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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 1. Unit 1: A long and healthy life

Giáo án Communication and Culture / CLIL

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 and use the everyday-English functions of offering help, accepting an offer and setting conditions in a walking-group exchange.
    • Pronounce weak and strong forms of the auxiliary verbs have and can in questions and short answers.
    • Use the past simple for a finished past time and the present perfect for experience or a period continuing to now, with since and for.
    • Explain the key facts in the CLIL text about bacteria, viruses, antibiotics and public-health measures without overgeneralising.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the reading and grammar tasks individually first, check their own answers against the key, and note their own pronunciation problems.
  • Communication and collaboration: Ss work in pairs and groups to role-play the exchange, share answers and give peer feedback on pronunciation and summaries.
  • Problem-solving and creativity: Ss adapt the walking-group dialogue to a new situation and create an original short spoken announcement for their school.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the everyday exchange, role-play it with changed details, read the CLIL text for specific information and write a three-sentence summary.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary balanced diet, fitness, routine, nutrient, infection and regular; produce weak and strong forms of have and can; and apply past simple and present perfect with since and for.

3. Personal qualities

  • Diligence: Ss complete all listening, pronunciation and grammar practice tasks on time and repeat the target sentences until they are accurate.
  • Responsibility: Ss respect the safety condition in the dialogue (stop if anyone feels unwell) and mention it in their own role-plays and announcements.
  • Honesty: Ss report only information that appears in the text or is clearly labelled as an example, and do not claim results that the text does not give.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and speakers
  • Audio recording of the everyday-English dialogue and the strong/weak form sentences
  • Four picture cards: walking, balanced diet, enough sleep, hand washing
  • Printed Worksheet 1 and Worksheet 2 for each pair
  • Whiteboard and markers
  • NeoEdu lesson page (interactive exercises and audio): neoedu.vn/learn/11/english/unit-1-communication-and-culture-clil

2. Students

  • English 11 textbook, notebook, pen, pencil and highlighter
  • Mini whiteboard or sticky notes for pair work

III. Procedures

Activity 1: Warm-up · 8 minutes

Warm-up: Healthy Habits Quick Talk

a) Aims

Ss activate prior knowledge about healthy living and get ready for the topic 'A long and healthy life' and the everyday-English dialogue.

b) Content

T shows four picture cards (walking, balanced diet, enough sleep, hand washing) and asks: 'What do you do to stay healthy?' Ss answer in pairs using 'I usually...' and 'I have... since...'. T pre-teaches the key words: balanced diet (chế độ ăn cân đối), fitness (thể lực), routine (nếp sinh hoạt), regular (đều đặn).

c) Expected outcomes

Each pair lists at least three healthy habits, for example regular walking, a balanced diet and enough rest. Ss name the topic of the lesson: joining a walking group and building a healthy routine.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four picture cards and asks: 'What do you do to stay healthy?' T models one answer: 'I usually walk to school. I have walked to school since May.'

    Students

    Ss listen and look at the pictures, then guess the meaning of the new words from context.

  2. Teacher

    Step 2: Task performance

    T asks pairs to talk for two minutes and walks around to help with vocabulary and sentence patterns.

    Students

    Pairs take turns saying which habits they have. Expected answer: 'I eat a balanced diet every day and I go to bed early.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share their ideas and writes the key words on the board.

    Students

    Representative pairs report: 'We think regular exercise and good sleep are important for fitness.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the topic of the lesson and introduces the walking-group situation: 'Today we will learn how to offer help and talk about a new routine.'

    Students

    Ss copy the new vocabulary into their notebooks with Vietnamese meanings.

Activity 2.1: Knowledge formation · 18 minutes

Everyday English: Offering Help and Setting Conditions

a) Aims

Ss understand the everyday-English function of offering help, accepting an offer and setting a condition in a walking-group exchange.

b) Content

Ss listen to the dialogue twice and read along:
A: I have joined the school walking group, but I do not know the safe route yet.
B: Would you like me to show you the teacher-approved path?
A: Yes, please. I started walking last month and want to build up gradually.
B: Of course. We should begin slowly and stop if anyone feels unwell.
Questions: 1) What problem does A have? 2) What does B offer? 3) How does A respond? 4) What condition does B add?

c) Expected outcomes

  • A has joined the school walking group but does not know the safe route.
  • B offers to show the teacher-approved path.
  • A accepts with 'Yes, please.' and explains a plan to build up gradually.
  • B suggests beginning slowly and stopping if anyone feels unwell.
    Key phrases Ss record: Would you like me to...?; Yes, please.; Of course. We should...; stop if anyone feels unwell.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the audio twice and asks Ss to listen for the four questions. T writes the question stems on the board.

    Students

    Ss listen with their books closed for the first play and then follow the text for the second play.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, underline the key phrases and answer the four questions. T monitors and prompts with hints such as 'Who says Would you like...?'

    Students

    Pairs underline the phrases and answer. Expected answers: 'A does not know the safe route yet.' 'B offers to show the teacher-approved path.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to give answers and asks the class: 'Is the offer polite? Why?'

    Students

    Ss answer: 'Yes, it is polite because B asks Would you like me to... and does not force A.' Other Ss add their views.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains the function: offering help (Would you like me to...?), accepting (Yes, please.), and giving a condition (We should... and stop if...). T highlights that the dialogue is about a concrete request, not a general claim.

    Students

    Ss copy the key phrases and the answers into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Pronunciation: Weak and Strong Forms of Have and Can

a) Aims

Ss recognise and produce the weak and strong forms of the auxiliary verbs have and can in questions and short answers.

b) Content

T models the sentences:

  • Have you finished? (weak /həv/ or /əv/)
  • Yes, I have. (strong /hæv/ in the final position)
  • Can you walk there? (weak /kən/ before the main verb)
  • Yes, I can. (strong /kæn/ in the final position)
    Ss repeat chorally, then in pairs. T explains: a weak form does not mean missing; a contrastive auxiliary can be strong.

c) Expected outcomes

Ss can say each sentence with the correct form and mark the weak and strong forms in their notebooks. Example: Can you walk there? Yes, I can. (/kən/ then /kæn/).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four sentences on the board and asks Ss to listen for the difference in the words have and can.

    Students

    Ss listen to the model on the audio and notice the difference between the two forms.

  2. Teacher

    Step 2: Task performance

    T leads a chorus drill, then asks pairs to practise the question and answer pattern. T corrects stress and vowel length.

    Students

    Pairs take turns: Student A asks Can you walk there? and Student B answers Yes, I can. Ss mark the strong words.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to perform in front of the class and gives short feedback.

    Students

    Volunteer pairs perform. Other Ss point out whether the auxiliary is weak or strong.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: the auxiliary is weak in the middle of a sentence and strong when it ends the answer or is contrastive. T plays the NeoEdu audio for the last check.

    Students

    Ss repeat once more with the NeoEdu audio and write one pronunciation note in their notebooks.

Activity 2.3: Knowledge formation · 16 minutes

CLIL Reading: Bacteria, Viruses and Antibiotics

a) Aims

Ss interpret the culture and CLIL text about bacteria, viruses, antibiotics and public-health measures, and avoid overgeneralising its statements.

b) Content

Ss read the text in Worksheet 2 individually for two minutes, then answer the questions in pairs:

  1. What are bacteria?
  2. Which organisms reproduce only by using host cells?
  3. Can antibiotics treat viral infections?
  4. Who should prescribe antibiotics?
  5. Name two public-health measures in the text.
  6. Does the text say that any school activity involves culturing microbes?

c) Expected outcomes

  • Bacteria are living single-celled organisms; many are harmless or useful, while some cause disease.
  • Viruses reproduce only by using host cells.
  • No. Antibiotics do not treat viral infections.
  • Antibiotics should be used only as prescribed by qualified professionals.
  • Hand hygiene and appropriate vaccination are among public-health measures.
  • No. The text states that no school activity here involves culturing microbes.
    Source: WHO fact sheet on antimicrobial resistance.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2, asks Ss to read silently and to underline facts that have a condition or limit (for example, only as prescribed).

    Students

    Ss read and underline key phrases such as 'do not treat', 'only as prescribed' and 'many are harmless'.

  2. Teacher

    Step 2: Task performance

    T asks pairs to answer the six questions and reminds them to quote the text. T checks whether pairs avoid making claims that the text does not state.

    Students

    Pairs answer the questions and cite the sentence that supports each answer.

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers aloud and asks: 'Why is it wrong to say all bacteria cause disease?'

    Students

    Ss answer: 'The text says many bacteria are harmless or useful, while some cause disease. So we should not overgeneralise.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key facts and points out the source. T emphasises that the text is a general health message, not a diagnosis or advice for individuals.

    Students

    Ss write the correct answers in their Worksheet 2 and note the source in their notebooks.

Activity 2.4: Knowledge formation · 12 minutes

Grammar: Past Simple vs Present Perfect with Since and For

a) Aims

Ss explain the difference between the past simple and the present perfect and use since and for correctly in illustrative sentences.

b) Content

T presents the rules with two examples from the dialogue and the lesson:

  • Past simple (finished past time): I started walking last May.
  • Present perfect (experience or period continuing to now): I have walked to school since May.
  • Since introduces a starting point; for introduces a duration.
  • Do not combine the present perfect with yesterday.
    Ss complete Worksheet 1 with the correct form and since or for.

c) Expected outcomes

Answers to Worksheet 1:

  1. I have been in the walking group ___ two weeks. (for)
  2. I started walking ___ last May. (past simple, no since or for needed)
  3. We have walked to the park ___ March. (since)
  4. She ___ (join) the group yesterday. (joined)
  5. I have not missed a session ___ the beginning of the term. (since)
    Ss state the rule: since = starting point, for = length of time, present perfect is not used with yesterday.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two examples on the board, explains the difference in time reference and asks: 'Is the walking finished or still happening?'

    Students

    Ss answer: 'The first one is finished. The second one continues to now.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete Worksheet 1 individually, then compare answers with a partner. T circulates to check the use of since and for.

    Students

    Ss fill in the blanks and check with a partner. Expected difficulty: choosing since or for before two weeks.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read their answers and asks the class to justify each choice.

    Students

    Ss read: 'I have been in the walking group for two weeks because two weeks is a duration.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rules on the board: past simple for a finished time, present perfect for a period up to now, since for a starting point, for for a duration. T notes that the sentences are illustrative examples, not observed facts.

    Students

    Ss copy the rules into their notebooks.

Activity 3.1: Practice · 10 minutes

Pair Practice: Role-play and Three-sentence Summary

a) Aims

Ss practise the everyday-English exchange and write a three-sentence summary that keeps the essential condition.

b) Content

Ss work in pairs to do Exercises 1–5 from the textbook:

  • Role-play the dialogue twice, once as written and once with a new route or group name.
  • Answer Exercise 2: State the purpose and audience of the exchange, with one supporting detail.
  • Answer Exercise 3 and 4: Identify the opening sentence and choose two useful details.
  • Write a three-sentence summary (Exercise 5) using only information in the dialogue. Keep the condition: stop if anyone feels unwell.

c) Expected outcomes

Exercise 2 (sample): The audience is the two speakers. The purpose is to handle the request, the response and the condition. Evidence: 'I have joined the school walking group, but I do not know the safe route yet.'
Exercise 3 (sample): The opening sentence is 'I have joined the school walking group, but I do not know the safe route yet.' It introduces the situation before the later details.
Exercise 5 (sample summary): A has joined a walking group but needs to learn its safe route. B offers to show the teacher-approved path, and A accepts. They will build up gradually and stop if anyone feels unwell.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects Exercises 1–5 and reminds Ss to keep the summary to exactly three sentences using only the dialogue.

    Students

    Ss read the exercises and decide who will be Student A and Student B.

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete the tasks in order and monitors the role-plays and summaries. T gives hints such as 'Check whether you kept the condition in your summary.'

    Students

    Pairs role-play the exchange, answer the questions and write the summary. Ss check each other's sentences.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to perform their role-play and read their summary aloud.

    Students

    Pairs perform and read. Other Ss give feedback: 'Your summary misses the condition' or 'Good, you kept the safety rule.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the accuracy of the summary and reminds Ss that a summary should not add results that are not in the text.

    Students

    Ss revise their summary and write the final version in their notebooks.

Activity 3.2: Practice · 8 minutes

Group Practice: CLIL Explanation and Conclusion

a) Aims

Ss explain the CLIL text in their own words and write a short concluding sentence that keeps the message of the text.

b) Content

Ss complete Exercises 7–9 from the textbook in groups of four:

  • Exercise 7: Choose one sentence from the middle of the text and explain its contribution: 'Antibiotics do not treat viral infections and should be used only as prescribed by qualified professionals.'
  • Exercise 8: Read the opening and closing aloud and explain one difference between their jobs.
  • Exercise 9: Write a short concluding sentence that uses only the details in the text.

c) Expected outcomes

Exercise 7 (sample): The sentence gives a concrete condition. It tells readers that antibiotics are not a treatment for viral infections and that they must be used only as prescribed by qualified professionals.
Exercise 8 (sample): The opening sets up the situation: bacteria are living single-celled organisms, many are harmless or useful, and some cause disease. The closing completes the message with public-health measures and the statement that no school activity involves culturing microbes.
Exercise 9 (sample): Antibiotics do not treat viral infections and should be used only as prescribed by qualified professionals. Hand hygiene and appropriate vaccination are among public-health measures.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives each group a copy of the CLIL text and asks them to assign one role to each member: reader, explainer, checker and reporter.

    Students

    Groups assign roles and read the text silently.

  2. Teacher

    Step 2: Task performance

    T asks groups to complete Exercises 7–9 and reminds them to avoid overgeneralising and to base each answer on the text.

    Students

    Groups discuss and write their answers. The checker compares the answer with the text.

  3. Teacher

    Step 3: Report and discussion

    T invites one group to present Exercise 8 and another group to present Exercise 9.

    Students

    Reporters read the explanation aloud. Other groups ask questions such as 'Does the text say that?'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the sample answers and emphasises that the conclusion must preserve the conditions from the text.

    Students

    Ss compare their answers with the samples and correct their notes.

Activity 4: Application · 8 minutes

Real-life Task: Walking Group Announcement

a) Aims

Ss use the everyday-English functions and the grammar of this lesson to create an original spoken announcement in a real school context.

b) Content

Groups of four prepare a one-minute spoken announcement to invite students to join a school walking group. The announcement must include:

  • an offer of help (Would you like me to...?) and an acceptance or refusal (Yes, please. / Sorry, not today.)
  • one sentence with since or for (for example: We have walked the same route since March.) labelled as an example
  • one safety condition (stop if anyone feels unwell)
    Groups present their announcements to the class.

c) Expected outcomes

Each group delivers a clear one-minute announcement with the three required elements. Example: 'Hello everyone! We are a school walking group. Would you like us to show you the teacher-approved path? We should begin slowly and stop if anyone feels unwell.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task, shows the three required elements on the board and sets a time limit of four minutes for preparation.

    Students

    Groups read the task and decide who will speak and who will check the grammar.

  2. Teacher

    Step 2: Task performance

    T circulates to check the use of weak and strong forms, the since and for choices and the safety condition.

    Students

    Groups write and rehearse their announcements.

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to present. T asks the class to identify the offer, the acceptance and the condition.

    Students

    Groups present. Listeners answer: 'The offer is Would you like me to show you...? The condition is stop if anyone feels unwell.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the clear structures and gives one correction on pronunciation or grammar. T assigns the homework task.

    Students

    Ss note the feedback and the homework task in their notebooks.

Worksheets

Worksheet 1: Grammar and Pronunciation

Part A. Choose the correct form: past simple or present perfect. Add since or for where needed.

  • I have been in the walking group ___ two weeks.
  • I started walking ___ last May.
  • We have walked to the park ___ March.
  • She ___ (join) the group yesterday.
  • I have not missed a session ___ the beginning of the term.

Part B. Say the sentences aloud. Mark the weak (/həv/, /kən/) and strong (/hæv/, /kæn/) forms.

  • Have you finished?
  • Yes, I have.
  • Can you walk there?
  • Yes, I can.

Part C. Complete the rules.

  • Since introduces a ___.
  • For introduces a ___.
  • Do not use the present perfect with ___.

Worksheet 2: CLIL Reading

Read the text.
Bacteria are living single-celled organisms; many are harmless or useful, while some cause disease. Viruses reproduce only using host cells. Antibiotics do not treat viral infections and should be used only as prescribed by qualified professionals. Hand hygiene and appropriate vaccination are among public-health measures; no school activity here involves culturing microbes. Source: https://www.who.int/news-room/fact-sheets/detail/antimicrobial-resistance.

Answer the questions.

  • What are bacteria?
  • Which organisms reproduce only by using host cells?
  • Can antibiotics treat viral infections?
  • Who should prescribe antibiotics?
  • Name two public-health measures in the text.
  • Does the text say that any school activity involves culturing microbes?

True or false? Correct the false statements.

  • All bacteria cause disease. ___
  • Antibiotics can treat any infection. ___

Homework

  • Write a short paragraph of about 80 to 100 words about your own healthy routine. Use at least one sentence with the present perfect and since or for, and one sentence with the past simple. Label any example data as an example.
  • Listen to the everyday-English dialogue on the NeoEdu page at neoedu.vn/learn/11/english/unit-1-communication-and-culture-clil and record yourself. Compare your weak and strong forms of have and can with the model.
  • Prepare to answer the question: 'Why is it not correct to say that all bacteria are harmful?' Use one detail from the CLIL text in your answer.

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