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

Giáo án Language

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:
    • Pronounce the weak and strong forms of the auxiliary verbs have and can in context.
    • Explain the use of the past simple for a finished past time and the present perfect for experience or a period continuing to now.
    • Use since (starting point) and for (duration) correctly.
    • Use the vocabulary of the unit: balanced diet, fitness, routine, nutrient, infection, regular.
    • Apply the unit grammar accurately in gap-fill exercises and in short personal talk about healthy habits.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own pronunciation by recording or re-reading the sentences and correct one point after each attempt, and complete the exercises individually before checking with a partner.
  • Communication and collaboration: Ss work in pairs and groups to read aloud, peer-check pronunciation with a simple rubric, and interview a partner about healthy routines.
  • Problem-solving and creativity: Ss choose the correct tense or preposition by analysing time signals (yesterday, since, for, yet), and create their own sentences about their routines.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model sentences, read aloud, ask and answer about personal health routines, and write a short paragraph using the target tenses.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss distinguish weak and strong forms of have and can, use the past simple and present perfect with since and for, and use the six topic words correctly.

3. Personal qualities

  • Diligence: Ss practise the read-aloud task repeatedly and complete all eight gap-fill items without skipping any.
  • Responsibility: Ss take turns in pair work, give honest feedback to their partner, and complete the homework paragraph on time.
  • Honesty: Ss describe their own habits truthfully in the interview and do not invent claims about health or illness.
  • Kindness: Ss give encouraging and constructive feedback to classmates when peer-checking pronunciation.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with the lesson slides
  • Audio recording or teacher's model reading of the pronunciation sentences
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Timer and a simple peer-check rubric written on the board
  • NeoEdu online learning page: neoedu.vn/learn/11/english/unit-1-language (lesson presentation, examples and interactive exercises)

2. Students

  • Student's Book Global Success 11, Unit 1 (Language)
  • Notebook, pen and pencil
  • Small sheet of paper or mini whiteboard for quick answers
  • Access to the NeoEdu page on a phone or tablet, if available

III. Procedures

Activity 1: Warm-up · 7 minutes

Healthy habits quiz

a) Aims

Activate Ss' prior knowledge about healthy living and introduce the topic of the unit and the target structures through a short quiz.

b) Content

T shows four questions on the board: 'Do you have a regular routine?', 'Have you ever joined a sports club?', 'How long have you lived in your house?', 'Did you eat breakfast this morning?'. Ss answer in pairs, then T asks the class: 'Which question uses the past simple? Which uses the present perfect?'

c) Expected outcomes

Ss answer the four questions orally. Ss identify that 'Did you eat...this morning?' uses past simple for a finished past time, while 'Have you ever joined...?' and 'How long have you lived...?' use present perfect. The class lists the words balanced diet, fitness, routine and regular on the board as the topic of the unit.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes four questions on the board and says: 'Work in pairs. Answer the questions and notice the verb forms.'

    Students

    Ss read the questions silently and prepare their answers.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages Ss to answer in full sentences.

    Students

    Ss ask and answer in pairs. Possible answers: 'Yes, I have a regular routine. I get up at six every day.' / 'I have never joined a sports club.' / 'I have lived here since 2010.' / 'Yes, I did. I ate bread and milk.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which question is about a finished time? Which one is about experience or a period up to now?'

    Students

    Some Ss answer: 'The breakfast question is finished; the other two are experience and up to now.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, underlines the four topic words on the board and announces the lesson: 'Today we study the pronunciation and grammar of Unit 1.'

    Students

    Ss copy the topic words into their notebooks and get ready for the lesson.

Activity 2.1: Knowledge formation · 15 minutes

Weak and strong forms of have and can

a) Aims

Ss recognise and pronounce the weak and strong forms of the auxiliary verbs have and can, and understand when each form is used.

b) Content

T presents the sentences 'Have you finished?', 'Yes, I have.', 'Can you walk there?' and 'Yes, I can.' T plays the recording (or models the sentences) twice. Ss listen, repeat chorally, then individually. T asks: 'Is have stressed in Have you finished? Is have stressed in Yes, I have? Is can stressed in Can you walk there? Is can stressed in Yes, I can?' Ss complete Worksheet 1.

c) Expected outcomes

Ss know that:

  • In Have you finished?, have is weak /həv/ or /əv/.
  • In Yes, I have, final have is strong /hæv/.
  • Can is weak /kən/ before a main verb (Can you walk there?) but strong /kæn/ in Yes, I can.
  • Weak does not mean missing; a contrastive auxiliary can be strong.
    Ss complete Worksheet 1 with the correct form (weak or strong) for each sentence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the four sentences. Notice how have and can are pronounced. Then complete Worksheet 1.'

    Students

    Ss listen carefully and look at the sentences in their books.

  2. Teacher

    Step 2: Task performance

    T plays the audio twice, pauses after each sentence for choral and individual repetition, and monitors the stress.

    Students

    Ss repeat the sentences and mark the auxiliary as weak or strong on Worksheet 1. Possible answers: 'Have you finished?' - weak; 'Yes, I have.' - strong; 'Can you walk there?' - weak; 'Yes, I can.' - strong.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why is have strong in Yes, I have?' and invites a pair to read the sentences aloud.

    Students

    A pair reads the question and answer. Ss respond: 'Because have is at the end of the sentence and it is not followed by a main verb, so it is stressed.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the key rule on the board: 'Weak does not mean missing. Strong forms are used at the end of a sentence or when the auxiliary is contrasted.' T corrects pronunciation errors and asks Ss to repeat once more.

    Students

    Ss copy the rule into their notebooks and repeat the four sentences once more with the correct stress.

Activity 2.2: Knowledge formation · 18 minutes

Past simple or present perfect, since or for

a) Aims

Ss explain when to use the past simple and the present perfect, and use since and for correctly with time expressions.

b) Content

T displays the example sentences: 'I started walking last May.' / 'I have walked to school since May.' T asks guiding questions: 'Is the action finished? Does the action continue to now? Is May a starting point or a duration?' T then displays the rules and the example 'Do not combine present perfect with yesterday.' Ss discuss in pairs and complete a rule table.

c) Expected outcomes

Ss complete the rule table:

  • Past simple: a finished past time, e.g. 'I started walking last May.' (time signal: last May, yesterday)
  • Present perfect: experience or a period continuing to now, e.g. 'I have walked to school since May.' (time signals: since, for, yet, ever)
  • since introduces a starting point (since May, since 2020).
  • for introduces a duration (for two months, for three weeks).
  • Never combine present perfect with yesterday: write 'They walked to the park yesterday', not 'They have walked to the park yesterday'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Look at the two example sentences. Work in pairs and answer the guiding questions in your notebook.'

    Students

    Ss read the examples and discuss the questions in pairs.

  2. Teacher

    Step 2: Task performance

    T circulates and prompts pairs who are stuck with the question 'Is the time finished?'

    Students

    Ss complete the rule table. Possible answers: 'The past simple is used for a finished time; last May is finished.' 'The present perfect is used because the action started in May and continues to now.' 'Since is used with a starting point, for with a duration.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to present their table and asks the class: 'Can we say I have walked yesterday? Why not?'

    Students

    A pair presents the table. Ss answer: 'No, because yesterday is a finished time, so we use the past simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rules on the board, emphasises since and for, and gives the note that a classroom example is only illustrative: 'These sentences show the grammar. They do not tell us anything about the real health of any person.'

    Students

    Ss copy the completed rule table and the notes into their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Topic vocabulary matching

a) Aims

Ss learn and match the six topic expressions of the unit with their meanings.

b) Content

T shows the six words on the board: balanced diet, fitness, routine, nutrient, infection, regular. T reads each word aloud and Ss repeat. Ss then complete Exercise 9: match each word with its Vietnamese meaning in a list: chế độ ăn cân đối, thể lực, nếp sinh hoạt, chất dinh dưỡng, sự nhiễm trùng, đều đặn.

c) Expected outcomes

Ss match:

  • 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
    Ss write one example sentence in their notebooks for each word.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Match each English word with its meaning. Then think of one example sentence for each word.'

    Students

    Ss read the words and the meanings silently.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss pronounce the words correctly.

    Students

    Ss match the words in pairs and write example sentences, e.g. 'I eat a balanced diet every day.' / 'My daily routine starts at six.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read the matches aloud, using a quick hand signal to check.

    Students

    Ss read the pairs aloud, e.g. 'Balanced diet means chế độ ăn cân đối.' Some Ss read their example sentences.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and reminds Ss that regular is an adjective and routine can be a noun.

    Students

    Ss correct any mistakes in their notebooks.

Activity 3.1: Practice · 20 minutes

Gap-fill with tenses and time expressions

a) Aims

Ss apply the past simple, present perfect, since and for to complete sentences correctly.

b) Content

Ss work individually on Worksheet 2 (Exercises 1 to 8). Then they check in pairs and explain their choices using the time signals. T notes common mistakes on the board.

c) Expected outcomes

Answer key with explanations (Worksheet 2):

  1. A - joined (finished past time: last September)
  2. D - have followed (for two months continues to now)
  3. C - since (June is the starting point)
  4. B - for (three weeks is a duration)
  5. A - Have (experience: have + past participle)
  6. D - walked (yesterday is finished)
  7. C - has not eaten (yet supports present perfect; Mai takes has)
  8. B - have (known with duration up to now needs have)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and says: 'Choose the correct answer for each sentence. Look at the time signal first.'

    Students

    Ss read the eight items and underline the time signals (last September, for two months, since June, and so on).

  2. Teacher

    Step 2: Task performance

    T walks around and checks individual work. Ss complete the worksheet, then compare answers with a partner.

    Students

    Ss answer individually and then in pairs. Possible discussion: 'Why is it not B in item 1? Because have joined yesterday mixes present perfect with a finished time.'

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read their answers and explain the time signal. T writes the answers on the board.

    Students

    Ss read: 'Number 3 is C, since, because June is a starting point.' 'Number 6 is D, walked, because yesterday is finished.'

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the two most common errors: combining present perfect with yesterday, and using for with a starting point. T says: 'Always check the time signal first.'

    Students

    Ss correct their worksheets and note the two errors in their notebooks.

Activity 3.2: Practice · 8 minutes

Read-aloud and peer check

a) Aims

Ss practise the weak and strong forms in natural sentences, and give peer feedback on pronunciation.

b) Content

Ss read aloud the practice below twice: first slowly, then at a natural pace.

  • Have you finished? Yes, I have.
  • Can you walk there? Yes, I can.
    Then they check each other using the rubric on the board (10 points): focus on the weak and strong forms (4 points), clear sounds and meaning (3 points), natural rhythm and intonation (2 points), and one self-correction (1 point).

c) Expected outcomes

Each pair records one self-correction. Ss who read clearly score 8 to 10 points on the rubric. Ss confirm: weak forms are used in questions, strong forms at the end of answers, and the sentences keep their meaning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Read the four sentences aloud twice. Then check your partner with the rubric on the board.'

    Students

    Ss look at the sentences and the rubric.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and listens to a few readings, giving quick corrections.

    Students

    Ss read aloud to each other and mark the rubric points for their partner, then state one point that they corrected themselves.

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to read aloud in front of the class and asks the class to give feedback.

    Students

    Volunteers read. Classmates respond: 'Your have in Yes, I have was strong, which was correct.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the effort, repeats the key rule (weak in questions, strong in final position), and reminds Ss that a contrastive auxiliary can be strong.

    Students

    Ss nod and repeat the sentence with the correct stress one final time.

Activity 4: Application · 12 minutes

Healthy routine interview

a) Aims

Ss use the past simple, present perfect, since and for in a real-life interview about their healthy habits, and write a short paragraph.

b) Content

Ss interview a partner using these questions:

  • How long have you followed your current routine?
  • Have you ever joined a sports club?
  • Did you have a regular meal yesterday?
  • Since when have you eaten a balanced diet?
  • How long have you slept well for?
    Then Ss report to the class about their partner's habits in 3 to 4 sentences, using at least one since and one for. T reminds Ss: 'Talk only about daily habits. Do not make claims about illness or a particular lifespan.'

c) Expected outcomes

Each S writes 3 to 4 sentences about a partner. Example:

  • Minh has followed a regular routine for two years.
  • He has joined a swimming club since September.
  • Yesterday he ate a balanced breakfast.
    The class checks that present perfect is not used with yesterday.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the interview questions on the board and says: 'Interview your partner. Then report one or two interesting facts to the class.'

    Students

    Ss read the questions and prepare to ask and answer.

  2. Teacher

    Step 2: Task performance

    T circulates, listens, and notes correct and incorrect uses of tenses to correct later.

    Students

    Ss interview each other in pairs and take short notes. Possible answers: 'I have followed my routine for three months.' / 'I have never joined a sports club, but I walk to school every day.'

  3. Teacher

    Step 3: Report and discussion

    T asks 3 to 4 Ss to report to the class and writes two correct sentences on the board.

    Students

    Ss report: 'My partner has eaten a balanced diet since last year.' 'Yesterday she did exercise for thirty minutes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reviews the reported sentences, corrects any mistakes with yesterday and present perfect, and sets the homework.

    Students

    Ss note the corrected sentences and the homework task in their notebooks.

Worksheets

Worksheet 1: Weak and strong forms

Listen to the sentences. Mark each auxiliary as WEAK or STRONG.

  • Have you finished? - ____
  • Yes, I have. - ____
  • Can you walk there? - ____
  • Yes, I can. - ____
    Answer key: weak; strong; weak; strong.

Worksheet 2: Grammar in context

Choose the correct answer A, B, C or D.

  1. I ___ the walking club last September.
  • A. joined
  • B. have joined yesterday
  • C. join
  • D. has joined
  1. We ___ this routine for two months.
  • A. followed yesterday
  • B. has followed
  • C. are follow
  • D. have followed
  1. She has exercised ___ June.
  • A. during two
  • B. ago
  • C. since
  • D. for
  1. He has slept better ___ three weeks.
  • A. last
  • B. for
  • C. since
  • D. ago
  1. ___ you ever tried swimming?
  • A. Have
  • B. Did
  • C. Are
  • D. Do
  1. They ___ to the park yesterday.
  • A. have walked
  • B. walking
  • C. walks
  • D. walked
  1. Mai ___ her lunch yet.
  • A. have not eaten
  • B. is not eat
  • C. has not eaten
  • D. did not ate
  1. How long ___ you known the coach?
  • A. do
  • B. have
  • C. did
  • D. are
    Answer key: 1-A, 2-D, 3-C, 4-B, 5-A, 6-D, 7-C, 8-B.

Homework

  • Write a short paragraph (5 to 7 sentences) about your own healthy routine. Use at least one past simple sentence with a finished time signal (e.g. last month, yesterday), one present perfect sentence with since, and one with for.
  • Read the sentences from Worksheet 1 aloud five times, paying attention to the weak forms in questions and the strong forms in final position of answers. Record yourself if possible and listen again.
  • Study the six topic words (balanced diet, fitness, routine, nutrient, infection, regular) and write one new example sentence for each word.
  • Check your paragraph before the next lesson: make sure you do not use present perfect with yesterday, and do not make claims about illness or how long a person will live.

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