UNIT 9: SOCIAL ISSUES
Lesson 1: A social awareness club meeting
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic social issues.
- Understand and use words and phrases related to social issues.
2. Competences
- Develop communication skills and creativity.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Personal qualities
- Understand the effect of social issues.
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

1. Awareness (n)

/əˈweə.nəs/

knowledge that something exists, or
understanding of a situation or subject at
the present time based on information or
experience

2. Campaign (n)

/kæmˈpeɪn/

a planned group of especially political,
business, or military activities that are
intended to achieve a particular aim

3. Bully (v)

/ˈbʊl.i/

to hurt or frighten someone, often over a
period of time, and often forcing that
person to do something they do not want
to do

4. peer pressure (n)

/ˈpɪə ˌpreʃ.ər/

the strong influence of a group, especially
of children, on members of that group to

behave as everyone else does
5. body shaming (n)

/ˈbɒd.i ˌʃeɪ.mɪŋ/

criticism of someone based on the shape,
size, or appearance of their body

Assumption
Anticipated difficulties

Solutions

Students are reluctant to work in
groups.

- Encourage students to work in pairs and in groups
so that they can help each other.
- Provide feedback and help if necessary.

Students may lack vocabulary to
deliver a speech

- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
- Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the topic of social issue.
- To set the context for the listening and reading part.
- To enhance students' skills of cooperating with teammates.
b. Content:
- Quiz: Multiple choice.
c. Expected outcomes:
- Students can have an overview of global warming.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
QUIZ
List of answers:
- Teacher shows the quiz.
1. Homelessness
- Ss work in 4 groups. Each group raise hands to take
2. Climate change
turn and answer the multiple-choice questions. The team
3. School violence/ bullying
gains bonus with every correct answer.
4. Childhood obesity
- The team with highest points is the winner.

e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRESENTATION (7 mins)
a. Objectives:
- To get students learn vocabulary related to the topic.
b. Content:
- Pre-teach vocabulary related to the content of the dialogue.
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
CONTENTS
Vocabulary pre-teaching
New words:
- Teacher introduces the vocabulary.
1. Awareness (n)
- Teacher explains the meaning of the new vocabulary
2. Campaign (n)
by pictures.
3. Bully (v)
- Teacher checks students' understanding.
4. peer pressure (n)
- Teacher reveals that these words will appear in the
5. body shaming (n)
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary on their notebooks.
3. ACTIVITY 2: PRACTICE (20 mins)
a. Objectives:
- To help students get to know the topic.
- To introduce words and phrases related to global warming.
- To help Ss identify the causes and consequences of global warming.
b. Content:
- Task 1: Listen and read (p.100)
- Task 2. Who suggests the following ideas? Tick (✓ ) the correct box. (p.101)
- Task 3. Find five social issues in 1. use the pictures and hints below to help you. (p.101)
- Task 4. Complete the summary with words from task 1. (p.101)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 1. Listen and read. (5 mins)

CONTENTS

- Ask Ss to open their books.
Students' performance.
- Ask Draw Ss' attention to the illustration … Ask
Ss to skim through the conversation and ask, e.g.
Who are the speakers? (Nam, Mai and Mark)
What do you think they are discussing? (Social
issues).
- Play the recording twice for Ss to listen and read
silently along. Have Ss underline words / phrases
related to social issues.
- Put Ss in pairs and ask them to compare the
words and phrases they have underlined and
discuss their meaning. Then check comprehension
as a class.
- Call on two or three pairs of Ss to read the
conversation aloud.
Task 2. . Who suggests the following ideas? Tick (✓ ) the correct box. (5 mins)
- Ask Ss to read the conversation again.
- Ask Ss to identify and underline the key words
Answer key:
in the statements in the tables. Then have them
1. Mai
read the conversation again and locate the part that 2. Nam
contains information about each statement. Have
3. Mark/Nam
them compare the information with each statement
in the table.
- Have Ss work in pairs to discuss and compare
their answers.
- Check answers as a class.
Task 3. Find five social issues in 1. use the pictures and hints below to help you. (5 mins)
- Have Ss look at the pictures and the first letters
of the missing words. Explain that these words are Answer key:
related to social issues and they are all in the
1. poverty 2. crime 3. overpopulation 4. bullying
conversation in Activity 1.
5. peer pressure 6. body shaming
- Ask Ss to write down the words.
- Check answers as a class.
- Explain the meaning of any words Ss don't know
or find hard to understand, e.g. What is peer
pressure? (Pressure from people of your age or
social group to behave like them to be liked or
accepted)
Task 4. Complete the summary with words from task 1. (p.101). (5 mins)
- Tell Ss to read the summary.
- Ask Ss to complete the sentences, using words

from Activity 1.
- Check answers as a class.
- Elicit what type of linking words and phrases
there are, i.e., to show contrast (although,
however), and to indicate reasons (because).

Answer key:
1. although 2. However 3. because

e. Assessment
- Teacher observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: PRODUCTION (10 mins)
a. Objectives:
- To help Ss practice speaking skills.
- To help Ss memorize the basic knowledge on effect of social issues.
b. Content:
- Discussion, project preparation
c. Expected outcomes:
- Students can plan activities for a campaign to raise people's awareness about a social issue.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 5: Discussion
- Ss open their books at the last page of Unit 9, the
Project section, look at the picture and say what the
topic of the project is (A social awareness campaign).
- Explain the project requirements: Ss will have to
design and give an oral presentation about a campaign
to raise people's awareness about different social issues
in your community. Each group is responsible for
planning activities for one social issue. The presentation
should discuss (1) what the social issue is and how it
affects the community; (2) who will participate in the
campaign, and who can help to fix this issue; (3) the
activities in the campaign; and (4) the goals of the
campaign. The class will listen and vote for the best
presentation.
- Suggest the steps Ss should follow: 1) Collecting
information (searching the Internet, reading newspapers,
etc.); 2) Illustrate their ideas on computer or on posters
etc. 3) Rehearse for the oral presentation.
- Put Ss into groups and have them choose their group
leader. Then ask them to assign tasks for each group

CONTENTS
Students' own creativity.

member, making sure that all group members contribute
to the project work.
- Help Ss set deadlines for each task and support them
throughout the process.
- In each of the next lessons, help Ss work on the
structure of their presentation. Encourage them to
prepare some notes to refer to when they speak.
- Ss practice their presentation in their group for 5-10
minutes. Encourage groups to meet after classes for
further practice so that they can be well-prepared for
their group presentations in the last lesson.
e. Assessment
- Teacher observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 1: A social awareness club meeting
*Warm-up
* Vocabulary
1. Awareness (n)
2. Campaign (n)
3. Bully (v)
4. peer pressure (n)
5. body shaming (n)
- Task 1: Listen and read (p.100)
- Task 2. Who suggests the following ideas? Tick (✓ ) the correct box. (p.101)
- Task 3. Find five social issues in 1. use the pictures and hints below to help you.
(p.101)
- Task 4. Complete the summary with words from task 1. (p.101)

- Task 5: Discussion
*Homework

UNIT 9: SOCIAL ISSUES
Lesson 2: Language

I. OBJECTIVES

By the end of this lesson, Ss will be able to:
1. Knowledge
- Use intonation appropriately to speak with a natural rhythm.
- Understand and use words and phrases related to social issues.
- Use linking words and phrases correctly.
2. Core competence
- Be collaborative and supportive in pair work and team work;
- Access and consolidate information from a variety of sources;
- Actively join in class activities.
3. Personal qualities
- Understand how to use intonation in choice questions.
- Develop self-study skills.

II. MATERIALS

- Grade 11 textbook, Unit 9, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Intonation in choice questions
Choice questions are questions that include a list of
choices. Each choice mentioned before the word 'or' has
rising intonation at the end, while the last one has falling
intonation at the end.
We use linking words and phrases to connect ideas, clauses, or sentences.
Below are some common linking words and phrases:
To add ideas and information
Besides (this/that), …
Moreover, …
In addition (to + noun or gerund), …
To contrast ideas
However, …
Although …, …
In spite of/ Despite (noun or gerund), …
By contrast, …
To give reasons
Because …, …
Because of (noun or gerund), …

As/Since …, ….
As a result, …
As a consequence, …
Therefore, …

To show results

Form
1. Violent (adj)

Pronunciatio
n
/ˈvaɪə.lənt/

2. Drug (n)
3. Alcohol (n)

Meaning
using force to hurt or attack

/drʌɡ/

any natural or artificially made chemical that is used
as a medicine

/ˈæl.kə.hɒl/

a clear liquid that can make you drunk, also used as a
solvent (= a substance that dissolves another) and in
fuel and medicines

/kraɪm/

an action or activity that is against the law, or illegal
activity generally

4. Crime (n)

Assumption
Anticipated difficulties

Solutions

Students are reluctant to work in
groups.

- Encourage students to work in pairs and in groups
so that they can help each other.
- Provide feedback and help if necessary.

Students may lack vocabulary to
deliver a speech

- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
- Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on intonation.
- To enhance students' skills of cooperating with teammates.
b. Content:
- Mini game

c. Expected outcomes:
- Students can have an overview of global warming.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Listen & Answer
- Students work in 4 groups.
- Ss will hear and find the words/ phrases with raised
voice in 3 sentences below.
- Raise your hands to get turn and answer.

CONTENTS
Answers:
1. Thanks- really
2. Train- ten
3. You- your sister- always argue

e. Assessment
- Teacher observes the groups and give feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To help Ss recognise and practise the intonation in choice questions..
b. Content:
- Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the questions in
pairs. (p.101)
- Task 2: Mark the intonation in these questions. Then listen and check. Practise saying them
in pairs. (p.101)
c. Expected outcomes:
- Students can speak with a natural rhythm.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the questions in pairs.
(5 mins)
- Tell Ss that they are going to listen to some sentences
Students' performance
from Getting started.
- Play the recording and have Ss pay attention to the
rising tone and the falling tone in each intonation pattern.
- Play the recording again and have Ss repeat.
- Ask Ss to read the notes in the Remember! box. Check
understanding by asking individual Ss to list the choices
before and after the word 'or' in each question.
- Ss practise saying the questions in pairs.
Task 2: Mark the intonation in these questions. Then listen and check. Practise saying them in
pairs. (7 mins)
- Ask Ss to read quickly through the sentences. Check
understanding.
- Have Ss work in pairs to take turns to read each
sentence aloud. Ask them to pay attention to the rising

Answer key:
1. Is peer pressure good ↗or bad↘?
2. Is this a social ↗or environmental

and falling tones on the choices.
- Ask Ss to mark the falling and rising tones in each
question.
- Check answers by asking Ss to draw the correct arrows
for each question on the board.
- Have Ss practise them in pairs.

issue↘?
3. Should our campaign focus on
poverty↗, crime↗ or climate
change↘?
4.Do you talk to your parents↗, share
problems with your friends↗ or ask
your teachers for advice
↘

e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Students in class listen and give feedback on their friends' performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To introduce words and phrases related to social issues.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Find five words in the word search and write them next to the correct definition.
use the glossary (page 130) to help you. (p.102)
- Task 2. Complete the sentences using the correct forms of the words in task 1 (p.102)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful context.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Vocabulary pre-teaching
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new vocabulary by
pictures.
- Teacher checks students' understanding.

CONTENTS
1. Violent (adj)
2. Drug (n)
3. Alcohol (n)
4. Crime (n)

- Teacher reveals that these words will appear in the reading
text and asks students to open their textbook to discover
further.
Task 1. Find five words in the word search and write them next to the correct definition. use the
glossary (page 130) to help you. (6 mins)
- Tell Ss that the words / phrases in the activity are related to Answer key:
social issues.
1. Violent 2. Drug 3. Alcohol 4.
- Have Ss find five words in the wordsearch. Encourage Ss to Campaign 5. Bully
look at the definitions below the wordsearch to have a better
understanding of the words.
- If necessary, T does the first one as an example before asking
Ss to do the rest.

- Check answers as a class.
Task 2. Complete the sentences using the correct forms of the words in task 1 (6 mins)
- Tell Ss to read the sentences carefully and decide which
word in Activity 1 can be used to complete each of the
sentences. Tell them to change the forms of some words if
necessary.
- Check answers as a class. Confirm the correct answers.
- Ask some Ss to read the complete sentences.

Answer key:
1. alcohol 2. bullied 3. drugs 4. violent
5. campaign

e. Assessment
- Teacher observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)
a. Objectives:
- To help Ss recognise different types of linking words or and phrases.
- To help Ss practise using linking words/phrases.
b. Content:
- Task 1. Connect these sentences, using linking words or phrases. (p.102)
- Task 2. Work in pairs. add more sentences to each item. use different linking words and/or
phrases. (p.102)
c. Expected outcomes:
- Students know how to use linking words/phrases in sentences.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 1. Connect these sentences, using linking words or phrases. (6 mins)
- Encourage Ss to study the Remember! box. Tell them that Answer key:
there are several types of linking words/phrases with 1. b 2. c 3. a 4. d
different meanings (i.e. to add ideas, to contrast ideas, to
give reasons, and to show results) and sentence structure (i.e.
some words/phrases are followed by a clause, while others
are followed by nouns or gerunds; some are used to connect
two dependent clauses of a sentence, while others can be
used to connect two sentences or independent clauses). Give
some examples to illustrate these differences.
- Ask Ss to match the two parts to link the sentences. Tell
them to pay attention to the meaning of each linking
word/phrase and the relationship between the parts of the
sentences, e.g. 1. “moreover” indicates an addition of ideas
and information.
- Check answers as a class. Go through each item and ask Ss
to explain why they linked the two sentences or clauses, e.g.

1. 1 goes with b because b adds more ideas (that victims of
bullying often prefer to be silent) to 1.
Task 2. Work in pairs. add more sentences to each item. use different linking words and/or
phrases. (7 mins)
 - Ask Ss to fill in the blanks using linking words or phrases.
Tell them to pay attention to the meaning of each sentence
and the linking words/phrases.
 - Check answers as a class by having individual Ss read
aloud the completed sentences and explain why they have
used the linking word or phrase, e.g., 1. I used as a result
(Therefore) here because the second sentence gives the result
of the action in the first sentence (i.e., some people become
violent after drinking alcohol).

Suggested answer:
1 As a result/As a consequence
/Therefore
2. However
3. Moreover / In addition / Besides
4 However / In spite of this / Despite
this

e. Assessment
- Teacher observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Lesson 3. Reading.
Board Plan
Date of teaching
UNIT 9: SOCIAL ISSUES
Lesson 2: Language
*Warm-up
Mini game
* Pronunciation
- Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the
questions in pairs. (p.101)
- Task 2: Mark the intonation in these questions. Then listen and check. Practise
saying them in pairs. (p.101)
* Vocabulary
- Task 1: Find five words in the word search and write them next to the correct
definition. use the glossary (page 130) to help you. (p.102)
- Task 2. Complete the sentences using the correct forms of the words in task 1
(p.102)
* Grammar
- Task 1. Connect these sentences, using linking words or phrases. (p.102)
- Task 2. Work in pairs. add more sentences to each item. use different linking words
and/or phrases. (p.102)

*Homework

UNIT 9: SOCIAL ISSUES
Lesson 3: Reading- Peer pressure
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Read for main ideas and specific information in an article about peer pressure.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Acknowledge and understand more about the effect of peer pressure.
- Develop self-study skills.

II. MATERIALS
- Grade 11 textbook, Unit 9, Reading
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Form
1. Depression (n)
2. self-confidence (n)

Pronunciation
/dɪˈpreʃ.ən/

Meaning
the state of feeling very unhappy and without
hope for the future

/ˌselfˈkɒn.fɪ.dəns/ the belief that you can do things well and that
other people respect you

3. Smoker (n)

/ˈsməʊ.kər/

someone who smokes tobacco regularly

4. hang out

/ˈhæŋ ˈaʊt/

to spend a lot of time in a place or with
someone

Assumption
Anticipated difficulties
1. Students may lack knowledge
about some lexical items.

Solutions
Provide students with the meaning and
pronunciation of words.

2. Students may have
underdeveloped reading, speaking
and co-operating skills.

- Let students read the text again (if necessary).
- Create a comfortable and encouraging
environment for students to speak.
- Encourage students to work in pairs, in groups so
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge on the categories of peer
pressure.
- To set the context for the reading part;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Mini game
c. Expected outcomes:
- Students can find out all the words as well as the key word based on the definitions given by
the teacher.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Watch and answer
- Students work in 4 groups
- Ss watch the video and decide if the statements
below are True or False.
- Ss raise hands to get turn and answer.
-Teacher leads into the new lesson.

1.
2.
3.
4.

CONTENTS
Teenagers are considered easily affected
by peer pressure. - T
Positively, peer pressure can motivate us to
try and become better. - T
Social media always bring stress to us
when we see other peers having success
and comfortable lives. - F
To define a clear life goal, respect yourself
and others are effective ways to avoid peer
pressure. - T

e. Assessment
- Teacher observes the groups, collect their answers and give feedback.
2. ACTIVITY 1: PRE-READING (10 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Lead students in the reading passage;
- Pre-teach vocabulary related to the content of the reading passage.

- Task 1. Work in pairs. Discuss the question. (p.103)
c. Expected outcomes:
- Students can use key language more appropriately before they read.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 1. Work in pairs. Discuss the question. (5 mins)
- Ask Ss to work in pairs and discuss the questions.

CONTENTS
Student's performance

- Have some Ss share their answers with the whole
class.
- Lead in to the topic of the reading text by explaining
that these acts of making friends do things they do not
like are examples of (i.e. Peer pressure).
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary.
New words:
- Teacher explains the meaning of the new vocabulary
1. Depression (n)
by pictures.
2. self-confidence (n)
- Teacher checks students' understanding with the “Rub 3. Smoker (n)
out and remember” technique.
4. hang out
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
- Teacher observes Ss' writing of vocabulary on their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)
a. Objectives:
- To help Ss practise reading for main ideas in an article about peer pressure.
b. Content:
- Task 2. Read the article. match the highlighted words and phrase with their meanings.
(p.103)
- Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (p.103)
- Task 4. Read the article again and choose the best answers A, B, or C. (p.104)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES

CONTENTS

Task 2: Read the article. match the highlighted words and phrase with their meanings. (6 mins)
- Ask Ss to locate the words/phrase in the text by focusing
Answer key:
on highlighted words.
- Ask Ss to read the sentences which contain these 1D 2B 3C 4A
words/phrases carefully and try to guess the meanings of
these words/phrases.
- Ask Ss to match the words with their meanings. T walks
round the class and provide help if necessary.
- Check answers as a class. If necessary, check
understanding of the words by asking Ss to make sentences
with them.
Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (7 mins)
- Ask Ss to read the five statements and underline key
words, e.g., 1. definition, peer pressure 2. peer pressure,
cause, social issues.
- Ask Ss to read each part of the text quicky, then match
each statement (1-4) with each part [A-C]. Encourage them
to underline clues in the reading text to explain for their
answers later.
- Check answers as a class.

Answer key:
1. A 2. B 3. C 4. A

Task 4. Read the article again and choose the best answers A, B, or C. (7 mins)
- Ask Ss to read each question and the choices given.
Encourage them to underline key words in each question Answer key:
and choices.
1.C 2. A 3. C 4. B
- Ask Ss to scan through the article to locate the
information for questions 1, 3 and 4. Draw their attention to
key words in both the questions and the text which help
them to locate information faster.
- As for Question 2, ask Ss to identify which part of the text
discusses the consequence of peer pressure. Then ask them
to read the part carefully to identify which consequences
(A-C) is listed as a consequence of peer pressure. Eliminate
those answers.
- Check answers as a class.
e. Assessment
- Teacher observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: POST-READING (7 mins)

a. Objectives:
- To check students' understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Discussion: “Have you, or has someone you know, experienced any of the problems
mentioned in this article?”
- Task 5: Discussion (p.104)
c. Expected outcomes:
- Ss can use the language and ideas from the unit to reflect on their own experiences.
d. Organisation
TEACHER'S AND STUDENTS' ACTIVITIES
Task 5. Discussion
- Ask Ss to work in pairs. Ask them to list the problems
of peer pressure mentioned in the text, e.g. falling under
bad influence from friends, stressful relationship
between parents and children, depression, low
confidence.
- Discuss if they, or someone they know, have similar
problems or not. Encourage them to talk about these
experiences.
- Invite some Ss to share their answers with the whole
class. Ask questions, when necessary, e.g. When did
that happen? Where did that happen? How did you feel
about it? What did you do?
e. Assessment
- Teacher observation on Ss' performance.
- Teacher's feedback and peers' feedback.

CONTENTS
Student's performance

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for the next lesson – Speaking.

Board Plan
Date of teaching

UNIT 9: SOCIAL ISSUES
Lesson 3: Reading- Peer pressure
*Warm-up
* Lead-in
- Task 1. Work in pairs. Discuss the question. (p.103)
* Vocabulary
1. Depression (n)
2. self-confidence (n)
3. Smoker (n)
4. hang out
- Task 2. Read the article. match the highlighted words and phrase with their
meanings. (p.103)
- Task 3. Read the article again. Which paragraph contains the following information?
Write A, B, or C. (p.103)
- Task 4. Read the article again and choose the best answers A, B, or C. (p.104)
- Task 5: Discussion
*Homework

UNIT 9: SOCIAL ISSUES
Lesson 4: Speaking – Experiencing peer pressure.
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Present ideas clearly in a discussion.
- Talk about experiences of peer pressure and responding to peer pressure situations.
2. Competences
- Gain some language expressions to ask for and give opinions.
- Talk about the steps to ask for and give opinions.
- Be collaborative and supportive in pair work and teamwork.
- Develop presentation skills.
3. Personal qualities
- Acknowledge and be able to know why peer pressure can easily affect the teenagers.
- Develop self-study skills.
- Actively join in class activities.
II. MATERIALS
- Grade 11 textbook, Unit 9, Speaking
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- Phần mềm tương tác hoclieu.vn
Language analysis
Form

Pronunciation

Meaning

1. Positive (adj)

/ˈpɒz.ə.tɪv/

full of hope and confidence, or giving cause for
hope and confidence

2. Permission (n)

/pəˈmɪʃ.ən/

the act of allowing someone to do something, or of
allowing something to happen

3. Poverty (n)

/ˈpɒv.ə.ti/

the condition of being extremely poor

4. make fun of

/ˌmeɪk ˈfʌn əv/

to make a joke about someone or something in a
way that is not kind

Assumption
Anticipated difficulties

Solutions

Students may lack more vocabulary - Provide vocabulary and useful language before
to deliver a speech.
assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear ...