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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 13. Unit 10: The ecosystem

Giáo án Getting Started

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • identify the speaker intentions in the opening exchange (sharing enjoyment, agreeing, expressing dislike, setting a condition)
    • explain how falling and rising intonation in question tags signals seeking agreement or checking information
    • use the topic vocabulary: ecosystem, food chain, habitat, native species, restore, nature reserve
    • form and pluralise compound nouns such as nature reserve, food chain, greenhouse gas and wildlife protection
  • Ss will be able to read and understand the short conversation and the topic preview, and use the key language to talk about protecting biodiversity.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the matching and multiple-choice exercises alone, check their answers against the key and note the errors they need to correct.
  • Communication and collaboration: Ss work in pairs to analyse the conversation, share ideas in groups and give constructive feedback on each other's sentences.
  • Problem-solving and creativity: Ss decide which compound noun fits a given meaning and build a short exchange about protecting a local habitat.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the conversation, identify speaker intentions, and speak and write short exchanges with question tags and agreement or disagreement expressions.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce falling and rising question tags correctly, use the topic vocabulary, and form the plural of compound nouns by pluralising the head noun.

3. Personal qualities

  • Diligence: Ss finish every exercise on time and keep trying when they cannot yet choose the correct compound noun.
  • Responsibility: Ss care for living things in their own environment by keeping to paths and avoiding feeding wildlife, as described in the topic preview.
  • Honesty: Ss report their answers truthfully and admit when they are unsure, rather than copying a partner's answer.

II. Teaching aids and materials

1. Teacher

  • Lesson plan, textbook English 11 (Global Success), Unit 10 Getting Started
  • Projector or interactive whiteboard with audio
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • NeoEdu lesson page: neoedu.vn/learn/11/english/unit-10-getting-started (interactive exercises and examples)
  • Timer, board markers

2. Students

  • Textbook and notebook
  • Pen, pencil and eraser
  • Highlighter (one colour)

III. Procedures

Activity 1: Warm-up · 5 minutes

Opening conversation and speaker intentions

a) Aims

Ss activate prior knowledge about outdoor activities and notice how the speakers in the opening exchange share feelings, agree and set conditions.

b) Content

T asks Ss: "What do you enjoy doing outdoors? Do you ever worry about wildlife or other people when you do it?" T then plays the recording (or reads aloud) the conversation:
A: I enjoy watching birds from the public path.
B: So do I, but I dislike crowds moving close to nests.
A: Me too. A quiet viewing point would help.
B: Yes, provided it is placed where a specialist recommends.
T asks: "What is A doing in the first line? What is B doing in the second line?"

c) Expected outcomes

Ss identify the intentions: A shares an enjoyment (watching birds from the public path); B agrees and adds a dislike (crowds near nests); A agrees with B and suggests a solution (a quiet viewing point); B accepts the solution only on one condition (it is placed where a specialist recommends).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T introduces the topic of the unit, "The ecosystem", and asks the warm-up question. T says: "Listen carefully and tell me what each speaker wants to do or say."

    Students

    Ss think about their own outdoor experiences and answer briefly, e.g. "I like walking in the park."

  2. Teacher

    Step 2: Task performance

    T plays the recording twice and monitors Ss' listening.

    Students

    Ss listen and note down in one word what each speaker is doing (e.g. share, agree, disagree, suggest, set a condition).

  3. Teacher

    Step 3: Report and discussion

    T calls on 2-3 Ss to report and asks: "Why does B say 'provided'?"

    Students

    Ss answer: "A shares a hobby. B agrees but does not like crowds. A suggests a quiet point. B says yes only if a specialist chooses the place. 'Provided' means 'only if'."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the speaker intentions on the board and writes the expressions for agreeing and disagreeing: So do I / Me too / but I dislike... / Yes, provided... T says: "In this unit, we will use these expressions to talk about the ecosystem."

    Students

    Ss copy the expressions into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Question tags and intonation

a) Aims

Ss recognise falling and rising intonation in question tags and understand that the intonation signals seeking agreement or checking information.

b) Content

Ss read the two examples from the Concept section:

  1. The stream is cleaner, isn't it? ↘ (seeking agreement)
  2. You have checked the source, haven't you? ↗ (genuine uncertainty)
    Pair work: Ss read each sentence aloud in pairs, then decide which tag expects agreement and which checks information. Ss also complete the tag for: They can help, ___? and The reserve is protected, ___? Ss then use Worksheet 1.

c) Expected outcomes

Ss complete Worksheet 1 with the following answers:

  • Sentence 1: falling intonation ↘, the speaker expects agreement.
  • Sentence 2: rising intonation ↗, the speaker really wants to check the information.
  • They can help, can't they? (tag: can't they?)
  • The reserve is protected, isn't it? (tag: isn't it?)
    Key idea Ss write in their notebooks: Falling tags often expect agreement; rising tags often check information. Context matters.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives out Worksheet 1 and says: "Read the two sentences. Decide which intonation is used and why. Then complete the two tags."

    Students

    Ss read the worksheet individually for 1 minute, then discuss with their partner.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pronunciation and helps Ss with the auxiliary and pronoun agreement.

    Students

    Ss practise reading both sentences aloud with the correct intonation and fill in the blanks. Example answer: "They can help, can't they?"

  3. Teacher

    Step 3: Report and discussion

    T asks: "Which sentence sounds like you are sure of the answer? Which one sounds like you are not sure?"

    Students

    Ss answer: "The first one (the stream is cleaner) expects agreement. The second one (you have checked the source) is a real question about information."

  4. Teacher

    Step 4: Conclusion and assessment

    T plays the model on NeoEdu or reads aloud, pointing to the arrows ↘ and ↗. T reminds Ss: "Do not treat every tag as a request for confirmation with the same certainty. Listen to the context."

    Students

    Ss repeat the two intonation patterns chorally and write the key idea in their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Compound nouns and their plurals

a) Aims

Ss understand that a compound noun combines words into one concept, that the final noun usually determines the plural, and that a compound is chosen for meaning.

b) Content

Ss look at the compounds: nature reserve, food chain, greenhouse gas, wildlife protection. T asks: "What does each compound mean? Which word changes in the plural?" Ss then read the topic vocabulary: ecosystem (hệ sinh thái), food chain (chuỗi thức ăn), habitat (môi trường sống), native species (loài bản địa), restore (phục hồi), nature reserve (khu bảo tồn thiên nhiên). Ss complete Worksheet 2.

c) Expected outcomes

Ss complete Worksheet 2 with the following answers:

  • nature reserve → nature reserves (the head noun reserve is pluralised)
  • food chain → food chains
  • Wildlife protection and greenhouse gas are used as one concept; the plural of greenhouse gas is greenhouse gases.
  • The vocabulary is matched to the meanings: ecosystem – hệ sinh thái; food chain – chuỗi thức ăn; habitat – môi trường sống; native species – loài bản địa; restore – phục hồi; nature reserve – khu bảo tồn thiên nhiên.
    Key idea Ss write: The final noun usually determines the plural. Choose a compound for meaning, not just any two nouns placed together.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five compounds on the board and asks: "Which two words make up each compound? What does it mean as one concept?" T gives Worksheet 2 to each pair.

    Students

    Ss work in pairs (think-pair-share): they think alone for 1 minute, then share with their partner.

  2. Teacher

    Step 2: Task performance

    T monitors and checks the spelling of compounds (one word, separate word or hyphen) and the plural forms.

    Students

    Ss pluralise the compounds and explain the meaning of each one in their own words. Example: "A food chain is the order in which animals eat each other."

  3. Teacher

    Step 3: Report and discussion

    T asks 2-3 pairs to report, and asks: "Why is it nature reserves and not natures reserve?"

    Students

    Ss answer: "The head noun reserve is pluralised, and the first word stays as nature."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses: "Check established usage. Stress often falls earlier in noun compounds, but patterns vary." T models the stress on nature reserve and food chain.

    Students

    Ss repeat the compounds and record the key rule in their notebooks.

Activity 3: Practice · 10 minutes

Matching and choosing the correct answer

a) Aims

Ss consolidate the topic vocabulary and compound nouns through matching and multiple-choice exercises.

b) Content

Exercise 1: Match each topic expression with its meaning in this unit.
Exercise 2: A sequence showing who eats whom is a ___. A. food chain; B. food web; C. food supply; D. food pyramid
Exercise 3: Land managed to protect nature is a ___. A. natural receipt; B. reserve meal; C. nature traffic; D. nature reserve
Exercise 4: Choose the correct plural. A. nature reserve's; B. natures reserves; C. nature reserves; D. natures reserve
Ss do the exercises individually first, then check in pairs. Ss may also check on the NeoEdu interactive exercises at neoedu.vn/learn/11/english/unit-10-getting-started.

c) Expected outcomes

Answers:

  1. ecosystem – hệ sinh thái; food chain – chuỗi thức ăn; habitat – môi trường sống; native species – loài bản địa; restore – phục hồi; nature reserve – khu bảo tồn thiên nhiên
  2. A (Food chain names a feeding relationship sequence.)
  3. D (Nature reserve is the established compound.)
  4. C (The head noun reserve is pluralised.)
    Ss correct any wrong answers in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects Exercises 1-4 and says: "Work alone for 4 minutes. Then compare with your partner."

    Students

    Ss read the instructions and begin the exercises individually.

  2. Teacher

    Step 2: Task performance

    T monitors and gives hints without giving the answer directly, e.g. "Think about who eats whom."

    Students

    Ss complete the exercises. Some Ss may choose B for Exercise 2 (food web), so T asks them to explain the difference between a chain and a web.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to read their answers aloud and call on 2 Ss to explain their choice for Exercise 4.

    Students

    Ss answer: "C, because nature reserves is the plural and reserve is the head noun."

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the key on the board and confirms the answers, then says: "Keep a note of the compounds you find difficult."

    Students

    Ss check their answers and correct their mistakes.

Activity 4: Application · 8 minutes

Protecting our local habitat

a) Aims

Ss use the topic vocabulary, compound nouns and question tags to write and say a short exchange about protecting a local ecosystem responsibly.

b) Content

Ss work in groups of three. Each group writes a short exchange (4-6 lines) in which:

  • one speaker shares an enjoyment of nature (e.g. watching birds from the public path)
  • one speaker disagrees or sets a condition (e.g. the restoration must be approved by a specialist)
  • one speaker uses a question tag with the correct intonation
  • at least one compound noun from the lesson is used (nature reserve, food chain, wildlife protection, etc.)
    Groups then perform their exchange for the class.

c) Expected outcomes

Each group writes and performs an exchange of 4-6 lines. Example:
A: I love visiting the nature reserve on weekends, don't you?
B: I do, but I think visitors should keep to the paths to protect wildlife.
C: Agreed. We should report any damage, shouldn't we?
B: Yes, provided the authorities approve any new planting.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the criteria on the board. T says: "Remember: restoration needs specialist and official decisions. Do not suggest releasing animals."

    Students

    Ss form groups of three and read the criteria.

  2. Teacher

    Step 2: Task performance

    T circulates, checks the use of question tags and compound nouns, and corrects pronunciation of the tags.

    Students

    Ss write and rehearse their exchanges. Ss may use the expressions So do I, Me too, Yes, provided...

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to perform, and the class listens and gives feedback on intonation and meaning.

    Students

    Ss perform. Classmates answer: "Group 1 used a rising tag to check information. Group 2 used a falling tag to expect agreement."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the best exchange, summarises the key language of the lesson and reminds Ss that protecting an ecosystem means supporting its relationships and processes.

    Students

    Ss listen and note the key language in their notebooks.

Worksheets

Worksheet 1

Question tags and intonation

  1. Read the sentences aloud and mark the intonation arrow (↘ or ↗).
  • The stream is cleaner, isn't it? ___
  • You have checked the source, haven't you? ___
  1. Which tag expects agreement? Which tag checks information?
  • ___ expects agreement.
  • ___ checks information.
  1. Complete the tags.
  • They can help, ___?
  • The reserve is protected, ___?
    Key: 1. ↘ and ↗. 2. The stream is cleaner, isn't it? expects agreement; You have checked the source, haven't you? checks information. 3. can't they? / isn't it?

Worksheet 2

Compound nouns and their plurals

  1. Write the plural of each compound noun.
  • nature reserve → ___
  • food chain → ___
  • greenhouse gas → ___
  1. Match the vocabulary with its meaning.
  • ecosystem / food chain / habitat / native species / restore / nature reserve
    Meanings: chuỗi thức ăn; khu bảo tồn thiên nhiên; loài bản địa; hệ sinh thái; môi trường sống; phục hồi
  1. Choose the correct answer.
    A. food chain B. food web C. food supply D. food pyramid
    Key: 1. nature reserves; food chains; greenhouse gases. 2. ecosystem – hệ sinh thái; food chain – chuỗi thức ăn; habitat – môi trường sống; native species – loài bản địa; restore – phục hồi; nature reserve – khu bảo tồn thiên nhiên. 3. A

Homework

  • Write a three-sentence summary of the opening conversation, using only the information in the model. Keep the condition 'provided it is placed where a specialist recommends' in your summary.
  • Practise reading the conversation aloud in pairs with correct intonation for the question tags.
  • Look up the meaning of two compound nouns from the lesson in your dictionary and make one sentence with each.
  • Visit neoedu.vn/learn/11/english/unit-10-getting-started and complete the interactive exercises for Unit 10 Getting Started before the next lesson.

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