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

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: identify the speakers, their intentions and the purpose of the opening conversation.
  • Use the past simple for finished past times and the present perfect for experiences and periods continuing to now, with since and for.
  • Pronounce weak and strong forms of the auxiliaries have and can in context.
  • Use six topic words (balanced diet, fitness, routine, nutrient, infection, regular) in short sentences about healthy living.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the matching and grammar tasks individually first, then check their own answers against the key before discussing them with a partner.
  • Communication and collaboration: Ss work in pairs to drill the dialogue, ask and answer questions about their healthy habits, and give peer feedback on the routine they design.
  • Problem-solving and creativity: Ss choose the correct tense from the time expression, and design a safe, gentle classroom movement routine that respects different needs.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss understand the opening exchange, ask and answer about past and present habits, and write a short safety-focused routine.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the weak and strong forms of have and can, the topic vocabulary, and the past simple versus present perfect with since and for correctly.

3. Personal qualities

  • Diligence: Ss complete all worksheet tasks in class and finish the homework paragraph on time.
  • Responsibility: Ss follow the safety rules in the routine, such as stopping and telling the supervising adult if a partner feels dizzy or in pain.
  • Honesty: Ss describe their own healthy habits truthfully and do not claim results that they have not experienced.
  • Kindness: Ss respect partners who need an easier pace and do not pressure anyone to keep up.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and speakers, with the audio of the opening conversation
  • Whiteboard and markers, timer
  • Worksheet 1 and Worksheet 2 printed for each pair
  • NeoEdu lesson page for interactive exercises: neoedu.vn/learn/11/english/unit-1-getting-started

2. Students

  • Textbook English 11 (Global Success), notebook, pen, pencil
  • Worksheet 1 and Worksheet 2
  • Blank A4 paper for the routine poster (Apply activity)

III. Procedures

Activity 1: Warm-up · 5 minutes

Keeping Healthy Today

a) Aims

Ss activate prior knowledge about healthy habits and recall the unit topic 'A long and healthy life'.

b) Content

Ss answer two questions about their own habits: 'What do you do to keep healthy?' and 'How long have you done it?'. Ss copy the topic title into their notebooks.

c) Expected outcomes

A list of 3 to 5 healthy habits written on the board, such as 'I eat vegetables every day', 'I walk to school', 'I sleep eight hours'. Ss state the unit topic: A long and healthy life.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'A long and healthy life' on the board and asks: 'What do you do to keep healthy?' T gives an example: 'I walk to school every day.'

    Students

    Ss listen to the question and think silently for 30 seconds about their own habits.

  2. Teacher

    Step 2: Task performance

    T asks pairs to share their answers and follow up with: 'How long have you done this?'

    Students

    Ss talk in pairs. Expected answers: 'I do exercise every morning.' / 'I have done it for two months.' / 'I have eaten breakfast since I was a child.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 to 4 Ss to report to the class and writes the key habits on the board.

    Students

    Representative Ss report: 'My partner eats vegetables every day and walks to school.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the answers and says: 'Today we will look at how people talk about their healthy routines, and the grammar we use to describe time.'

    Students

    Ss write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Opening Conversation and Key Vocabulary

a) Aims

Ss identify the speakers, their intentions and the meaning of six topic words in the opening exchange.

b) Content

Ss listen to the model conversation twice and answer the questions on Worksheet 1. Ss match six topic words with their Vietnamese meanings: balanced diet, fitness, routine, nutrient, infection, regular.

c) Expected outcomes

Answers to Worksheet 1:

  • Speakers: A (a new member of the school walking group) and B (a more experienced member who offers help).
  • Speaker intentions: A says the situation and asks for help; B offers to show the teacher-approved path; A accepts; B gives a safety condition.
  • Matching: balanced diet = chế độ ăn cân đối; fitness = thể lực; routine = nếp sinh hoạt; nutrient = chất dinh dưỡng; infection = sự nhiễm trùng; regular = đều đặn.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Listen to the conversation and answer the questions. Then match the words with their meanings.' T plays the audio twice.

    Students

    Ss listen with their books closed the first time, then with the worksheet the second time.

  2. Teacher

    Step 2: Task performance

    T walks around, monitors and helps pairs who are stuck. T asks: 'Who is speaker A? What does speaker B offer?'

    Students

    Ss work in pairs to answer. Expected answers: 'Speaker A is a new member of the walking group.' / 'Speaker B offers to show the teacher-approved path.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers aloud and asks: 'Why does B say we should begin slowly?'

    Students

    Ss answer: 'Because A has just started walking and wants to build up gradually. B wants everyone to stop if anyone feels unwell.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, explains the six words with examples such as 'Fitness improves with regular exercise.' and writes them on the board. T highlights that the conversation shows an offer, an acceptance and a safety condition.

    Students

    Ss correct their worksheets and copy the key words and examples into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Past Simple or Present Perfect?

a) Aims

Ss distinguish the past simple for a finished past time from the present perfect for experience or a period continuing to now, and use since and for correctly.

b) Content

T presents the grammar with two example pairs from the lesson: 'I started walking last May' and 'I have walked to school since May'. Ss complete the rule table on Worksheet 2 and answer the question 'When did you start walking?' and 'How long have you walked to school?'.

c) Expected outcomes

Rules Ss write in the table on Worksheet 2:

  • Past simple: a finished past time (last month, last May, yesterday). Example: I started walking last month.
  • Present perfect: an experience or a period continuing to now. Example: I have walked to school since May.
  • since introduces a starting point (since May, since 2023).
  • for introduces a duration (for two months, for a week).
  • Do not combine present perfect with yesterday or last month.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two sentences on the board: 'I started walking last May.' and 'I have walked to school since May.' T asks: 'What is the difference in time?' T gives Worksheet 2 to Ss.

    Students

    Ss look at the two sentences and think about the time expressions.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete the rule table in pairs and to ask each other: 'When did you start walking?' and 'How long have you walked to school?'

    Students

    Pairs complete the table. Expected answers: 'I started walking last month.' / 'I have walked to school for two months.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Can we say I have walked yesterday?' and invites pairs to explain.

    Students

    Ss answer: 'No, we cannot. Yesterday is a finished time, so we use the past simple: I walked yesterday.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules, stressing that since is used with a starting point and for with a duration, and that present perfect cannot be used with yesterday or last month.

    Students

    Ss copy the summary into their notebooks and mark the rules on the worksheet.

Activity 2.3: Knowledge formation · 5 minutes

Strong and Weak Forms of Auxiliaries

a) Aims

Ss recognise and produce weak and strong forms of the auxiliaries have and can in short exchanges.

b) Content

T models the exchanges 'Have you finished?' (weak /həv/ or /əv/) and 'Yes, I have.' (strong /hæv/), and 'Can you walk there?' (weak /kən/) and 'Yes, I can.' (strong /kæn/). Ss repeat chorally and then in pairs.

c) Expected outcomes

Ss can mark each auxiliary as weak or strong and say the exchanges correctly. Key point: a weak form is not missing; a contrastive auxiliary at the end of a short answer is stressed, as in 'Yes, I have.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two exchanges on the board and says: 'Listen to the auxiliary words. Which ones sound weak and which ones sound strong?'

    Students

    Ss listen to T's model carefully.

  2. Teacher

    Step 2: Task performance

    T models each line, then asks Ss to repeat in chorus and then in pairs, with one partner asking and one answering.

    Students

    Pairs practise: A: 'Have you finished?' B: 'Yes, I have.' / A: 'Can you walk there?' B: 'Yes, I can.'

  3. Teacher

    Step 3: Report and discussion

    T calls two pairs to perform in front of the class and gives feedback on stress and sound.

    Students

    Two pairs perform the exchanges. Other Ss listen and point out the strong forms.

  4. Teacher

    Step 4: Conclusion and assessment

    T explains: 'In a short answer, the final auxiliary is strong because it confirms the answer.' T asks Ss to repeat once more.

    Students

    Ss repeat the strong and weak forms and note the rule in their notebooks.

Activity 3: Practice · 10 minutes

Check Your Understanding

a) Aims

Ss apply the vocabulary and the tense rules to complete the exercises, and check their answers with the key.

b) Content

Ss do exercises 1 to 4 from the textbook. Ss complete the matching task with the six topic words and choose the correct answer for the three tense items. Ss may check answers on the NeoEdu interactive exercises.
Exercise 1: Match each topic expression with its meaning in this unit.
Exercise 2: I ___ the walking club last September. A. joined B. have joined yesterday C. join D. has joined
Exercise 3: We ___ this routine for two months. A. followed yesterday B. has followed C. are follow D. have followed
Exercise 4: She has exercised ___ June. A. during two B. ago C. since D. for

c) Expected outcomes

Answers:

  • Exercise 1: balanced diet = chế độ ăn cân đối; fitness = thể lực; routine = nếp sinh hoạt; nutrient = chất dinh dưỡng; infection = sự nhiễm trùng; regular = đều đặn.
  • Exercise 2: A (joined). Reason: last September is a finished past time, so the past simple is required.
  • Exercise 3: D (have followed). Reason: for two months continues to now, so the present perfect is used.
  • Exercise 4: C (since). Reason: June is the starting point.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work individually for 4 minutes. Then compare your answers with a partner. Look at the time expression first.'

    Students

    Ss read the exercises and work individually.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions such as 'Is last September finished?' or 'Does for two months continue to now?'

    Students

    Ss compare answers in pairs and explain their reasons. Expected answers: 'Last September is finished, so we use the past simple.' / 'For two months means the action continues, so we use the present perfect.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to give answers to each item and asks the class to vote with a show of hands on any answer they disagree with.

    Students

    Ss give answers: 1 matching as above; 2 A; 3 D; 4 C. They justify their choices.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key, corrects common mistakes such as 'I have joined yesterday' and reminds Ss that since goes with a starting point and for with a duration.

    Students

    Ss correct their notebooks and note the mistake they made most often.

Activity 4: Application · 7 minutes

Designing a Safe Gentle Routine

a) Aims

Ss use the past simple, the present perfect, since and for to design and present a safe, gentle classroom movement routine.

b) Content

In pairs, Ss design a three-step gentle routine based on the topic preview: 1) check that the space is approved and there is room to move; 2) walk at an easy pace for a few minutes; 3) slow down gradually and pause. Each pair adds one safety instruction, such as 'Stop and tell the supervising adult if you feel dizzy.' Each pair writes 5 to 6 sentences and uses at least one present perfect with since or for and one past simple sentence.

c) Expected outcomes

A short written routine on A4 paper with three steps and one safety instruction. Example: 'We have practised this routine since last week. First, check that the teacher has approved the space. Then walk at an easy pace for five minutes. If anyone feels dizzy, stop and tell the supervising adult.' Note: the routine is a classroom example only; anyone with a health condition should follow qualified advice.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and says: 'Use since, for, the past simple and the safety instructions. Remember, nobody should be pushed to go faster.'

    Students

    Ss listen and ask questions about the task if needed.

  2. Teacher

    Step 2: Task performance

    T walks around and checks the tense choices and the safety instruction in each routine.

    Students

    Pairs write the routine on A4 paper. Expected sentences: 'We have walked slowly for two weeks.' / 'I started this routine last Monday.' / 'Stop if you feel unusual breathlessness.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to present their routines and asks the class: 'Is there any safety instruction missing?'

    Students

    Two pairs present. The class gives peer feedback, for example: 'Your routine is clear, but you should add a sentence about the approved space.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the work, stresses that a classroom routine must respect different needs and never be a competition, and asks Ss to keep the poster for the next lesson.

    Students

    Ss listen and note the safety instructions in their notebooks.

Worksheets

Worksheet 1

Used in: Explore activity 'Opening Conversation and Key Vocabulary'

Part A. Listen to the conversation and answer the questions.

    1. Who is speaker A? Who is speaker B?
    1. What does speaker B offer to do?
    1. What does speaker A say about the safe route?
    1. Why does speaker B say we should begin slowly?

Part B. Match each word with its meaning.

    1. balanced diet ___ a. thể lực
    1. fitness ___ b. chế độ ăn cân đối
    1. routine ___ c. nếp sinh hoạt
    1. nutrient ___ d. sự nhiễm trùng
    1. infection ___ e. đều đặn
    1. regular ___ f. chất dinh dưỡng

Worksheet 2

Used in: Explore activity 'Past Simple or Present Perfect?'

Part A. Complete the rule table.

  • Past simple is used for: ___
  • Example: I ___ walking last month.
  • Present perfect is used for: ___
  • Example: I ___ walked to school since May.
  • since introduces: ___
  • for introduces: ___
  • Can we use present perfect with yesterday? ___

Part B. Ask a partner two questions and write the answers.

  • When did you start walking?
  • How long have you walked to school?

Homework

  • Write a short paragraph of 5 to 6 sentences about a healthy habit you have kept for a period of time. Use the past simple for a finished time (last month, last year) and the present perfect with since or for for a time continuing to now.
  • Include at least two topic words: balanced diet, fitness, routine, nutrient, infection, regular.
  • Practise the weak and strong forms of have and can by recording yourself saying 'Have you finished? Yes, I have.' and 'Can you walk there? Yes, I can.' Listen and compare with the model.
  • Study the rule table again and complete the interactive exercises on the NeoEdu page: neoedu.vn/learn/11/english/unit-1-getting-started.

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