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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 14. Review 4

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 key details of a reading text on online peer pressure and safe responses.
    • Explain the structure and features of an opinion paragraph on ecosystem restoration, including evidence, counter-argument and stance.
    • Distinguish a forecast from a measured result, and identify the key information in a listening passage on ecosystems.
    • Use vocabulary and expressions from the units Social issues and The ecosystem to talk and write about social and environmental issues.

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve answers individually first, check them against the explanations, and identify their own error patterns before discussing with peers.
  • Communication and collaboration: Ss work in pairs and groups to share ideas, justify answers with evidence from the text, and give constructive feedback during the jigsaw and report activities.
  • Problem-solving and creativity: Ss apply the reasoning from the reading and listening texts to propose safe responses to a new situation and to draft a short evidence-based opinion.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss comprehend a reading text about peer pressure and a listening passage about streamside plants and monitoring, discuss the issues orally, and write a short opinion paragraph supported by evidence.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use key vocabulary such as pressure, consent, evidence, safeguarding, restoration, erosion and monitoring, and apply the forms 'If + present simple, I can…' and 'Although…, …' correctly in their own sentences.

3. Personal qualities

  • Responsibility: Ss take responsibility for their own online behaviour by choosing not to forward embarrassing images and by seeking help from a trusted adult.
  • Kindness: Ss show respect and empathy toward classmates who are affected by harmful jokes and avoid naming or shaming anyone in discussions.
  • Honesty: Ss report their answers truthfully during self-checking and admit errors when they compare with the explanations, without copying from peers.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, speakers for the listening recording (hidden recording in the exercise sequence of Skills, Review 4)
  • Printed Worksheet 1 and Worksheet 2 for each pair
  • Slides with the reading text, the writing model and the answer key (shown only after Ss have answered)
  • NeoEdu online lesson page with interactive exercises: neoedu.vn/learn/11/english/review-4-skills

2. Students

  • Student's book Tiếng Anh 11 (Global Success), Review 4 Skills
  • Notebook, pen, pencil and highlighter
  • Blank sheet of paper for drafting notes

III. Procedures

Activity 1: Warm-up · 7 minutes

Pressure in the Group Chat

a) Aims

Ss activate prior knowledge about peer pressure and online behaviour and get ready to read the text on Social issues.

b) Content

Ss look at the picture prompt of a group chat with a laughing symbol and answer three questions in pairs:

  • Have you ever felt pressure to react to a message you did not agree with?
  • What is a safe way to say no to friends?
  • Who can a student trust for help when something harmful happens online?
    Then Ss list two words they associate with the topic (e.g. pressure, consent).

c) Expected outcomes

Each pair writes a short list of two to three ideas about safe responses to group pressure (e.g. say no politely, leave the chat, tell a trusted adult) and two topic words for the board.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture of a group chat with a laughing symbol and asks: 'What do you see? How do you think the student in the picture feels?' T introduces the topic Social issues and writes the three questions on the board.

    Students

    Ss look at the picture and listen carefully to the questions. Ss ask T to repeat any unclear word.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for two minutes and monitors, giving help with vocabulary when needed.

    Students

    Ss discuss in pairs and write their ideas. Possible answers: 'I would feel uncomfortable.' 'I can say, I do not want to share that photo.' 'I would tell my teacher.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their ideas and writes the key words on the board, such as pressure, leave the chat, trusted adult, consent.

    Students

    Representative pairs report their ideas. Other pairs add or ask questions. Example: 'We think a trusted adult can help when the situation is serious.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the useful ideas and says: 'Today we will read about how Son responded to pressure and learn safe ways to say no.' T confirms the key word pressure (áp lực) and consent (sự đồng ý).

    Students

    Ss copy the key words into their notebooks and get ready for the reading task.

Activity 2.1: Knowledge formation · 18 minutes

Reading: Son's Response to Online Pressure

a) Aims

Ss understand the main ideas and key details of the reading text and discuss how a person can respond safely to pressure.

b) Content

Ss read the text 'Read and discuss' in the student's book silently within four minutes. Then Ss complete the following tasks in pairs:

  • Task 1: Find and underline the words: embarrassing (xấu hổ), pressure (áp lực), safeguarding procedure (quy trình bảo vệ), boundary statement (câu nói giới hạn), consent (sự đồng ý).
  • Task 2: Answer the questions: What did Son do instead of joining in? Why did he not forward the photo? What did the class campaign focus on?
  • Task 3: Discuss: Why should the affected student not be blamed?

c) Expected outcomes

Ss write the meaning of five key words in their notebooks, and answer the three questions with full sentences, for example:

  • Instead of joining in, Son sent a private message to a trusted teacher.
  • He did not forward the photo because he did not want to spread the image to more pupils.
  • The campaign focused on consent, reporting and support, not on naming and shaming individual pupils.
    Key knowledge: refusing pressure does not require a public argument, and a short boundary statement can help.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to read the text silently in four minutes and shows the three tasks on the slide. T reminds Ss: 'Use the text to find evidence for your answers.'

    Students

    Ss read silently and note any unknown words. Ss ask T about the meaning of unknown words if needed.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, one reads the question aloud and the partner finds the answer in the text. T walks around and checks the pairs that are stuck on Task 3.

    Students

    Ss complete the tasks in pairs. Possible answers for Task 1: pressure = a feeling of being forced to do something; consent = permission. For Task 3: 'Because the student asked for help and was harmed by the joke.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to answer the questions and asks other Ss: 'Do you agree? Why?'

    Students

    Pairs present their answers. Example answer: 'Son did not join in. He paused and sent a private message to a trusted teacher.' Other Ss agree or add a comment.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, explains the key structure of the text (problem, action, outcome, lesson) and writes on the board: 'A short boundary statement: I do not want to share someone's image without consent.' T emphasises that a trusted adult can help and that safety comes first if there is an immediate threat.

    Students

    Ss correct their notes and write the boundary statement in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Writing Model: Evidence and Stance

a) Aims

Ss analyse the features of an opinion paragraph on ecosystem restoration and identify how evidence supports a stance.

b) Content

Ss read the completed writing model 'Local ecosystem restoration deserves public funding when…' and complete a model analysis with a partner. Ss look for the following parts:

  • Main claim (topic sentence)
  • Supporting reasons with evidence
  • Counter-argument and its response
  • Conditions for support
  • Concluding stance
    Ss also note the concept of Evidence: a response must be supported by the supplied stimulus, not an invented detail.

c) Expected outcomes

Ss complete the analysis in their notebooks:

  • Main claim: 'Local ecosystem restoration deserves public funding when the work addresses a clear need and is checked carefully.'
  • Reason with evidence: 'A healthy wetland can provide habitat and support natural processes that are difficult to replace.'
  • Counter-argument: 'However, spending money on a visible planting event is not enough.'
  • Conditions: 'The chosen species must suit the site.' 'I would support a project that begins with a survey of existing conditions.'
  • Concluding stance: 'Restoration is a commitment to ecological function, not merely an attractive photograph or a large number of seedlings.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the writing model on the slide and asks: 'What is the writer's opinion? Which sentence shows it?' T introduces the Evidence concept and writes it on the board.

    Students

    Ss read the model and listen to the question. Ss underline the sentence that shows the writer's opinion.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and fill in the analysis chart in their notebooks. T reminds Ss to write the exact words from the model as evidence.

    Students

    Pairs identify the five parts of the model and copy the key sentences. Ss discuss: 'Why does the writer say a planting event is not enough?'

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to present one part each and asks: 'Which sentence is the strongest evidence? Why?'

    Students

    Pairs present their findings. Example answer: 'The strongest evidence is the survey of existing conditions, because it shows the project is based on facts.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the structure: claim, reasons with evidence, counter-argument, condition and stance. T notes that a good opinion paragraph uses however to show the other side and ends with a clear stance.

    Students

    Ss write the five-part structure in their notebooks as a reference for the apply task.

Activity 3.1: Practice · 15 minutes

Reading Comprehension in Jigsaw Pairs

a) Aims

Ss practise answering reading comprehension questions individually, check their answers with the explanations, and diagnose their own errors.

b) Content

Ss complete Worksheet 1 individually (Questions 2 to 5 of the exercise sequence). Ss then check their answers with a partner, using the explanations shown by T only after the pair has answered. Ss who answer wrongly write down the reason for the error.

c) Expected outcomes

Answer key for Worksheet 1:

  • Question 2: A. To laugh at an embarrassing photo. The group reaction is the immediate pressure.
  • Question 3: D. Without forwarding the image widely. Evidence should not amplify harm.
  • Question 4: C. A trusted teacher. He sought responsible support.
  • Question 5: B. Naming and shaming pupils. The campaign protects people rather than repeat harm.
    Ss write one sentence describing the error they made, if any.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and tells Ss they have six minutes to answer individually without looking at the answer key. T reminds Ss: 'Retrieve the answer from the text first, then choose the option.'

    Students

    Ss receive Worksheet 1 and read the four questions carefully.

  2. Teacher

    Step 2: Task performance

    T monitors individually and does not give answers. After six minutes, T asks Ss to swap with their partner and check each other's answers using the explanation on the slide.

    Students

    Ss answer individually. Then partners check and discuss any different answers. Ss correct their own mistakes by referring to the text.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Who got all four questions right? Which question was the most difficult? Why?' T calls on two Ss to explain their reasoning.

    Students

    Ss share their results. Example: 'Question 3 was difficult because I chose A. Then I saw that the text says he did not forward the photo.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and explains that options A, B and C in each question are based on misreadings of the text. T asks Ss to write one sentence about their error pattern.

    Students

    Ss record the correct answers and their error notes in their notebooks.

Activity 3.2: Practice · 20 minutes

Listening: Streamside Plants and Monitoring

a) Aims

Ss listen to the hidden recording, identify key information about streamside plants, monitoring and predictions, and distinguish forecasts from observations.

b) Content

Ss listen to the recording (exercise 6 to 10). Ss may replay the recording as needed. Ss answer the questions:

  • Question 7: What may follow loss of streamside plants?
  • Question 8: What should monitoring record?
  • Question 9: How should a consequence not yet observed be labelled?
  • Question 10: Which claim is rejected?
    Ss do not open the explanations until they have answered.

c) Expected outcomes

Answer key:

  • Question 7: A. More bank erosion. Plants can help stabilise banks.
  • Question 8: D. Dates and conditions. Context makes observations interpretable.
  • Question 9: C. As a prediction. The recording distinguishes forecast from observation.
  • Question 10: B. Any tree anywhere automatically restores an ecosystem. Restoration requires ecological suitability.
    Key knowledge: a consequence that has not been observed yet is a prediction, not a measured result.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T tells Ss they will listen to a recording about streamside plants and monitoring. T shows the four questions on the slide and asks Ss to read them before listening. T reminds Ss: 'Listen for keywords and signposts such as may, should and rejected.'

    Students

    Ss read the four questions and predict possible answers. Ss ask T to clarify any unclear question.

  2. Teacher

    Step 2: Task performance

    T plays the recording once, then pauses at key points if needed. T asks Ss to answer individually and then compare with a partner. T plays the recording a second time if Ss request it.

    Students

    Ss listen and write their answers. Ss compare with a partner and replay the recording only where they disagree.

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to read out the answer to one question and to give the reason. T asks: 'How did you know that this is a prediction and not a result?'

    Students

    Pairs report their answers. Example: 'Question 9 is C because the speaker says the consequence may happen, not that it has happened.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key, explains the signposts and reminds Ss that a claim that any tree anywhere restores an ecosystem is rejected. T links the listening to the writing model by emphasising the need for evidence and suitability.

    Students

    Ss check their answers, correct their errors and write the key signpost words in their notebooks.

Activity 4: Application · 15 minutes

Write Your Own Opinion Paragraph

a) Aims

Ss apply the features of an opinion paragraph and the ideas from the reading and listening texts to write a short paragraph about a social issue or an ecosystem issue in their own community.

b) Content

Ss choose one topic: (a) a safe response to online pressure, or (b) support or opposition to a local ecosystem restoration project. Ss use Worksheet 2 to plan, then write a paragraph of about 80 to 100 words. The paragraph must include a claim, at least one reason supported by evidence from the texts, a however sentence, and a concluding stance.

c) Expected outcomes

Each S writes a paragraph of about 80 to 100 words with five parts (claim, reason with evidence, counter-argument, condition, stance). Example for topic (a): 'If friends pressure me to share an embarrassing image, I can say, I do not want to post someone's photo without permission. However, staying silent may harm the affected person. A trusted adult can help, and I would report the image through the school route.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and explains the two topics. T shows the five-part structure on the slide and reminds Ss to use evidence from the texts.

    Students

    Ss choose one topic and read the instructions and the structure on the slide.

  2. Teacher

    Step 2: Task performance

    T asks Ss to plan individually for three minutes, then write the paragraph for ten minutes. T walks around and gives feedback on structure and use of the forms If + present simple and Although.

    Students

    Ss complete the planning chart and write their paragraphs. Some Ss ask for help with vocabulary such as stabilise or boundary statement.

  3. Teacher

    Step 3: Report and discussion

    T asks four or five Ss to read their paragraphs aloud. T asks the class: 'Does the paragraph have a clear claim? Is there evidence from the text?'

    Students

    Ss read their paragraphs. Listeners give one positive comment and one suggestion.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises well-structured paragraphs, corrects common errors on the board and summarises the key points: claim, evidence, however and stance. T asks Ss to finish the paragraph at home if needed.

    Students

    Ss revise their paragraphs according to the feedback and keep them in their portfolios.

Worksheets

Phiếu học tập số 1

Worksheet 1: Reading comprehension (individual, six minutes)
Answer the questions by choosing A, B, C or D.

  • Question 2: What pressure did Son feel?
    A. To laugh at an embarrassing photo
    B. To join a sports team
    C. To leave school
    D. To buy a device
  • Question 3: How did he preserve evidence?
    A. By making a public poster of it
    B. By deleting every message immediately
    C. By posting names
    D. Without forwarding the image widely
  • Question 4: Who did he contact?
    A. A public audience
    B. A souvenir shop
    C. A trusted teacher
    D. An unknown account
  • Question 5: What did the campaign avoid?
    A. Offering support
    B. Naming and shaming pupils
    C. Discussing consent
    D. Reporting concerns
    After answering, write one sentence about any error you made and the reason for it.

Phiếu học tập số 2

Worksheet 2: Planning your opinion paragraph
Choose one topic:

  • Topic A: A safe response to online pressure
  • Topic B: Support or opposition to a local ecosystem restoration project
    Plan your paragraph:
  • Main claim: ...
  • Reason with evidence (from the texts): ...
  • Counter-argument (start with However): ...
  • Condition for your support or opposition: ...
  • Concluding stance: ...
    Useful expressions:
  • If + present simple, I can ...
  • Although I may feel ..., ...
  • I would support / I would question ...
  • Restoration is a commitment to ...

Homework

  • Re-read the reading text 'Read and discuss' and write five sentences in English about how Son responded to pressure, using the words pressure, consent, evidence and trusted adult.
  • Finish your opinion paragraph from Worksheet 2 (about 80 to 100 words). Check that it has a main claim, one reason with evidence, a however sentence and a concluding stance.
  • Go to neoedu.vn/learn/11/english/review-4-skills and do the interactive exercises on reading and listening. Note the questions you got wrong and write the reason for each error in your notebook.
  • Prepare for the next lesson by reviewing the vocabulary of the units Social issues and The ecosystem: write ten words with their meanings in Vietnamese.

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