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

Giáo án Writing

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 purpose, audience, opening and closing of a short message inviting someone to a healthy activity.
  • Explain the role of specific details (time, place, equipment, conditions, supervision) in making an invitation clear and useful.
  • Use the past simple for a finished past time and the present perfect for a period continuing to now, with since (starting point) and for (duration).
  • Write a short message inviting someone to a healthy activity with a coherent message, specific support and appropriate register.

2. Competences

a) General competences

  • Self-control and independent learning: Ss work independently to analyse the model message and draft their own message, checking it against a self-check list.
  • Communication and collaboration: Ss work in pairs to answer analysis questions, compare answers and give peer feedback on each other's drafts.
  • Problem-solving and creativity: Ss choose a healthy activity of their own, plan the specific details of the invitation and select suitable details to support the message.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse a model message, discuss its purpose and audience, and write a complete invitation message with a suitable register.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words (balanced diet, fitness, routine, nutrient, infection, regular), distinguish the past simple from the present perfect with since and for, and recognise weak and strong forms of have and can.

3. Personal qualities

  • Responsibility: Ss complete their individual drafts on time and check the accuracy of the details they include, such as the day, time and meeting place.
  • Kindness: Ss give polite, constructive feedback to their partners and include a clear note about access needs and safety in their invitations.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard with the model message and the lesson slides
  • Textbook Global Success 11, Unit 1, Writing lesson
  • Worksheet 1 and Worksheet 2 (printed or projected)
  • NeoEdu lesson page: neoedu.vn/learn/11/english/unit-1-writing (interactive exercises, examples and model text)
  • Markers and whiteboard

2. Students

  • Textbook and notebook
  • Pen and pencil
  • Worksheet 1 and Worksheet 2 (printed copies)
  • A small slip of paper for the self-check list

III. Procedures

Activity 1: Warm-up · 5 minutes

Healthy Habits Brainstorm

a) Aims

Ss activate their prior knowledge of healthy activities and recognise the main parts of an invitation message.

b) Content

T shows a photo of students walking together and asks: 'What do you do to stay healthy?' Ss brainstorm healthy activities in pairs. T then writes a short invitation on the board, e.g. 'Would you like to join our walk on Friday?', and asks: 'What information does this message need?'

c) Expected outcomes

A list of 4 to 5 healthy activities on the board (e.g. walking, swimming, cycling, yoga, playing badminton) and a short class agreement that an invitation should tell the reader the day, time, place, what to bring and how to reply.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the photo and asks: 'What do you do to stay healthy?' T gives the instruction: 'Work in pairs. Brainstorm as many healthy activities as you can in two minutes.'

    Students

    Ss look at the photo, listen to the instruction and prepare to brainstorm.

  2. Teacher

    Step 2: Task performance

    T monitors and helps pairs with vocabulary they need, without giving full answers.

    Students

    Ss discuss in pairs and write their ideas in their notebooks. Expected answers: 'We can go walking, swimming or cycling.' 'I play badminton every Sunday.'

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to share their ideas and writes them on the board. T asks: 'If you invite a friend to one of these activities, what do you need to tell them?'

    Students

    Ss share their ideas. Expected answers: 'We need to say the time, the place and what to bring.' 'We should say whether it is safe for everyone.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the ideas and says: 'A good invitation is clear, specific and polite. Today we will study a model message and write our own.'

    Students

    Ss copy the title of the lesson, 'A long and healthy life: Writing', into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Analysing the Model Message

a) Aims

Ss identify the purpose, audience, opening, closing and supporting details of the model message.

b) Content

Ss read the model message in Worksheet 1 and answer the questions in pairs. They identify the purpose and audience, find the opening and closing sentences, and list the specific details that help the reader respond and prepare. T uses the NeoEdu lesson page to display the model text.

c) Expected outcomes

Completed Worksheet 1.
Purpose: to invite An to a supervised, gentle walking session on Friday and give the details needed to respond and prepare.
Audience: An, a schoolmate or friend, with the reply to Quang.
Opening substantive sentence: 'Would you like to join our gentle walking session on Friday?'
Closing substantive sentence: 'I hope it will be a pleasant way to take a break after lessons.'
Supporting details: meet by the school library at four; walk for about twenty minutes on the safe path around the grounds; wear comfortable shoes and bring water; start slowly and stop if anyone feels unwell; no need to compete; Ms Lan will supervise; ask her about access needs before the session; reply by Thursday.
The details help the reader decide, prepare and respond, while the greeting and signature show the relationship between the writer and the reader.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read the model message silently for one minute. Then work in pairs to answer Questions 1 to 4.'

    Students

    Ss read the model message and look at the questions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T walks around, checks pairs' understanding and prompts: 'Who is the message for? Why did Quang write it?'

    Students

    Ss discuss and underline the opening and closing sentences. Expected answer: 'The purpose is to invite An to a walking session on Friday.' 'The opening is: Would you like to join our gentle walking session on Friday?'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to share answers and asks the class: 'Which details would help you decide to join? Which detail tells you what to bring?'

    Students

    Ss report answers. Expected answers: 'Meeting time and place are important.' 'Wear comfortable shoes and bring water.' 'Ms Lan will supervise, so it is safe.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers on the board and explains: 'The opening introduces the situation, the middle gives specific details, and the closing completes the message. Greetings and signatures are not the main content.'

    Students

    Ss check their answers and correct their worksheets.

Activity 2.2: Knowledge formation · 10 minutes

Vocabulary and Language Focus

a) Aims

Ss understand the six target words, use the past simple and present perfect correctly with since and for, and recognise weak and strong forms of have and can.

b) Content

T presents six target 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 words with their meanings and then complete Worksheet 2 on tense contrasts. T plays the pronunciation examples: 'Have you finished?' and 'Yes, I have.' 'Can you walk there?' and 'Yes, I can.'

c) Expected outcomes

Vocabulary 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
Grammar: 'I started walking last May' uses the past simple for a finished past time. 'I have walked to school since May' uses the present perfect for an action continuing to now. 'Since' introduces a starting point (since May, since 2020); 'for' introduces a duration (for twenty minutes, for two weeks). Do not use the present perfect with 'yesterday'.
Pronunciation: in 'Have you finished?' the word 'have' is weak /həv/ or /əv/; in 'Yes, I have', it is strong /hæv/. In 'Can you walk there?' 'can' is weak /kən/; in 'Yes, I can', it is strong /kæn/.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words with pictures or simple examples and says: 'Match each word with its meaning. Then complete the tense exercise in Worksheet 2.'

    Students

    Ss look at the words and listen to T's instructions.

  2. Teacher

    Step 2: Task performance

    T models the pronunciation of the sentence pairs and asks Ss to repeat chorally and individually. T asks: 'Why do we use since here? Why do we use for?'

    Students

    Ss match the words, complete Worksheet 2 and repeat the sentences. Expected answer: 'Since introduces a starting point, like since May. For introduces a duration, like for twenty minutes.'

  3. Teacher

    Step 3: Report and discussion

    T asks several Ss to read their answers aloud and checks pronunciation of 'have' and 'can' in the two contexts.

    Students

    Ss report their answers, for example: 'I have walked to school since May.' 'I started walking last May.' Ss say 'Yes, I have' with a strong /hæv/.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Past simple for a finished time, present perfect for a continuing time, since for a starting point and for for a duration. Weak forms are used in questions, strong forms in short answers.'

    Students

    Ss write the summary in their notebooks.

Activity 3: Practice · 10 minutes

Guided Analysis and Summary Writing

a) Aims

Ss select useful details, explain their function, and write a short summary that keeps the essential conditions of the message.

b) Content

Ss complete Exercises 4, 5 and 6 from the textbook in pairs. T uses the NeoEdu exercise page for quick checking. Exercise 4: select two useful details and explain why they are better than general claims. Exercise 5: write a three-sentence summary using only information in the model. Exercise 6: choose one middle sentence and explain its contribution.

c) Expected outcomes

Exercise 4 answers: 'Wear comfortable shoes and bring water' tells the reader what to prepare. 'I hope it will be a pleasant way to take a break after lessons' gives the purpose of the activity. Both details are in the model. They are more useful than a general statement that exercise is important.
Exercise 5 sample summary: 'Quang invites An to a gentle walking session on Friday. The group will meet by the school library at four and walk for about twenty minutes. Nobody needs to compete or keep up with a faster group.'
Exercise 6 answer: 'You do not need to compete or keep up with a faster group' tells the reader the activity is gentle and suitable for everyone. It should be read with the meeting details in the opening.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Work in pairs. Do Exercise 4 first, then Exercise 5 and Exercise 6. Keep your summary to three sentences.'

    Students

    Ss open their textbooks at the exercises and listen to the instruction.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'Does your summary keep the condition about the safe path?' 'Is this detail really in the model?'

    Students

    Ss complete the exercises. Expected answer: 'Ss choose the detail about comfortable shoes and water, and explain that it tells the reader what to prepare.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their summaries and asks the class to check whether all details come from the model.

    Students

    Ss read their summaries aloud. The class compares them with the sample summary and gives comments.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and emphasises: 'Use only details from the model when you summarise, and keep essential conditions such as safety and supervision.'

    Students

    Ss check and correct their answers.

Activity 4: Application · 10 minutes

Writing My Own Invitation

a) Aims

Ss write a complete invitation message to a healthy activity, with a coherent message, specific support and appropriate register.

b) Content

Ss write a short message (about 80 to 100 words) inviting a friend to a healthy activity of their choice, such as a morning walk, a swimming session or a badminton game. The message must include the day, time, place, what to bring, a condition or safety note, and a reply deadline. Ss use the self-check list below to review their drafts. Any example data they create must be marked as 'proposed' (e.g. 'proposed time: 5 p.m.').

c) Expected outcomes

A complete invitation message with:

  • a greeting and a clear opening sentence asking the friend to join
  • at least three specific details (day, time, place, equipment or conditions)
  • a condition or safety note (e.g. 'stop if anyone feels unwell')
  • a closing sentence and a signature
    Self-check list: Is the purpose clear? Is the audience correct? Are the details specific? Are the tenses correct? Is the register polite and friendly?

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board and displays the self-check list. T says: 'Write your own invitation for a healthy activity. Use specific details and include one safety condition. You have eight minutes.'

    Students

    Ss read the task and copy the self-check list onto a slip of paper.

  2. Teacher

    Step 2: Task performance

    T walks around, helps Ss with words and checks whether details are specific. Ss write their drafts individually and then swap with a partner for feedback.

    Students

    Ss write their drafts. Expected message: 'Hi Lan, Would you like to join our morning walk on Saturday? We will meet at the school gate at six and walk for about thirty minutes. Wear comfortable shoes and bring water. Please let me know by Friday. See you, Minh.'

  3. Teacher

    Step 3: Report and discussion

    T invites three to four Ss to read their messages aloud and asks the class to point out one strong detail in each message.

    Students

    Ss read their messages and listen to comments. Expected feedback: 'The time and place are clear.' 'The safety note is good.'

  4. Teacher

    Step 4: Conclusion and assessment

    T comments on common strengths and errors and says: 'A good invitation is clear, specific and polite. Remember to label any example data as proposed.'

    Students

    Ss revise their drafts using the feedback and keep the final version for homework.

Worksheets

Worksheet 1: Analysing the Model Message

Read the model message and answer the questions.

  • Question 1: What is the purpose of the message?
  • Question 2: Who is the audience? Who is the writer?
  • Question 3: Find the opening substantive sentence and the closing substantive sentence.
  • Question 4: List three specific details that help the reader respond and prepare.
  • Question 5: Which sentence tells the reader that the activity is suitable for everyone?

Worksheet 2: Tense Contrast and Target Words

A. Match each word with its meaning.

  • balanced diet / fitness / routine / nutrient / infection / regular
  • Meanings: đều đặn; chất dinh dưỡng; thể lực; sự nhiễm trùng; chế độ ăn cân đối; nếp sinh hoạt

B. Choose the correct form.

  • I (start / have started) walking last May.
  • I (walk / have walked) to school since May.
  • I have walked to school (since / for) twenty minutes.
  • I have practised yoga (since / for) two weeks.

C. Write a sentence using since and a sentence using for, based on your own experience.

Homework

  • Revise your invitation message using the self-check list and the feedback from your partner.
  • Check that every detail (day, time, place, equipment, condition) is specific, and label any proposed information as 'proposed'.
  • Write two sentences about a healthy routine you have followed since last year, using the present perfect with since or for.
  • Read the model message aloud at home, practising weak forms of 'have' and 'can' in questions and strong forms in short answers.
  • Bring your final message to the next lesson to exchange with a classmate.

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.