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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 main idea and the central question of the passage 'A long and healthy life'.
  • By the end of the lesson, Ss will be able to: locate specific details that support each answer in the text.
  • By the end of the lesson, Ss will be able to: distinguish a stated fact, a reasonable inference and an unsupported claim.
  • By the end of the lesson, Ss will be able to: use the vocabulary items balanced diet, fitness, routine, nutrient, infection and regular in context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text on their own first, then check their answers against the exact sentences in the passage instead of guessing.
  • Communication and collaboration: Ss work in pairs to compare evidence and explain their reasons clearly in English.
  • Problem-solving and creativity: Ss decide which sentences are facts, inferences or unsupported claims and apply the same reasoning to write a personal routine reflection.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas and details, justify answers with evidence from the text, and write a short paragraph about their own routine.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words correctly, recognise the weak and strong forms of 'have' in questions and short answers, and choose 'since' or 'for' with the present perfect.

3. Personal qualities

  • Diligence: Ss reread the passage carefully and find evidence for every answer before they report it.
  • Honesty: Ss admit when the text does not prove a claim (for example, that one change caused Quang's improvement) and do not present an anecdote as medical proof.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard, slides with the reading text and target vocabulary
  • Timer, markers, sticky notes
  • Worksheet 1 and Worksheet 2 (printed or projected)
  • NeoEdu online reading lesson: neoedu.vn/learn/11/english/unit-1-reading (lecture, examples and interactive exercises)

2. Students

  • Student's book English 11 (Global Success), Unit 1
  • Notebook, pen, pencil and a highlighter
  • Small pieces of paper or sticky notes for sorting activities

III. Procedures

Activity 1: Warm-up · 5 minutes

Thinking about tiredness and healthy habits

a) Aims

Ss activate prior knowledge about daily routines and feelings of tiredness, and get ready to read the passage for a purpose.

b) Content

Ss answer two questions in pairs: 1. 'When do you usually feel tired at school?' 2. 'What do you think helps people stay energetic during the day?' Ss then predict what Quang, the main character, might do when he feels tired.

c) Expected outcomes

Each pair lists at least three possible causes of tiredness (for example, staying up late, skipping breakfast, too much homework) and at least two habits that can help (for example, a regular bedtime, drinking water, walking). Ss make one prediction about Quang's solution.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows a slide with the title 'A long and healthy life' and asks: 'When do you feel tired at school? What helps you feel energetic?' T gives 1 minute for pair discussion.

    Students

    Ss look at the title and listen to the questions. They think about their own experiences.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and helps with vocabulary if needed.

    Students

    Pairs discuss and write their ideas on sticky notes. Expected answers: 'I stay up late to finish homework.' / 'I drink water and go for a walk.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share. T asks: 'What do you think Quang will do to solve his tiredness?'

    Students

    Ss report their ideas. Expected prediction: 'He will sleep more.' / 'He will eat healthier food.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the key ideas on the board and says: 'Today we will read to check whether our predictions are supported by the text.'

    Students

    Ss write the lesson focus in their notebooks: 'Reading for main ideas, details and justified inference'.

Activity 2.1: Knowledge formation · 8 minutes

Presenting key vocabulary in context

a) Aims

Ss understand and use the six target words from the reading text.

b) Content

T presents six words: 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 match each word with its meaning and find the word or a related phrase in the text, for example 'his routine', 'a regular bedtime'. Ss complete Worksheet 1, Part A.

c) Expected outcomes

Vocabulary matching key: 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. Context examples from the text: 'he decided to examine his routine'; 'kept a regular bedtime'; 'he aimed for variety' (linked to balanced diet). Ss record the words and one example sentence each in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on a slide and reads each one aloud twice. T asks Ss to repeat chorally and individually, paying attention to the stress of 'balanced diet' and 'nutrient'.

    Students

    Ss listen, repeat and copy the words into their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives Worksheet 1, Part A. T asks Ss to work individually for 3 minutes, then check with a partner.

    Students

    Ss match the words with the meanings and underline the phrases in the text where each word appears.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read their answers. T asks: 'Which word did you find in the sentence about his bedtime?'

    Students

    Expected answer: 'Regular, in a regular bedtime.' Ss say the correct meanings aloud.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains that 'nutrient' and 'infection' are used in the lesson's wider topic, not in the main story. T reminds Ss to use the words when they write the final task.

    Students

    Ss correct their worksheets and note the answer key.

Activity 2.2: Knowledge formation · 12 minutes

Reading for main ideas, details and evidence

a) Aims

Ss identify the main idea and locate supporting details, then classify statements as fact, reasonable inference or unsupported claim.

b) Content

Step 1: Ss skim the passage once and answer the central question: 'What is the passage mainly about?'
Step 2: Ss scan for evidence to answer: 'Why did Quang move his homework earlier?' and 'What did Quang say he could not prove?'
Step 3: In pairs, Ss classify the statements in Worksheet 1, Part B as fact (F), reasonable inference (I) or unsupported claim (U), and quote the exact sentence from the text as evidence.

c) Expected outcomes

Main idea: Quang builds sustainable healthy habits by examining his routine, without treating his experience as medical proof.
Detail: Quang moved homework earlier because he often stayed up late to finish tasks he had postponed.
Worksheet 1, Part B key:

  1. 'Quang felt more alert after several weeks.' = F (text: 'After several weeks, he felt more alert.')
  2. 'Walking with a friend made Quang's tiredness disappear.' = U (text: he 'could not prove which change had helped most').
  3. 'Quang probably values realistic habits more than strict rules.' = I (text: 'His class report emphasised realistic habits'; 'not a competition to follow the strictest rules').
  4. 'Quang should see a doctor if tiredness returns during an illness.' = I (text: 'he told an adult and sought appropriate medical advice').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the central question on the board: 'What is the passage mainly about?' T reminds Ss: 'Read once for the central question, then find the exact sentence for each answer.' T distributes Worksheet 1, Part B.

    Students

    Ss skim the passage in 1 minute and note the main idea. Ss read the instructions for Part B.

  2. Teacher

    Step 2: Task performance

    T asks pairs to scan for two details and to classify the four statements. T monitors and asks: 'Which sentence in the text supports this?'

    Students

    Pairs underline the evidence and decide F, I or U. Expected difficulty: Ss may label statement 3 as a fact; T guides them back to the word 'probably'.

  3. Teacher

    Step 3: Report and discussion

    T calls on one pair per item and asks them to read the evidence aloud. T asks: 'Is this a fact, an inference or a claim that the text does not prove?'

    Students

    Ss answer, for example: 'Statement 2 is unsupported because the text says he could not prove which change helped most.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'A fact is stated directly. An inference is reasonable but needs evidence. An unsupported claim is not in the text or goes beyond it.' T shows the main idea on the board.

    Students

    Ss write the three categories and one example from the text in their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Language focus: since, for and weak forms in questions

a) Aims

Ss recognise the difference between 'since' and 'for' with the present perfect and produce weak and strong forms of 'have' correctly.

b) Content

T models two sentences: 'I started walking last May.' (finished past time, past simple) and 'I have walked to school since May.' (period continuing to now, present perfect). T explains that 'since' introduces a starting point and 'for' introduces a duration. T models 'Have you finished?' with weak /həv/ and 'Yes, I have.' with strong /hæv/.

c) Expected outcomes

Ss complete: Quang has walked with his friend ___ several weeks. (for) and Quang has walked with his friend ___ May. (since). Ss repeat 'Have you finished?' with weak /həv/ and 'Yes, I have.' with strong /hæv/.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two model sentences on the board and asks: 'Is the action finished or still continuing?'

    Students

    Ss listen and answer: 'The first one is finished; the second one continues to now.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete two gap-fill sentences individually and then listen to the weak and strong forms of 'have' from the model.

    Students

    Ss fill in the gaps and repeat the sentences in pairs.

  3. Teacher

    Step 3: Report and discussion

    T calls on two Ss to read their answers aloud and checks pronunciation.

    Students

    Ss say: 'for several weeks' and 'since May'.

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss: 'Do not use the present perfect with yesterday.' T confirms the answers.

    Students

    Ss note the rule in their notebooks.

Activity 3: Practice · 10 minutes

Checking comprehension with multiple-choice questions

a) Aims

Ss apply the reading strategy to answer detail questions and justify each answer with evidence from the passage.

b) Content

Ss answer Questions 2 to 5 in Worksheet 2. For each answer, Ss write the evidence sentence from the text. Then Ss answer one gap-fill: 'Quang has felt more alert ___ several weeks.' (for).

c) Expected outcomes

Answer key:
2. A. Afternoon tiredness (The opening identifies his tiredness.)
3. D. To avoid staying up late after postponing tasks (He links late work to postponed tasks.)
4. C. Proof that one change caused the improvement (His experience was not a controlled experiment.)
5. B. Told an adult and sought advice (Symptoms should not be self-diagnosed from a lesson.)
Gap-fill: for (duration: several weeks).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and asks Ss to work individually for 4 minutes. T reminds them to write the evidence for each answer.

    Students

    Ss read the questions and options, then scan the text for evidence.

  2. Teacher

    Step 2: Task performance

    T monitors and gives hints such as 'Find the sentence with postponed.' for Question 3.

    Students

    Ss choose answers and write evidence. Expected answers: 2 A, 3 D, 4 C, 5 B.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read one answer and its evidence. T asks: 'Why is C correct and not A?'

    Students

    Ss answer: 'C is correct because the text says he could not prove which change had helped most. A is only a symptom mentioned at the beginning.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and stresses that every answer must be supported by a sentence from the passage.

    Students

    Ss check and correct their answers and record the key in their notebooks.

Activity 4: Application · 5 minutes

Writing about my own healthy routine

a) Aims

Ss apply the reading strategy and the target language to describe a realistic routine of their own.

b) Content

Ss write three sentences about their own routine. Each sentence must include one target word (for example, routine, regular, balanced diet) and one fact, inference or claim that they can justify. At least one sentence must use 'since' or 'for'. Example: 'I have kept a regular bedtime since last September.'

c) Expected outcomes

A short paragraph of three sentences, for example:

  • 'My routine is to finish homework before dinner, which helps me sleep earlier.' (fact about my habit)
  • 'I have drunk more water for two weeks, so I may feel less tired.' (reasonable inference, stated as possible)
  • 'Walking to school is the only reason I feel healthy.' (unsupported claim, to be avoided)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board and models one sentence about a personal routine. T emphasises: 'Be realistic, do not make claims that you cannot prove.'

    Students

    Ss listen and think about one habit they have kept.

  2. Teacher

    Step 2: Task performance

    T gives Ss 3 minutes to write and monitors. T asks: 'Is this a fact or a claim?'

    Students

    Ss write their three sentences and check the target words.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read their paragraphs aloud. The class gives feedback on whether the sentences are facts, inferences or claims.

    Students

    Ss read and listen. Expected response: 'I think my sentence is a reasonable inference because I only drank more water for a week.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises realistic habits and reminds Ss that a healthy routine is something to sustain, not a competition.

    Students

    Ss note the key message in their notebooks and decide what to improve in their paragraph.

Worksheets

Worksheet 1

Part A: Match each word with its meaning (Vietnamese).

  • balanced diet
  • fitness
  • routine
  • nutrient
  • infection
  • regular
    Meanings: a) đều đặn; b) thể lực; c) chế độ ăn cân đối; d) nếp sinh hoạt; e) chất dinh dưỡng; f) sự nhiễm trùng.
    Find one example of each word in the text.

Part B: Classify each statement as F (fact), I (reasonable inference) or U (unsupported claim). Write the evidence sentence from the text.

    1. Quang felt more alert after several weeks.
    1. Walking with a friend made Quang's tiredness disappear.
    1. Quang probably values realistic habits more than strict rules.
    1. Quang should see a doctor if tiredness returns during an illness.

Worksheet 2

Questions 2 to 5: Choose the correct answer and write the evidence sentence from the text.

  • 2. What problem did Quang notice? A. Afternoon tiredness B. A broken bicycle C. A food allergy diagnosis D. A missed holiday
    1. Why did Quang move homework earlier? A. To stop studying B. To replace sleep with exercise C. To skip meals D. To avoid staying up late after postponing tasks
    1. What did he avoid claiming? A. That he drank water B. That he changed bedtime C. Proof that one change caused the improvement D. That he walked with a friend
    1. What did he do when illness brought tiredness? A. Bought instant energy B. Told an adult and sought advice C. Exercised harder alone D. Removed all carbohydrates

Gap-fill: Quang has felt more alert ___ several weeks. (since / for)

Homework

  • Answer Questions 6 to 9 from the reading exercises in your student's book. Write your answers in full sentences and support each answer with one exact sentence from the passage.
  • Question 6: State the purpose and audience of the passage 'A long and healthy life'. Give one supporting detail.
  • Question 7: Identify the opening sentence of the passage and explain how it introduces the topic.
  • Question 8: Select two useful details from the model and explain why they are better than saying only that the topic is important.
  • Question 9: Write a three-sentence summary using only information in the passage. Keep any condition or limit that is essential to its meaning.
  • Review the six vocabulary words and write one new sentence for each word.
  • Practise the weak and strong forms of 'have' and 'can' with a partner. Listen to the NeoEdu reading lesson at neoedu.vn/learn/11/english/unit-1-reading and complete the interactive exercises.

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