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

Giáo án Looking back

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:
    • use past simple for finished past times and present perfect for experiences and periods continuing to now, including with since and for.
    • explain why present perfect cannot be combined with yesterday.
    • pronounce strong and weak forms of the auxiliary verbs have and can in questions and short answers.
    • use the topic vocabulary: balanced diet, fitness, routine, nutrient, infection, regular.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own answers to grammar items, self-correct their pronunciation after a second reading, and rate their own reading aloud against a 10-point rubric.
  • Communication and collaboration: Ss work in pairs to retrieve grammar and pronunciation, and in groups to write and perform a gentle movement routine instruction card with clear, respectful language.
  • Problem-solving and creativity: Ss choose the correct tense or auxiliary form in new contexts, and create a connected routine instruction that includes a safety response to a problem such as dizziness.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat model questions and short answers, read the practice text aloud, and produce a connected set of instructions and a short personal paragraph using the unit language.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss apply the past simple and present perfect with since and for, use the strong and weak forms of have and can correctly, and match the six topic expressions to their Vietnamese meanings.

3. Personal qualities

  • Diligence: Ss practise the weak and strong forms repeatedly and complete all eight grammar items and the reading-aloud task on their own.
  • Responsibility: Ss respect the safety rules of the routine, stop an activity when a partner feels unwell, and inform the supervising adult.
  • Kindness: Ss respect different physical needs in their group, offer accessible alternatives to classmates, and do not pressure anyone to keep up with a faster partner.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with slides for the timeline, grammar rules, quiz items and the reading text
  • NeoEdu lesson page for Unit 1 Looking back: neoedu.vn/learn/11/english/unit-1-looking-back (grammar explanations, examples and interactive exercises)
  • Audio recording or teacher model of the target sentences for listening and repetition
  • Worksheet 1 and Worksheet 2 (printed, one set per group)
  • Small whiteboards or coloured cards for the quick quiz
  • Timer and rubric for reading aloud

2. Students

  • Student's Book English 11 (Unit 1, Looking back)
  • Notebook, pen and pencil
  • Mini whiteboard and marker (if available)
  • Coloured pens or markers for the group poster

III. Procedures

Activity 1: Warm-up · 10 minutes

Timeline Chat: Finished or Continuing?

a) Aims

Ss activate prior knowledge of past simple and present perfect and recall the unit's topic of healthy living.

b) Content

Ss look at a timeline on the board that shows last May (finished) and the present (continuing to now). Ss listen to the teacher's model sentences: 'I started walking last May.' and 'I have walked to school since May.' In pairs, Ss ask and answer the questions: 1) When did you start your regular walk or sport? 2) How long have you been doing it? 3) What did you eat for breakfast yesterday? Ss decide which tense they used for each answer.

c) Expected outcomes

Ss identify that 'last May' and 'yesterday' are finished times, requiring past simple, while 'since May' and 'for two months' show a period continuing to now, requiring present perfect. Ss report at least two correct pairs of sentences, e.g., 'I started jogging last September. I have jogged every morning since September.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T draws a timeline with 'last May' on the left, 'now' on the right, and shows the two model sentences. T asks: 'Which action is finished? Which action continues to now?' T gives pairs three questions to ask each other.

    Students

    Ss look at the timeline and listen. Ss read the three questions and prepare to answer.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, helps Ss who struggle, and notes useful answers.

    Students

    Ss ask and answer in pairs. Expected answers: 'I started playing badminton last year.' / 'I have played badminton since last year.' / 'I had rice, eggs and milk for breakfast.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share. T asks the class: 'Why did you use have for this answer and past simple for that one?'

    Students

    Ss report their sentences. Expected answer: 'We used the present perfect because the action continues to now, and the past simple because the time is finished.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the difference: past simple for a finished past time; present perfect for an experience or a period continuing to now. T introduces the topic of the lesson, 'long and healthy life', and links it to regular activity and balanced food.

    Students

    Ss copy the key idea into their notebooks and say the title of the unit.

Activity 2.1: Knowledge formation · 20 minutes

Retrieving Past Simple and Present Perfect with Since and For

a) Aims

Ss review the uses of past simple and present perfect, the meaning of since and for, and the rule that present perfect is not used with yesterday.

b) Content

Ss complete Worksheet 1 in pairs. Ss sort the time expressions (last May, yesterday, since June, for two months, ago, last week, three weeks) into two columns: 'finished past time' and 'period continuing to now'. Ss decide whether 'since' or 'for' is needed in the sentences: 'She has exercised ___ June.' and 'He has slept better ___ three weeks.' Ss explain the rule: 'Do not combine present perfect with yesterday.'

c) Expected outcomes

Ss' completed Worksheet 1 with these answers:

  • Finished past time: last May, yesterday, ago, last week, last September
  • Period continuing to now: since June, for two months, for three weeks, since last May
  • Since introduces a starting point (since June).
  • For introduces a duration (for three weeks).
  • Present perfect cannot be used with yesterday; use past simple: 'They went to the park yesterday.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and explains the task. T models the first item with the class: 'last May' goes to the finished column because it is a finished time.

    Students

    Ss listen and look at the worksheet. Ss ask questions if they do not understand.

  2. Teacher

    Step 2: Task performance

    T circulates and checks that pairs apply the rule of since (starting point) and for (duration) correctly.

    Students

    Ss work in pairs, sort the expressions and complete the two gap-fill sentences. Expected: 'She has exercised since June.' and 'He has slept better for three weeks.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which word tells the starting point? Which word tells the length of time?' T shows the slide with the rule.

    Students

    Pairs report their columns. Expected answer: 'Since is for a starting point, for is for a duration.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the grammar on the board: past simple for finished times; present perfect for experiences and periods to now; since + starting point; for + duration; never present perfect with yesterday. T directs Ss to the NeoEdu grammar page for a quick check.

    Students

    Ss copy the summary and check one interactive example on the NeoEdu page or on their own device.

Activity 2.2: Knowledge formation · 15 minutes

Strong and Weak 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 four target sentences: 'Have you finished?' (weak /həv/ or /əv/), 'Yes, I have.' (strong /hæv/), 'Can you walk there?' (weak /kən/ before a main verb), and 'Yes, I can.' (strong /kæn/). Ss listen, repeat chorally and then in pairs. Ss practise the question–answer pattern, using weak forms in questions and strong forms in short answers. T emphasises that a weak form does not mean the word is missing and that a contrastive auxiliary can be strong.

c) Expected outcomes

Ss can produce the model exchanges with the correct stress pattern:

  • A: Have you finished? (/həv/ weak) B: Yes, I have. (/hæv/ strong)
  • A: Can you walk there? (/kən/ weak) B: Yes, I can. (/kæn/ strong)
    Ss can explain in one sentence: 'Have and can are weak in questions and strong in short answers.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four sentences on the board and plays the model audio or reads them aloud. T asks: 'Which word is stronger in Yes, I have?'

    Students

    Ss listen carefully and notice the change in stress between the question and the short answer.

  2. Teacher

    Step 2: Task performance

    T leads choral repetition, then individual repetition for three Ss. T asks pairs to practise the exchange twice, switching roles.

    Students

    Ss repeat the sentences chorally, then practise in pairs. Expected: Ss say the weak forms quickly in questions, and stress the final have or can in short answers.

  3. Teacher

    Step 3: Report and discussion

    T asks two or three pairs to perform the exchange in front of the class and gives feedback on rhythm and clear sounds.

    Students

    Pairs perform. Expected answer: 'Have you finished? Yes, I have.' Ss reply with strong /hæv/ at the end.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule: weak forms are common in questions before a main verb; strong forms appear in short answers and when the auxiliary is contrasted. T reminds Ss that weak does not mean missing.

    Students

    Ss write the rule in their notebooks and mark the strong and weak forms in the four sentences.

Activity 3.1: Practice · 15 minutes

Quick Quiz: Tense and Auxiliary Choice

a) Aims

Ss apply the past simple, present perfect, since, for and auxiliary rules to choose the correct answer quickly and accurately.

b) Content

T displays eight items on the screen. Ss choose the correct answer with mini whiteboards. Items:

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

c) Expected outcomes

Answer key:

  1. C (A finished past time requires past simple.)
  2. B (For two months continues to now.)
  3. A (June is the starting point.)
  4. D (Three weeks is a duration.)
  5. C (Experience uses have + participle.)
  6. B (Yesterday is finished.)
  7. A (Yet supports present perfect; Mai takes has.)
  8. D (Known with duration to now needs have.)
    Ss write the letter and a short reason for each item in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the quiz rules: Ss show one answer on the mini whiteboard when T says 'Show!'. T reminds Ss to give a reason after each answer.

    Students

    Ss listen to the rules and prepare their whiteboards.

  2. Teacher

    Step 2: Task performance

    T reads each item aloud, gives 20 seconds per item, and checks answers on the screen.

    Students

    Ss choose the answer and hold up the whiteboard. Expected: most Ss answer C for item 1 and D for item 8.

  3. Teacher

    Step 3: Report and discussion

    T asks individuals to give the reason for items 2, 5 and 7. T corrects mistakes and clarifies the rule about yesterday with present perfect.

    Students

    Ss give reasons. Expected: 'Item 2: for two months shows a duration continuing to now, so we use the present perfect.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and reminds Ss of the common error: 'have joined yesterday' is wrong.

    Students

    Ss correct any wrong answers in their notebooks.

Activity 3.2: Practice · 10 minutes

Topic Vocabulary and Reading Aloud

a) Aims

Ss match the six topic expressions to their meanings and read a practice text aloud with correct strong and weak forms.

b) Content

Task 1: Ss match each expression with its meaning: balanced diet, fitness, routine, nutrient, infection, regular.
Task 2: Ss read the practice paragraph aloud twice: first slowly, then at a natural pace. Ss rate their own reading using the 10-point rubric: 4 points for the strong and weak forms of auxiliary verbs, 3 points for clear sounds, 2 points for natural rhythm, and 1 point for correcting one point after the second reading.
Practice text: 'Have you finished? Yes, I have. Can you walk there? Yes, I can.'

c) Expected outcomes

Task 1 answers:

  • 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
    Task 2: Ss record a self-score out of 10 in their notebooks, with one correction they made after the second reading (for example, stressing the final have in 'Yes, I have.').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six expressions and their meanings in mixed order. T explains the reading rubric.

    Students

    Ss read the task and the rubric carefully.

  2. Teacher

    Step 2: Task performance

    T gives Ss 3 minutes to match the expressions. Then T models the reading aloud once slowly and once at natural pace.

    Students

    Ss match the expressions in pairs, then read the practice text aloud twice. Ss self-assess after the second reading.

  3. Teacher

    Step 3: Report and discussion

    T asks 3 Ss to read aloud and asks the class to score them using the rubric. T asks: 'Which form was hard to hear?'

    Students

    Ss report their matching answers and self-scores. Expected: 'Yes, I have' is hard to hear when the final have is not strong.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the matching answers and gives feedback on rhythm. T reminds Ss that legitimate accent variants are acceptable if the meaning is clear.

    Students

    Ss correct their matching list and write the corrected pronunciation point in their notebooks.

Activity 4: Application · 20 minutes

Gentle Routine Instruction Card

a) Aims

Ss use the unit language in a connected product: a safe, respectful instruction card for a gentle movement routine.

b) Content

In groups of four, Ss write a gentle movement routine instruction card using Worksheet 2. The card must include four steps: 1) check that the teacher has approved the space and there is room to move; 2) stand comfortably and gently roll the shoulders; 3) walk at an easy pace for a few minutes and increase only if comfortable; 4) slow down gradually and pause. Each group must also include one present perfect sentence (for example, 'We have followed this routine since last September.') and one past simple sentence (for example, 'Last week, we tried the routine for the first time.'). The card must include a safety note: stop and tell the supervising adult if you feel pain, dizziness or unusual breathlessness. Ss also add a note that anyone with a health condition should follow qualified advice.
Follow-up question for groups: What if a partner feels dizzy?

c) Expected outcomes

Each group produces one completed instruction card with four clear steps, one present perfect sentence, one past simple sentence and a safety note. The expected response to the follow-up question is: 'Stop the activity, tell the supervising adult and follow the school's help procedure; do not encourage the partner to push through it.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 2 and explains the task. T reminds Ss to use respectful language such as 'You can ask the teacher for an accessible alternative.'

    Students

    Ss read the task and the template, and decide roles in the group (writer, checker, speaker, timekeeper).

  2. Teacher

    Step 2: Task performance

    T monitors groups, checks grammar and the safety note, and prompts Ss to use since and for correctly.

    Students

    Ss write the four steps, the two tense sentences and the safety note on the card. Expected: 'Walk at an easy pace for a few minutes. Increase the pace only if you feel comfortable.'

  3. Teacher

    Step 3: Report and discussion

    T invites each group to read its card aloud or act out the routine. After each group, T asks the class: 'What if a partner feels dizzy?'

    Students

    Groups perform. Classmates answer the follow-up question. Expected: 'Stop the activity, tell the supervising adult and follow the school's help procedure.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises clear instructions and respectful language. T summarises the safety principle: no one should be pushed to keep up with a faster partner, and health conditions require qualified advice. T confirms the unit's key messages: regular activity and balanced food support health, but a classroom text cannot diagnose illness or promise a particular lifespan.

    Students

    Ss listen and note the key messages in their notebooks.

Worksheets

Worksheet 1: Tense and Time Expression Sorter

Task A. Sort the time expressions into two columns.

  • last May
  • yesterday
  • since June
  • for two months
  • ago
  • last week
  • for three weeks
  • last September

Column 1 (finished past time): ____________________
Column 2 (period continuing to now): ____________________

Task B. Complete the sentences with since or for.

  1. She has exercised ___ June.
  2. He has slept better ___ three weeks.

Task C. Answer the questions.

  1. What does since introduce?
  2. What does for introduce?
  3. Can present perfect be used with yesterday? Why or why not?

Worksheet 2: Gentle Routine Instruction Card

Group members: ____________________

Routine title: ____________________

Step 1: Check that the teacher has approved the space and there is room to move. ____________________
Step 2: Stand comfortably and gently roll your shoulders. ____________________
Step 3: Walk at an easy pace for a few minutes. Increase the pace only if you feel comfortable. ____________________
Step 4: Slow down gradually and pause. ____________________

Present perfect sentence (experience or period to now): ____________________
Past simple sentence (finished past time): ____________________

Safety note: Stop and tell the supervising adult if you feel pain, dizziness or unusual breathlessness.
Health note: Anyone with a health condition should follow qualified advice rather than this general example.
Accessible alternative (ask the teacher): ____________________

Homework

  • Write a short paragraph (80–100 words) about your own healthy routine. Use at least one past simple sentence with a finished time (for example, 'I started walking to school last May.') and at least two present perfect sentences with since and for (for example, 'I have walked to school since May.' and 'I have eaten a balanced breakfast for two months.').
  • Underline the weak and strong forms of have and can in your paragraph if you use them in questions and short answers. Prepare to read one question and one short answer aloud in the next lesson.
  • Review the six topic expressions (balanced diet, fitness, routine, nutrient, infection, regular) and write one example sentence for each in your notebook.
  • Check your answers to Quick Quiz items 1–8 and write one reason for each correct answer. Use the NeoEdu page neoedu.vn/learn/11/english/unit-1-looking-back to practise the interactive exercises again.

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