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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 4. Review 1

Giáo án Skills

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)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Identify the main ideas and supporting details in two reading texts about healthy routines and classroom movement
  • Give text-based answers and support them with evidence from the reading
  • Catch key facts in a recording about a smart city service and answer multiple-choice questions
  • Use the structure of a model paragraph (topic sentence, benefits, limitations, opinion, conclusion) and linking words such as 'However' and 'In my view' to write a short paragraph

2. Competences

a) General competences

  • Self-control and independent learning: Ss answer reading and listening questions individually first, then check against the explanations and identify their own errors.
  • Communication and collaboration: Ss discuss in pairs and groups, take turns speaking, and give reasons for their answers.
  • Problem-solving and creativity: Ss use evidence from texts and a recording to judge advantages, risks and safeguards, then write their own opinion in a paragraph.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for gist and detail, listen for specific facts, discuss the texts and write a paragraph that integrates information from listening and reading.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise and use key vocabulary (routine, postpone, alert, sustain, sensor, fault, accessible, privacy, safeguard), linking words (However, also, In my view) and the past simple in narrative text.

3. Personal qualities

  • Responsibility: Ss attempt every question before checking the key and complete the homework paragraph on time.
  • Honesty: Ss admit when a text does not give enough evidence and do not invent details beyond the reading or the recording.
  • Kindness: Ss give constructive, specific feedback on their partners' paragraphs and respect classmates who need a different pace or an accessible alternative.

II. Teaching aids and materials

1. Teacher

  • Board and markers
  • Projector or printed copies of the reading texts, the writing model and the exercises
  • Audio player for the hidden recording (replay allowed)
  • Worksheets 1 and 2 (printed or projected)
  • Timer
  • NeoEdu learning page for interactive examples and exercises: neoedu.vn/learn/11/english/review-1-skills

2. Students

  • Textbook Tiếng Anh 11 (Global Success), Review 1 Skills
  • Notebook and pen
  • Highlighter or coloured pencils
  • Worksheets 1 and 2 (provided by the teacher)
  • Small whiteboard or paper for group work (optional)

III. Procedures

Activity 1: Warm-up · 5 minutes

Looking Back at Our Themes

a) Aims

Activate Ss' background knowledge about healthy living, daily routines and smart cities, and introduce the topic of the review.

b) Content

Ss look at three words written on the board: 'routine', 'health', 'smart city'. In pairs, Ss answer two questions: 'How do you feel in afternoon lessons?' and 'What helps you stay alert during the day?' Then Ss decide which of the three words best connects with each of their answers.

c) Expected outcomes

A short list of 3 to 4 ideas on the board, for example: 'sleep early', 'drink water', 'walk after school', 'use bus apps'. Ss link at least one idea to a word on the board.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'routine', 'health' and 'smart city' on the board. T asks: 'How do you feel in afternoon lessons?' and 'What helps you stay alert during the day?' T sets a 1-minute pair discussion.

    Students

    Ss listen and look at the words. Ss work in pairs to discuss the two questions.

  2. Teacher

    Step 2: Task performance

    T circulates, listens to pairs and notes useful answers without correcting pronunciation at this stage.

    Students

    Ss talk in pairs. Possible answers: 'I feel sleepy after lunch.' / 'I drink water and go for a walk.' / 'I use a bus app to check the timetable.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 or 3 pairs to share. T writes their ideas under the matching word.

    Students

    Representative pairs report, for example: 'We think sleeping early helps us stay alert.' 'Our idea is using a bus app in a smart city.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today we will read about a student who changed his routine, and we will listen to a smart city service. Remember to support your answers with evidence.' T introduces the word 'evidence' (information from the text or recording that supports an answer).

    Students

    Ss note the lesson focus and the word 'evidence' in their notebooks.

Activity 2.1: Knowledge formation · 22 minutes

Reading: Quang's Routine and a Movement Plan

a) Aims

Help Ss understand the two reading texts, identify main ideas and supporting details, and use evidence to discuss healthy habits.

b) Content

Ss read the first text about Quang's tiredness and his changes (homework moved earlier, regular bedtime, walking with a friend, varied diet, water, asking an adult for advice). Ss then read the second text about a gentle classroom movement routine. Ss complete Worksheet 1 with answers that include evidence from the texts. Then in groups of four, Ss discuss: 'Why was Quang's report about realistic habits and asking for help?' and 'Why should no one feel pressured to copy a faster partner?'

c) Expected outcomes

Completed Worksheet 1 with text evidence. Key answers:

  • Quang's first problem: afternoon tiredness (text: 'feeling tired during afternoon lessons').
  • He moved homework earlier and kept a regular bedtime because he often stayed up late to finish postponed tasks.
  • He did not prove which change helped most (text: 'He could not prove which change had helped most').
  • Key idea of the second text: enjoy movement without competition; stop and tell an adult if pain, dizziness or unusual breathlessness occurs.
  • Final idea: 'A healthy routine was something to sustain, not a competition to follow the strictest rules.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the concept of 'evidence' again, showing that a correct answer must come from the text, not from imagination. T distributes Worksheet 1 and sets 3 minutes of silent reading for the first text, then 2 minutes for the second. T may use the NeoEdu lesson page to display the reading for the whole class.

    Students

    Ss read silently and underline the sentences that answer Worksheet 1. Ss keep their pens ready to mark evidence.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs first to match the questions with evidence, then join another pair to compare answers. T checks that Ss can find the lines for the questions about homework, bedtime and water.

    Students

    Ss work in pairs, then groups of four. Possible answers: 'Quang moved his homework earlier because he stayed up late to finish postponed tasks.' 'He did not remove food groups; he aimed for variety.' 'He told an adult when tiredness returned during an illness.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which sentence in the text tells us that Quang's experiment was not a medical test?' and 'Why does the second text say nobody needs to copy a faster partner?' T asks a group to read the evidence aloud.

    Students

    Ss report. Possible answers: 'His experience was not a medical experiment; he could not prove which change had helped most.' 'Because the aim is to enjoy gentle movement, not to compete.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main ideas: Quang's habits were realistic and gradual, he sought advice when needed, and the movement routine was safe and non-competitive. T highlights vocabulary: 'postpone' (delay), 'sustain' (keep going), 'accessible' (easy to use or reach). T reminds Ss that a good answer needs evidence.

    Students

    Ss copy the key vocabulary and the main ideas into their notebooks and correct their Worksheet 1.

Activity 2.2: Knowledge formation · 15 minutes

Listening: Notes on a Smart City Service

a) Aims

Help Ss listen for specific facts in a recording and take concise notes as preparation for writing.

b) Content

Ss listen to the hidden recording in the exercise sequence about a smart city service. Ss listen once for the general idea, then listen again and complete Worksheet 2 with key facts. Ss may replay the recording to check details.

c) Expected outcomes

Completed Worksheet 2. Key facts:

  • A parent has difficulty using the app because the text is small.
  • The desk now opens at 7:00, not 9:00.
  • A problem remains: the desk closes before some residents finish work.
  • The resident wants clear limits on data collection.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and tells Ss: 'Listen once for the general idea. Then listen again and write only key facts, not full sentences.' T writes the four headings on the board.

    Students

    Ss read the headings of Worksheet 2 and predict what the recording may be about.

  2. Teacher

    Step 2: Task performance

    T plays the recording, pauses if needed and allows replay. T asks Ss to check facts with a partner after the first listening.

    Students

    Ss listen and write notes. Possible answer: 'The mother finds small text difficult in the app.' 'The desk opens at 7:00 instead of 9:00.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'What is the main problem for the mother?' and 'What does the resident want about data?'

    Students

    Ss report notes aloud. Possible answer: 'The text in the app is too small. The resident wants clear limits on data.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key facts and writes three useful words on the board: 'accessible', 'schedule', 'safeguard'. T says: 'These notes will help you write the paragraph later.'

    Students

    Ss complete Worksheet 2 and record the three words with their meanings.

Activity 2.3: Knowledge formation · 8 minutes

Writing Model: How a Good Paragraph Is Organised

a) Aims

Help Ss identify the structure of a model paragraph and the linking words that connect ideas.

b) Content

Ss read the completed writing model about a smart city. In pairs, Ss label each part of the paragraph: topic sentence, benefits, limitations, risk, opinion and conclusion. Ss underline linking words such as 'However', 'Well-designed', 'In my view'.

c) Expected outcomes

Structure of the model paragraph:

  • Topic sentence: 'Living in a smart city can make everyday travel more convenient.'
  • Benefits: real-time bus information, sensors that alert workers to faults, reduced wasted energy.
  • Limitation: advantages depend on reliable services and fair access.
  • Risk: privacy risks if purposes and limits are unclear.
  • Opinion: 'In my view, a smart city should invest in both digital tools and human support.'
  • Conclusion: 'Technology should serve residents rather than require every resident to adapt to one device.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the writing model and asks Ss to read it once silently. T says: 'Label each part of the paragraph and underline the linking words.'

    Students

    Ss read the model and prepare to label each part.

  2. Teacher

    Step 2: Task performance

    T asks pairs to find the topic sentence and the opinion sentence first, then the other parts.

    Students

    Ss work in pairs. Possible answer: 'The topic sentence is the first sentence. The opinion is 'In my view, ...'.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word shows a contrast?' and 'Which sentence gives the writer's own opinion?'

    Students

    Ss report: 'However shows contrast.' 'In my view, a smart city should invest in both digital tools and human support.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the structure and says: 'A good paragraph has clear parts, linking words and an opinion supported by evidence.'

    Students

    Ss write the paragraph outline in their notebooks.

Activity 3: Practice · 25 minutes

Reading and Listening Check: Multiple-Choice Questions

a) Aims

Let Ss check their comprehension of the reading and the recording, use evidence to choose the correct answer and learn from explanations.

b) Content

Ss answer reading questions 2 to 5 from the textbook and the sentence completion from Exercise 1: 'When tiredness returned during an illness, he ...'. Then Ss answer listening Questions 7 to 10 from the textbook after listening again. Ss first answer alone without the key, then check in pairs, then compare with the explanations. Ss note each wrong answer and the reason.
Reading answers:

  • Question 2: A (Afternoon tiredness). Explanation: The opening paragraph identifies tiredness.
  • Question 3: D (To avoid staying up late after postponing tasks). Explanation: Quang links late work to postponed tasks.
  • Question 4: C (Proof that one change caused the improvement). Explanation: His experience was not a controlled experiment.
  • Question 5: B (Told an adult and sought advice). Explanation: Symptoms should not be self-diagnosed from a lesson.
  • Exercise 1 completion: 'told an adult and sought appropriate medical advice'.
    Listening answers:
  • Question 7: A (Small text in the app). Explanation: Access depends on readability.
  • Question 8: D (7:00). Explanation: Seven replaces the earlier nine.
  • Question 9: C (The desk closes before the resident finishes work). Explanation: Opening earlier does not solve every schedule need.
  • Question 10: B (Clear limits). Explanation: The final message links benefits to safeguards.

c) Expected outcomes

Answers:

  • Question 2: A (Afternoon tiredness). Explanation: The opening paragraph identifies tiredness.
  • Question 3: D (To avoid staying up late after postponing tasks). Explanation: Quang links late work to postponed tasks.
  • Question 4: C (Proof that one change caused the improvement). Explanation: His experience was not a controlled experiment.
  • Question 5: B (Told an adult and sought advice). Explanation: Symptoms should not be self-diagnosed from a lesson.
  • Exercise 1 completion: 'told an adult and sought appropriate medical advice'.
  • Question 7: A (Small text in the app). Explanation: Access depends on readability.
  • Question 8: D (7:00). Explanation: Seven replaces the earlier nine.
  • Question 9: C (The desk closes before the resident finishes work). Explanation: Opening earlier does not solve every schedule need.
  • Question 10: B (Clear limits). Explanation: The final message links benefits to safeguards.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the reading questions and the sentence starter first. T says: 'Answer alone first, then check your evidence. Do not open the explanation until you have answered.' T gives 5 minutes.

    Students

    Ss read the questions and answer individually in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to compare answers with a partner, then plays the recording for Questions 7 to 10 and allows replay. T circulates and asks: 'What is your evidence?'

    Students

    Ss compare answers and justify choices. Possible answer: 'I chose B for question 5 because the text says he told an adult and sought appropriate medical advice.' 'I chose D for question 8 because the desk now opens at seven.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to give answers one by one and asks for the evidence after each answer.

    Students

    Ss report answers. Where answers differ, Ss explain why.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and explanations. T asks Ss to write one error they made and the reason, then to rewrite that answer using the correct evidence.

    Students

    Ss check their answers, correct errors and record the reason for each error in their notebooks.

Activity 4: Application · 15 minutes

Writing a Paragraph with Evidence

a) Aims

Let Ss apply the paragraph structure to write a short opinion paragraph about a smart city service or a healthy routine, using evidence from the reading and listening.

b) Content

In pairs, Ss choose one topic: 'a smart city service' or 'a healthy routine for students'. Ss use their notes from Worksheet 2 and the reading to write a paragraph of 80 to 100 words with: a topic sentence, one benefit, one limitation or risk, one safeguard, an opinion beginning with 'In my view', and a conclusion. Ss then exchange paragraphs and check that each claim has evidence.

c) Expected outcomes

A paragraph of 80 to 100 words that includes 'However' and 'In my view', at least one fact from the reading or recording, and a checklist completed by the partner (Yes/No for each part).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the checklist on the board: topic sentence, benefit, limitation or risk, safeguard, 'In my view', conclusion, evidence. T gives the writing task and 6 minutes.

    Students

    Ss read the task and checklist, then choose their topic with a partner.

  2. Teacher

    Step 2: Task performance

    T circulates and helps Ss use linking words. T reminds Ss to use evidence from the notes.

    Students

    Ss write the paragraph together. Possible sentence: 'A smart city service can help residents, but the desk must open at a time that fits their schedules.'

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their paragraphs aloud. T asks the class: 'Is there evidence for this claim?'

    Students

    Ss read aloud and answer the class question. Classmates say: 'Yes, the text says the desk opens at seven.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback on structure, linking words and evidence, and sets the homework.

    Students

    Ss revise their paragraph using feedback and note one improvement for homework.

Worksheets

Phiếu học tập số 1

Worksheet 1: Reading Evidence

  • Read the two texts about Quang and the gentle movement routine.
  • Answer each question and write the evidence from the text.
  1. What problem did Quang notice at the beginning? Evidence: ______
  2. Why did Quang move his homework earlier? Evidence: ______
  3. Why could Quang not claim that one change caused the improvement? Evidence: ______
  4. What did Quang do when tiredness returned during an illness? Evidence: ______
  5. What should a student do if they feel pain, dizziness or unusual breathlessness during the movement routine? Evidence: ______
  6. What is the final message of the second text? Evidence: ______
  • Group discussion: Why does the reading say that a healthy routine is something to sustain, not a competition?

Phiếu học tập số 2

Worksheet 2: Listening Notes

  • Listen to the recording. Write key facts only.
  • Heading 1: Mother's difficulty with the app. Note: ______
  • Heading 2: Desk opening time. Old time: ______ New time: ______
  • Heading 3: Remaining problem with the service. Note: ______
  • Heading 4: What the resident wants about data. Note: ______
  • New words to note: accessible, schedule, safeguard. Meaning: ______

Homework

  • Finish the paragraph about a smart city service or a healthy routine, 80 to 100 words, with a topic sentence, a benefit, a limitation or risk, a safeguard, 'In my view' and a conclusion.
  • Check your paragraph for evidence: underline each fact and write the source (reading or recording).
  • Reread the reading about Quang and write three sentences about one habit you would like to sustain, using the words 'postpone' or 'sustain' correctly.
  • Review Exercises 2 to 5 and Questions 7 to 10 on the NeoEdu page neoedu.vn/learn/11/english/review-1-skills, and note any question you answered incorrectly.

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