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

Giáo án Speaking

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Identify the structure of a spoken contribution: opening, supporting details, limitation, closing and follow-up.
Use the vocabulary: balanced diet, fitness, routine, nutrient, infection, regular.
Distinguish the past simple from the present perfect and use since and for correctly.
Pronounce strong and weak forms of auxiliary verbs (have, can) in context.
Develop and defend a viewpoint on 'A long and healthy life' and respond to a partner's follow-up question.

2. Competences

a) General competences

Self-control and independent learning: Ss analyse the speaking model on their own and check their answers against the key before sharing.
Communication and collaboration: Ss work in pairs to ask and answer questions, give feedback and take turns speaking without interrupting.
Problem-solving and creativity: Ss build their own viewpoint with a concrete example and an honest limitation, and answer an unexpected follow-up question.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the model, then produce a 1–2 minute spoken contribution and respond to a follow-up question.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the target vocabulary, strong and weak forms of have and can, and the past simple versus the present perfect with since and for.

3. Personal qualities

Responsibility: Ss keep to the safety rule in the model by stating that anyone with a health condition should follow qualified advice, and they do not claim unverified results in their own speech.
Kindness: Ss respect different physical abilities and needs of partners, and they encourage a partner rather than pressuring them to push through discomfort.
Honesty: Ss label proposals and examples clearly as examples, not as observed facts.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard, slides with the target vocabulary and the speaking model
Audio of the model (read aloud by T or played from the lesson audio)
Printed Worksheet 1 and Worksheet 2 (one set per pair)
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/11/english/unit-1-speaking
Timer and a recording device (optional, for peer checking)

2. Students

Textbook Tiếng Anh 11 (Global Success), notebook, pen, coloured pencils
Smartphone or tablet with access to NeoEdu (if available)
Sticky notes for the mind map

III. Procedures

Activity 1: Warm-up · 5 minutes

Healthy life brainstorm

a) Aims

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

b) Content

Ss look at the picture and the question on the board: What does a long and healthy life mean to you? Ss work in pairs and write as many words or phrases as possible related to healthy living (for example: exercise, sleep, food, friends). Then they share one idea with the class.

c) Expected outcomes

A list of about 6–8 words or phrases on sticky notes, such as: regular exercise, enough sleep, a balanced diet, fresh air, friends, no smoking. Ss state one personal idea, for example: 'I think regular walking is important for a long life.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the picture and asks: 'What does a long and healthy life mean to you?' T introduces the lesson aim: to develop and defend a viewpoint on this topic.
Students
Ss listen and look at the picture, and ask any questions about the topic.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and write down words on sticky notes within 2 minutes. T walks around and gives help if needed.
Students
Ss discuss in pairs and write words such as 'regular exercise', 'balanced diet', 'enough sleep' on sticky notes, then stick them on the board.
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to read out their ideas. T asks: 'Why do you think this is important?'
Students
Ss report their ideas. Possible answer: 'I think regular exercise helps our fitness and keeps us healthy.'
Teacher
Step 4: Conclusion and assessment
T groups the words into categories (food, exercise, rest, relationships) and writes the title 'A long and healthy life' on the board. T links this to the lesson.
Students
Ss copy the title and the categories into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Vocabulary and pronunciation of the model

a) Aims

Ss understand and pronounce the key vocabulary and the strong and weak forms of have and can.

b) Content

Ss learn 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 listen and repeat, then match each word with its meaning. Ss also listen to: 'Have you finished?' /həv/ (weak) and 'Yes, I have' /hæv/ (strong); 'Can you walk there? Yes, I can.' Ss repeat and notice the difference.

c) Expected outcomes

Ss match the words correctly: 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 state the rule: a weak form is used in a normal sentence, while a strong form is used in a short answer or when the auxiliary is contrasted.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the slide and asks Ss to predict their meanings from context. T reads the target sentences from the model.
Students
Ss listen and guess the meaning of each word from the context of the model sentences.
Teacher
Step 2: Task performance
T plays the audio or reads aloud. T asks Ss to repeat chorally and individually. T then asks: 'Is have strong or weak in Have you finished?' Ss complete the matching task on the NeoEdu page or in the worksheet.
Students
Ss repeat the words, match them with the Vietnamese meanings, and listen to the pairs of sentences. Possible answer: 'have is weak in the question and strong in Yes, I have.'
Teacher
Step 3: Report and discussion
T calls on individual Ss to read the sentences aloud and checks pronunciation of the weak forms /həv/ and /kən/.
Students
Ss read: 'Can you walk there? Yes, I can.' Ss say the strong form in the short answer and the weak form in the question.
Teacher
Step 4: Conclusion and assessment
T summarises: weak does not mean missing; a contrastive auxiliary can be strong. T asks Ss to write the six words and one example sentence for each in their notebooks.
Students
Ss write the vocabulary list in their notebooks and note the rule on strong and weak forms.

Activity 2.2: Knowledge formation · 10 minutes

Structure of a spoken contribution

a) Aims

Ss identify the structure of the speaking model and understand how each part works, including the limitation and the follow-up.

b) Content

Ss read the model 'Our class can practise a gentle movement routine...' and answer the questions in Worksheet 1: (1) What is the opening sentence? (2) Which sentence gives a concrete step? (3) Which sentence gives a limitation or safety condition? (4) What is the follow-up question and response? Ss also read the short dialogue 'I have joined the school walking group...' and note the use of past simple and present perfect with since and for.

c) Expected outcomes

Answers in Worksheet 1: (1) Opening: 'Our class can practise a gentle movement routine without turning it into a competition.' (2) Concrete step: 'First, check that the teacher has approved the space...' (3) Limitation: 'Anyone with a health condition should follow qualified advice rather than this general classroom example.' (4) Follow-up: 'What if a partner feels dizzy?' – Response: 'Stop the activity, tell the supervising adult and follow the school's help procedure.' Grammar: 'I started walking last month' (finished past); 'I have walked to school since May' (continuing to now). Since introduces a starting point; for introduces a duration.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 and explains the four questions. T models the first question with the class.
Students
Ss read the questions and look for the answers in the model. Ss underline keywords.
Teacher
Step 2: Task performance
T asks Ss to work in pairs (Think–Pair–Share) for 4 minutes. T monitors and prompts with: 'Which sentence tells us the purpose?'
Students
Ss discuss in pairs and write answers on Worksheet 1. Possible discussion: 'The opening sentence introduces the topic, the closing sentence gives the aim.'
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to share answers, then asks: 'Why is the follow-up question important?' T uses the grammar table on the board to explain since and for.
Students
Ss report their answers. Possible answer: 'The follow-up question makes the speech interactive and the partner asks a real question.'
Teacher
Step 4: Conclusion and assessment
T confirms the structure: position, concrete example, limitation, invitation to respond. T reminds Ss: do not combine present perfect with yesterday, and do not turn an illustrative example into a claimed observation.
Students
Ss copy the structure diagram into their notebooks and tick the parts they will include in their own speech.

Activity 3: Practice · 10 minutes

Pair practice: gap-fill and role-play

a) Aims

Ss practise the past simple and the present perfect with since and for, and role-play the interaction with a partner.

b) Content

Ss complete the gap-fill in Worksheet 2 (Exercise A) and then role-play the dialogue 'I have joined the school walking group...' with a partner (Exercise B). Ss change at least two details of the dialogue (for example, the sport, the time or the place).

c) Expected outcomes

Answers to Worksheet 2, Exercise A: 1. started (past simple, finished time); 2. have walked (present perfect, continuing to now); 3. since (starting point); 4. for (duration); 5. have been (present perfect, continuing to now). Ss produce a role-play of 4–6 lines with at least one since phrase and one for phrase.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 2 and explains that Exercise A is for accuracy and Exercise B is for communication. T gives an example: 'I started swimming in 2020.'
Students
Ss read the instructions and the example. Ss ask T about any unclear words.
Teacher
Step 2: Task performance
T asks Ss to complete Exercise A individually in 3 minutes, then check with their partner. Then Ss role-play Exercise B in pairs. T monitors and corrects tense use quietly.
Students
Ss fill in the gaps and check answers. Ss role-play, for example: A: 'I have joined the walking club since September.' B: 'Would you like me to show you the safe route?'
Teacher
Step 3: Report and discussion
T asks 2 pairs to perform their role-play in front of the class. T gives feedback on tense, pronunciation of have and can, and the response to the partner.
Students
Ss perform their dialogues. Other Ss listen and say one thing they liked.
Teacher
Step 4: Conclusion and assessment
T summarises the key rule: past simple for a finished time, present perfect for a period continuing to now; since for a starting point, for for a duration. T asks Ss to write one correct sentence in their notebooks.
Students
Ss write their sentences and self-check using the rule.

Activity 4: Application · 12 minutes

Defend a viewpoint and respond to a partner

a) Aims

Ss develop and defend a viewpoint on 'A long and healthy life' with a concrete example and a limitation, and respond to a partner's follow-up question.

b) Content

Ss work in pairs. Each S prepares a 1–2 minute spoken contribution with: (1) a clear position, for example: 'I think regular walking helps people live longer and healthier'; (2) a concrete example labelled as an example, for example: 'For example, I walk to school three times a week since September'; (3) an acknowledged limitation, for example: 'This does not replace advice from a doctor'; (4) an invitation to respond. Then the partner asks one real follow-up question and the speaker responds.

c) Expected outcomes

A 1–2 minute spoken contribution with the four parts above and one follow-up exchange. A sample product: Position: 'I believe a balanced diet and regular movement are key to a long and healthy life.' Example: 'I started walking to school last May, and I have walked there since then.' Limitation: 'People with health conditions should follow a doctor's advice.' Invitation: 'What do you think about starting a walking routine with me?' Follow-up: 'What if you feel tired after walking?' Response: 'I stop, rest and drink water, and I do not push myself.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four-part checklist on the board and reminds Ss of the audience: classmates and the partner who will ask a follow-up question. T gives 4 minutes for preparation.
Students
Ss read the checklist and note their position, example and limitation on paper.
Teacher
Step 2: Task performance
T asks Ss to speak in pairs. Speaker A speaks for 1–2 minutes; Partner B asks one real follow-up question; then they swap roles. T walks around and listens for clarity and interaction.
Students
Ss speak and listen. Ss ask questions such as 'What if a partner feels dizzy?' or 'How do you start if you are a beginner?'
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to present their contributions to the class. T asks the class to evaluate: Was the position clear? Was the example labelled as an example? Did the speaker acknowledge a limitation?
Students
Ss present and respond to the class's feedback. Possible answer: 'My example is my own experience, not a scientific result.'
Teacher
Step 4: Conclusion and assessment
T praises effective contributions and highlights the key features: a clear viewpoint, a concrete example, an honest limitation and a real follow-up. T sets the homework.
Students
Ss note the feedback and write the key points in their notebooks.

Worksheets

Phiếu học tập số 1

Worksheet 1 – Analysing the speaking model
Read the model 'Our class can practise a gentle movement routine...' and answer the questions.

1. What is the opening sentence? Why does it introduce the topic?
1. Which sentence gives a concrete step? Write it down.
1. Which sentence gives a limitation or a safety condition? Write it down.
1. What is the follow-up question? What is the response?
1. Choose one sentence from the middle of the model and explain its role in the message.

Note: Your answers must be based only on the information in the model.

Phiếu học tập số 2

Worksheet 2 – Grammar and interaction
Exercise A: Complete the sentences with the correct form (past simple or present perfect) and since or for.

1. I ______ (start) walking last May.
1. I ______ (walk) to school ______ (since/for) May.
1. We have been in the walking group ______ (since/for) September.
1. She has been walking ______ (since/for) two months.
1. I ______ (be) in the school club for a year.

Exercise B: Role-play with your partner. Use the dialogue below and change at least two details (the sport, the time or the place).

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.

Homework

Write a short paragraph (about 100 words) on 'A long and healthy life' with a clear position, one concrete example labelled as an example, and one limitation.
Practise your 1–2 minute spoken contribution at home and record it on your phone. Listen and check your strong and weak forms of have and can.
Prepare one follow-up question for your partner and one response for yourself to use in the next lesson.
Review the vocabulary: balanced diet, fitness, routine, nutrient, infection, regular. Do the interactive exercises on the NeoEdu page: neoedu.vn/learn/11/english/unit-1-speaking.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.