Tiếng AnhLớp 11Phần 7. Review 2

Giáo án Skills

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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 of the reading text about the ASEAN school exchange programme and explain why the organising group changed its plans.
By the end of the lesson, Ss will be able to: extract key facts from the recording on black carbon and answer comprehension questions with correct evidence.
By the end of the lesson, Ss will be able to: analyse the features of a completed writing model (recommendations, cautious claims, supporting reasons) and apply them to a short paragraph on a school issue.

2. Competences

a) General competences

Self-control and independent learning: Ss retrieve answers independently before checking the explanations and use the explanations to identify their own specific errors.
Communication and collaboration: Ss work in pairs to compare notes, justify answers with evidence from the text or recording, and give respectful feedback to classmates.
Problem-solving and creativity: Ss decide how a school can make visitors feel welcome in practical ways and write a paragraph that is supported by the stimulus, not invented details.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and listen for specific information, discuss the meaning of the texts, and write a short recommendation paragraph with clear, evidence-based ideas.
Language knowledge (pronunciation, vocabulary, grammar): Ss understand and use key vocabulary such as stereotype, route, feedback, reliability, soot, incomplete combustion, deposition, reflectivity and affordability, and recognise imperative and modal forms used for recommendations (e.g., Avoid..., Never..., Support..., should, can).

3. Personal qualities

Diligence: Ss finish the listening and reading tasks carefully, check each answer against the evidence, and complete the homework paragraph on time.
Responsibility: Ss take responsibility for their own answers by noting their errors in the notebook and planning how to correct them.
Kindness: Ss show respect for visitors from other countries by discussing welcome activities that consider individual needs, such as a quiet reading-room option.

II. Teaching aids and materials

1. Teacher

Laptop, projector and speakers for the listening recording (replay allowed)
Slides showing the reading questions, the listening questions, the answer keys and the writing model
NeoEdu online lesson page for review and interactive exercises: neoedu.vn/learn/11/english/review-2-skills
Printed worksheets No. 1 and No. 2 for each pair
Timer

2. Students

Student's book (Global Success Grade 11, Review 2 Skills)
Notebook and pen
Highlighter (optional)
Mobile device or laptop to access NeoEdu (if available)

III. Procedures

Activity 1: Warm-up · 4 minutes

Warm-up: What Makes a Good Host?

a) Aims

Activate Ss' prior knowledge about hosting visitors and introduce the theme of ASEAN school exchange and cooperation.

b) Content

Ss look at the title of the lesson 'Skills' and the question on the board: 'What qualities does a good host need when welcoming visitors from another country?' Ss think individually for 30 seconds, then share one idea with a partner. Ss will later compare their ideas with the reading text.

c) Expected outcomes

A short list of 3 to 4 qualities on the board, such as: clear communication, reliability, curiosity, respectful listening. These ideas will be checked against the text in the next activity.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the question 'What qualities does a good host need?' on the board and gives 30 seconds of individual thinking time. T says: 'Think of one quality, then share it with your partner.'
Students
Ss read the question, think silently and note one or two ideas in their notebooks.
Teacher
Step 2: Task performance
T monitors pairs and encourages Ss to explain their reasons briefly.
Students
Ss take turns sharing ideas with a partner. Possible answers: 'A host should speak clearly.' 'A host should be patient and listen.' 'A host should be friendly and open-minded.'
Teacher
Step 3: Report and discussion
T invites 2 or 3 pairs to share their ideas and writes them on the board. T asks: 'Why do you think these qualities are important for visitors?'
Students
Ss report their ideas. Expected answer: 'Clear communication helps visitors understand the route.' 'Respectful listening helps us avoid making assumptions about people.'
Teacher
Step 4: Conclusion and assessment
T praises relevant ideas and says: 'Today we will check how these qualities appear in the School Exchange News and in a writing model about cleaner air.'
Students
Ss copy the lesson title and the list of qualities into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reading: Cooperation Begins with Listening and Practical Access

a) Aims

Help Ss understand the main ideas, key vocabulary and the sequence of events in the School Exchange News, and identify the message of the team's report.

b) Content

Ss read the School Exchange News text individually. Then they work in pairs using Worksheet No. 1 to complete a three-day timeline (Monday, Wednesday, Friday) and to find the key vocabulary: stereotype (a fixed, often inaccurate idea about a group of people), route (a way from one place to another), feedback (opinions given in response to something), cooperation (working together), respectful (showing care and politeness). Ss also answer the question: 'What does the team's report say that cooperation begins with?'

c) Expected outcomes

A completed timeline in Worksheet No. 1: Monday: the team proposed small-group conversations about daily school life instead of a list of national stereotypes. Wednesday: the language club tested the route between the hall and library and corrected a sign that pointed to a locked door. Friday: the organising group collected feedback and offered a reading-room activity as an alternative to the music session. Key idea: 'Cooperation begins with listening and practical access.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and says: 'Read the text once quickly for the main idea, then work with your partner to complete the timeline and explain the key vocabulary.' T sets a 3-minute reading time.
Students
Ss read the text silently and note the words they do not know.
Teacher
Step 2: Task performance
T circulates and asks guiding questions: 'What did the team change after the Monday plan?' 'Why did the language club test the route?' 'Who needed a different activity, and why?'
Students
Ss discuss in pairs and complete the timeline. Expected answer: 'They changed the programme to real small-group conversations rather than national stereotypes.' 'They tested the route to make sure visitors could find the hall and library.'
Teacher
Step 3: Report and discussion
T asks 2 pairs to read their timeline aloud and asks the class: 'Do you agree that listening and practical access are more important than a national flag? Why?'
Students
Ss report and comment. Expected answer: 'Yes, because knowing a flag does not tell us what an individual guest enjoys.'
Teacher
Step 4: Conclusion and assessment
T summarises the key message and writes on the board: 'Cooperation begins with listening and practical access.' T explains the vocabulary and corrects pronunciation of stereotype and respectful.
Students
Ss copy the key message and the vocabulary into their notebooks.

Activity 2.2: Knowledge formation · 9 minutes

Writing Model: Recommendations with Evidence

a) Aims

Help Ss analyse the structure and language of the completed writing model 'Reduce Black Carbon' and understand how recommendations are supported by evidence.

b) Content

Ss read the completed writing model 'Reduce Black Carbon: Cleaner Air, Lower Warming Pressure' and work in groups of four using Worksheet No. 2. Each pair finds: (1) the recommendation verbs (Avoid, Never, Report, Support, Do not assume); (2) the scientific explanation (Incomplete combustion produces soot, which can harm air quality and contribute to warming); (3) the cautious statements (without claiming to have measured global climate change; Do not assume that every household can replace equipment immediately). T introduces the concept: Evidence: a response must be supported by the supplied stimulus, not an invented detail.

c) Expected outcomes

A completed Worksheet No. 2 with three columns: recommendation verbs (Avoid, Never, Report, Support, Do not assume), explanation (soot from incomplete combustion), and cautious language (without claiming to have measured, practical assistance and affordability matter). Concept note: Evidence must come from the stimulus, not invented details.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 2 and explains the concept of evidence. T says: 'Find the recommendations, the scientific explanation and the cautious statements. Every answer must come from the text.'
Students
Ss read the model writing and underline the target language in pencil.
Teacher
Step 2: Task performance
T walks around the groups and asks: 'Why does the writer say Never demonstrate this by burning materials at school?' 'What does the writer avoid claiming?'
Students
Ss discuss in groups and fill in Worksheet No. 2. Expected answer: 'Burning materials at school is not safe, and it would produce the same smoke problem.' 'The writer avoids claiming to have measured global climate change.'
Teacher
Step 3: Report and discussion
T invites one group to present their findings and asks the class: 'Is there any detail in the model that is not supported by the text?'
Students
Ss report. Expected answer: 'No, every detail is connected to the stimulus: soot, safety, local channels, affordability.'
Teacher
Step 4: Conclusion and assessment
T confirms that good recommendations are safe, sustained and supported by the community, and that cautious language makes a text more credible.
Students
Ss write the key features in their notebooks: recommendation verbs, evidence-based reasons, and cautious claims.

Activity 3.1: Practice · 8 minutes

Reading Comprehension: Choosing the Best Answer

a) Aims

Help Ss locate specific information in the reading text and justify their answers with evidence.

b) Content

Ss answer Exercises 2 to 5 individually, then compare with a partner and justify each answer by pointing to the sentence in the text. The questions are:
2. What did the Monday proposal emphasise? A. Small-group conversations about school life; B. A compulsory stereotype quiz; C. An all-night concert; D. A public ranking of guests
3. What was wrong with one sign? A. It used large letters; B. It showed a library; C. It had no price; D. It led towards a locked door
4. What alternative was offered? A. A longer queue; B. A compulsory music solo; C. A quiet reading-room activity; D. No participation
5. What does a flag not reveal? A. Its design; B. An individual guest's interests; C. A country's identity; D. Its colours

c) Expected outcomes

Answers: 2 - A (The programme favours real exchange.); 3 - D (The route test exposed an access problem.); 4 - C (The plan recognises different needs.); 5 - B (The report rejects treating a person as a stereotype.).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays Exercises 2 to 5 on the screen and says: 'Choose the best answer, then find the sentence in the text that supports it.' T sets 3 minutes.
Students
Ss read the questions and options individually and write their answers in their notebooks.
Teacher
Step 2: Task performance
T asks pairs to compare answers and find the evidence sentence for each. T reminds Ss: 'If you cannot find the evidence, check your answer again.'
Students
Ss compare and justify. Expected evidence: 'Instead of presenting a long list of national stereotypes, they planned small-group conversations' (Q2); 'one sign pointed towards a locked door and corrected it' (Q3).
Teacher
Step 3: Report and discussion
T calls on individual Ss to give answers and evidence for Q4 and Q5. T asks: 'Why are the other options wrong?'
Students
Ss answer. Expected answer for Q5: 'The text says a flag tells us about a nation, but it does not tell us what an individual guest enjoyed, so B is correct.'
Teacher
Step 4: Conclusion and assessment
T shows the answer key and explains each correct answer. T asks Ss to tick any answers they got wrong and note the reason.
Students
Ss check their answers, correct mistakes in a different colour and record one reason for each error.

Activity 3.2: Practice · 8 minutes

Listening: Black Carbon and Source Notes

a) Aims

Help Ss listen for specific information about black carbon, deposition on snow and the source-note deadline, and identify the correct answers.

b) Content

Ss listen to the hidden recording (replay allowed) and answer Exercises 7 to 10 without looking at the explanations. The questions are:
7. How is black carbon formed? A. Incomplete combustion; B. Complete freezing; C. Photosynthesis; D. Ocean tides
8. What can deposition on snow reduce? A. Gravity; B. Day length; C. Altitude; D. Reflectivity
9. When are source notes due? A. Monday morning; B. Friday; C. Tuesday afternoon; D. Wednesday night
10. What should pupils avoid? A. Explaining mechanisms; B. Burning waste to test smoke; C. Using drawings; D. Checking sources
In Exercise 6, Ss listen to the recording and answer before opening the explanation.

c) Expected outcomes

Answers: 7 - A (Incomplete burning produces soot.); 8 - D (Darker snow reflects less sunlight.); 9 - C (Checking precedes the Wednesday stand.); 10 - B (No combustion experiment is required or safe here.).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'You will listen to the recording twice. Write your answers for Exercises 7 to 10. Do not open the explanation until you finish.'
Students
Ss prepare their notebooks and listen to the recording for the first time.
Teacher
Step 2: Task performance
T plays the recording again if needed and monitors pairs who check their answers together. T asks: 'Which words in the recording helped you choose the answer?'
Students
Ss listen, write answers and compare with a partner. Expected answer: 'I heard incomplete burning and soot, so I chose A.'
Teacher
Step 3: Report and discussion
T calls on Ss to give answers to Exercises 7 to 10 and asks the class to agree or disagree with reasons.
Students
Ss report their answers. Expected answer: 'Question 8 is D because darker snow reflects less sunlight.'
Teacher
Step 4: Conclusion and assessment
T reveals the answer key and explanations on NeoEdu or the slide. T asks Ss to identify the exact question where their answer differed and write one sentence about the error.
Students
Ss check their answers, mark the errors and note the specific cause (e.g., confused the words or missed a time expression).

Activity 4: Application · 6 minutes

Application: Writing a Welcome Recommendation Paragraph

a) Aims

Help Ss apply the recommendation language and evidence-based approach from the writing model to a real school situation.

b) Content

Ss write a short paragraph of about 60 to 80 words on the topic: 'How can our school welcome visitors from an ASEAN partner school?' Ss must use at least three recommendation verbs (e.g., Check, Avoid, Support, Report, Do not assume), include one cautious statement, and base their ideas on the reading text (e.g., route testing, small-group conversations, a reading-room option). Ss may complete the paragraph at home.

c) Expected outcomes

A short paragraph. Sample product: 'Our school can welcome visitors by testing the route between the hall and the library before they arrive. We should check that every sign points to a useful place. We can plan small-group conversations about daily school life instead of national stereotypes. Do not assume that every visitor wants the same activity, so we should offer a quiet reading-room option. Our plan is not a guarantee of success, but it is a practical start.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the topic and the checklist on the board: three recommendation verbs, one cautious statement, and at least two details from the text. T gives 3 minutes for planning.
Students
Ss read the checklist and note two or three ideas in their notebooks.
Teacher
Step 2: Task performance
T monitors and asks: 'Which detail in the text supports your idea?' T encourages Ss to write in full sentences.
Students
Ss write their paragraph individually. Expected answer: 'We should check the route between the hall and library, because one sign once pointed to a locked door.'
Teacher
Step 3: Report and discussion
T invites 2 Ss to read their paragraphs and asks the class to check whether each recommendation is supported by the text.
Students
Ss read aloud and listeners give feedback with the question: 'Where does this come from in the text?'
Teacher
Step 4: Conclusion and assessment
T praises accurate evidence and reminds Ss that a good response is supported by the stimulus, not invented details.
Students
Ss revise their paragraph and keep it in their notebooks for homework checking.

Worksheets

Phiếu học tập số 1

Worksheet No. 1: Cooperation Begins with Listening and Practical Access

Task 1: Complete the timeline.

Monday: The student team proposed ______________________________.
Wednesday: The language club ______________________________.
Friday: The organising group ______________________________.

Task 2: Find the meaning of the words in the text.

stereotype: ______________________________
route: ______________________________
feedback: ______________________________
respectful: ______________________________

Task 3: Answer the question.

What does the team's report say that cooperation begins with? ______________________________
Why is knowing a national flag not enough, according to the text? ______________________________

Phiếu học tập số 2

Worksheet No. 2: Features of the Writing Model 'Reduce Black Carbon'

Concept: Evidence - a response must be supported by the supplied stimulus, not an invented detail.

Fill in the table with information from the model.

Recommendation verbs (write at least 3): ______________________________
Scientific explanation (copy the key sentence): ______________________________
Cautious statements (copy at least 2): ______________________________
Why does the writer avoid burning materials at school? ______________________________

Final question: Which detail in the model is connected to 'affordability'? ______________________________

Homework

Retrieve the answers to Exercises 2 to 5 and Exercises 7 to 10 from memory first, then check the explanations and write down one specific error and its cause in your notebook.
Finish the paragraph 'How can our school welcome visitors from an ASEAN partner school?' (about 60 to 80 words). Use at least three recommendation verbs, one cautious statement and two details from the School Exchange News.
Read the writing model 'Reduce Black Carbon' again and underline three sentences that give recommendations. Be ready to explain the evidence for each one in the next lesson.
Practise the reading and listening vocabulary: stereotype, route, feedback, reliability, soot, incomplete combustion, deposition, reflectivity, affordability. Review the NeoEdu page neoedu.vn/learn/11/english/review-2-skills for extra interactive exercises.

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