacher
Step 2: Task performance
T asks Ss to complete the function column in pairs. T checks that Ss understand the subject uses a singular verb.
Students
Pairs identify: learning = subject; meeting = object of enjoy; joining = object of a preposition; organising = subject with its own object.
Teacher
Step 3: Report and discussion
T asks pairs to share their answers and explains the grammar rule on the slide: gerund as subject, object, and after a preposition.
Students
Pairs report. Possible answer: 'Joining is after the preposition in, so we use a gerund.'
Teacher
Step 4: Conclusion and assessment
T concludes that a gerund is an -ing form used as a noun and that it can take an object. T gives a warning: 'Avoid a bare verb where a gerund is required.'
Students
Ss note the rule and the examples in their notebooks.

Activity 3: Practice · 12 minutes

Reading comprehension and gerund practice

a) Aims

Ss answer multiple-choice questions based on the text and complete gerund sentences accurately.

b) Content

Part A: Ss answer questions 2–5 from the book. Part B: Ss complete Worksheet 2 by changing the verbs in brackets into gerunds.

c) Expected outcomes

Part A answers: 2. A (Small-group conversations about school life; the programme favours real exchange). 3. D (It led towards a locked door; the route test exposed an access problem). 4. C (A quiet reading-room activity; the plan recognises different needs). 5. B (An individual guest's interests; the report rejects treating a person as a stereotype). Part B answers: 1. Learning 2. meeting 3. joining 4. Organising 5. testing 6. correcting

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to answer questions 2–5 individually and then complete Worksheet 2. T sets a time limit of 6 minutes for each part.
Students
Ss read the questions and find the evidence sentences in the text.
Teacher
Step 2: Task performance
T monitors and asks Ss to justify their answers with a sentence from the text. T checks pairs who finish early by asking them to explain one answer in detail.
Students
Ss work individually, then compare answers in pairs. Possible answer for question 3: 'The text says one sign pointed towards a locked door.'
Teacher
Step 3: Report and discussion
T calls out the answers and asks Ss to show their evidence sentences. T asks: 'Why are the other options wrong?'
Students
Ss report answers and give evidence. Possible answer: 'Option B is wrong because the text does not mention a stereotype quiz.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers, emphasises that every answer must be supported by the text, and corrects common gerund mistakes.
Students
Ss correct their answers and record any errors in their notebooks.

Activity 4: Application · 25 minutes

Planning a welcome programme for ASEAN visitors

a) Aims

Ss write a short summary of the text and plan a welcome programme that uses practical access and individual preferences.

b) Content

Part A (writing): Ss answer exercises 6–8 from the book, then write a three-sentence summary using only information from the text (exercise 9). Part B (group planning): In groups of four, Ss plan a 30-minute welcome afternoon for visitors from an ASEAN partner school. Each group must include: one small-group activity, one route or sign check, and one quieter option for guests who need it. Ss use at least two gerunds in their plan.

c) Expected outcomes

Part A: Ss write a three-sentence summary, for example: 'On Monday, a student team proposed a welcome afternoon for visitors from an ASEAN partner school. Instead of national stereotypes, they planned small-group conversations about daily school life. Their proposed exchange aimed to build relationships through shared work and respectful questions.' Part B: Each group presents a poster with a schedule, a route check and a quieter option, and uses gerunds such as Organising, Welcoming and Joining.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the two parts of the task and shows the criteria for the group poster on the slide. T reminds Ss that the summary must include the essential condition: 'Keep any condition or limit that is essential to its meaning.'
Students
Ss read the task and ask questions if anything is unclear.
Teacher
Step 2: Task performance
T asks Ss to write the summary individually first (5 minutes), then assigns groups of four to make a welcome plan (15 minutes). T monitors and checks gerund use.
Students
Ss write the summary and then discuss the plan. Possible group idea: 'Organising a route check first will help visitors find the library.'
Teacher
Step 3: Report and discussion
Each group presents its poster in 2 minutes. T asks the class to vote on the most practical plan and the most respectful option for guests.
Students
Groups present. Other Ss give feedback: 'Your plan includes a quiet space, which matches the report's idea.'
Teacher
Step 4: Conclusion and assessment
T praises the plans and summarises the main lesson: cooperation begins with listening and practical access, and respect for individual interests makes an exchange successful. T asks Ss to finish any unfinished summaries for homework.
Students
Ss listen and write the key lesson in their notebooks.

Worksheets

Worksheet 1: Reading for main ideas and evidence

Expert group task: read your part of the text and answer the questions.

Part assigned: Monday / Wednesday / Friday
Question 1: What is the main idea of your part?
Question 2: Copy one exact evidence sentence from the text.
Question 3: Is the following a stated fact (F), a reasonable inference (I) or an unsupported claim (U)?
- Monday: 'The student team wanted to improve the school's reputation.' (Answer: ___)
- Wednesday: 'The sign pointed towards a locked door.' (Answer: ___)
- Friday: 'The report explained that cooperation begins with listening and practical access.' (Answer: ___)
Question 4: Write one sentence explaining why your evidence sentence supports your answer.
Mixed group task: share your findings and answer the class question: 'What makes a welcome afternoon for visitors work well?'

Worksheet 2: Gerund practice

Complete each sentence with the gerund form of the verb in brackets.

1. ___ (learn) another language takes time.
1. We enjoy ___ (meet) visitors.
1. She is interested in ___ (join) the programme.
1. ___ (organise) a welcome event needs teamwork.
1. The club is good at ___ (test) routes between rooms.
1. The team succeeded in ___ (correct) the sign.
  Answer key: 1. Learning 2. meeting 3. joining 4. Organising 5. testing 6. correcting

Homework

Finish the three-sentence summary of the text (exercise 9) and check that it keeps the essential condition or limit.
Write a short paragraph (5–6 sentences) about a welcome activity for visitors at your school. Use at least three gerunds, for example: 'Organising small-group talks helps visitors feel comfortable.'
Read the text again and mark one example of a stated fact, one reasonable inference and one unsupported claim (if you can find one). Write the exact evidence sentence for each.
Practise reading the sentence 'Different families will join the cultural programme.' aloud, using both natural and careful forms. Record yourself and compare.
Visit neoedu.vn/learn/11/english/unit-4-reading to review the lesson and complete the interactive exercises before the next lesson.

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