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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 3. Unit 3: Cities of the future

Giáo án Writing

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to identify the structure of a model article on the advantages and disadvantages of a smart city: opening, supporting details and closing.
  • By the end of the lesson, Ss will be able to explain the use of stative verbs and linking verbs, and use an adjective (not an adverb) after a linking verb.
  • By the end of the lesson, Ss will be able to link final consonants to initial vowels when reading aloud.
  • By the end of the lesson, Ss will be able to write a complete article with a coherent message, specific supporting details and an appropriate register.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own article, check their drafts against the success criteria and revise their work without teacher reminders.
  • Communication and collaboration: Ss discuss in pairs and groups, share answers in the jigsaw and give constructive feedback during peer review.
  • Problem-solving and creativity: Ss decide which concrete details and conditions to include, and propose realistic solutions for the risks of a smart city.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model article, discuss its purpose and audience, and write a complete article on advantages and disadvantages of a smart city.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary livable, infrastructure, sensor, privacy, pedestrian and efficient, apply linking verbs and stative verbs correctly, and pronounce linked consonant-vowel sounds such as 'turn off' and 'clean air'.

3. Personal qualities

  • Diligence: Ss complete every drafting and revision step on time and check their own sentences carefully.
  • Responsibility: Ss take responsibility for their group role in the jigsaw and give accurate, respectful feedback to their partners.
  • Honesty: Ss use only details that appear in the model or that they label clearly as proposals or examples, and never present invented results as facts.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the model article, the key vocabulary and the success criteria
  • Printed copies of Worksheet 1 and Worksheet 2 for each group
  • Timer and sticky notes or small cards for the jigsaw
  • NeoEdu learning page for Unit 3 Writing: neoedu.vn/learn/11/english/unit-3-writing (interactive exercises and model text, used for self-checking)

2. Students

  • Student's Book (Global Success Grade 11), Unit 3
  • Notebook, pen and pencil
  • A device with internet access, if the teacher allows the NeoEdu page for self-checking

III. Procedures

Activity 1: Warm-up · 5 minutes

Smart city: benefits and worries

a) Aims

Ss activate prior knowledge about smart cities and recall the vocabulary livable, sensor, privacy and efficient before reading the model.

b) Content

Ss brainstorm in pairs with the question: 'What makes a city smart, and what worries people about it?' Ss use the words livable (đáng sống), sensor (cảm biến), privacy (sự riêng tư) and efficient (hiệu quả) if they can. T writes the main ideas on the board in two columns: Advantages and Disadvantages.

c) Expected outcomes

A quick word web on the board with at least four advantages (for example: real-time bus information, faster repair of faults through sensors, less wasted energy, easier travel) and at least two disadvantages (for example: privacy risks from data collection, residents without smartphones left behind).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'What is a smart city? Can you give one example of a smart service in a city?' T introduces the lesson aim: to write an article about the advantages and disadvantages of a smart city.

    Students

    Ss listen and write the lesson title in their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives pairs one minute to brainstorm and monitors quietly.

    Students

    Ss talk in pairs, e.g. 'Smart buses show when the next bus arrives.' 'Cameras and sensors may collect personal data.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share one advantage and one disadvantage and writes them on the board.

    Students

    Representative pairs answer: 'A smart city can make travel more convenient.' 'People may worry about privacy if their data is not protected.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will read a model article that discusses both sides of this topic. Let us see how the writer organises the message.'

    Students

    Ss look at the board and get ready for the model article.

Activity 2.1: Knowledge formation · 20 minutes

Reading the model: purpose, audience and structure

a) Aims

Ss identify the purpose, audience and structure of the model article, and explain how the opening, supporting details and closing work together.

b) Content

Ss read the model article 'Living in a smart city can make everyday travel more convenient...' in the Student's Book. In groups of four, Ss use a jigsaw. Each member is assigned one part of the text: (1) the opening sentence; (2) the advantages with specific details; (3) the disadvantages and conditions; (4) the closing and conclusion. Ss then teach their part to the group. Key questions on Worksheet 1: 'Who is the intended audience?' 'What is the purpose of the article?' 'Which detail makes the message concrete?' 'Why does the writer say that a smart city should invest in both digital tools and human support?'

c) Expected outcomes

A completed Worksheet 1 with these answers:

  • Purpose: to evaluate the benefits and risks of smart cities and argue that digital tools must be matched with human support.
  • Audience: residents and readers in the community who use city services.
  • Opening: 'Living in a smart city can make everyday travel more convenient.' It introduces the specific situation of travel before the supporting details.
  • Concrete detail: 'Real-time bus information helps residents plan journeys, and sensors can alert workers to faults before they become serious.'
  • Condition: 'these advantages depend on reliable services and fair access.'
  • Closing: 'Technology should serve residents rather than require every resident to adapt to one device.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four, assigns each member one part of the model (opening, advantages, disadvantages and conditions, closing), and distributes Worksheet 1. T says: 'You have three minutes to read your part and prepare to teach it.'

    Students

    Ss number themselves 1 to 4 and read their assigned parts silently.

  2. Teacher

    Step 2: Task performance

    T walks around, checks that each group understands the questions, and helps Ss who are stuck with words such as 'infrastructure' or 'fair access'.

    Students

    Ss form expert groups with the same number, discuss their part and complete the matching column of Worksheet 1. Then they return to their home groups and teach each other. Sample answer: 'The writer wants readers to understand that the advantages depend on services that everyone can use.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why does the writer mention a person without a smartphone?' and 'Is the closing a new idea or a repetition of the message?' T invites one group to share their answers.

    Students

    A representative answers: 'The writer mentions a person without a smartphone to show that services must be accessible to everyone.' Another student says: 'The closing repeats the message that technology should serve people.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure of the model: opening sentence, supporting details with specific examples, a balanced view with conditions, and a closing that completes the message. T writes the structure on the board and reminds Ss that a writer must plan the audience and purpose before drafting.

    Students

    Ss copy the structure into their notebooks and check their Worksheet 1.

Activity 2.2: Knowledge formation · 15 minutes

Language focus: stative and linking verbs

a) Aims

Ss explain the difference between simple and continuous forms of stative verbs, and use linking verbs with adjectives correctly.

b) Content

T presents the language resource from the lesson. Examples: 'I know the route.' (state) versus 'I am thinking about the plan.' (considering). 'I think it is useful.' (opinion). Linking verbs: 'The square looks attractive; the air feels fresh.' Ss complete Worksheet 2 by choosing the correct form in these sentences:

  1. The new bus system ___ (look / looks) efficient. (looks)
  2. Residents ___ (are thinking / think) that the sensors are useful. (think)
  3. The city air ___ (feels / feels fresh) fresh after the new park was built. (feels)
    Another item: 'The streets look ___ (safe / safely) at night.' (safe)

c) Expected outcomes

A completed Worksheet 2 with these answers:

  • 'The new bus system looks efficient.' (linking verb + adjective)
  • 'Residents think that the sensors are useful.' (opinion, simple form)
  • 'The city air feels fresh after the new park was built.' (linking verb + adjective)
  • 'The streets look safe at night.' (adjective, not adverb)
    Key rule: After a linking verb (look, feel, seem, become, sound), use an adjective to describe the subject.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the two examples of 'know' and 'think' on the slide and asks: 'Why is it wrong to say I am knowing the route?' T gives Worksheet 2 to each pair.

    Students

    Ss read the examples and answer the question: 'Know is a stative verb, so we do not use it in continuous form.'

  2. Teacher

    Step 2: Task performance

    T asks pairs to complete the sentences and to explain their choices. T monitors and corrects errors on the spot.

    Students

    Ss discuss in pairs and choose answers, e.g. 'We choose looks because the subject is the bus system and looks is the linking verb.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers and asks the class to vote if they agree. T asks: 'Why do we say feels fresh and not feels freshly?'

    Students

    A pair answers: 'We say feels fresh because fresh is an adjective describing the air.' The class agrees with the answers.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: stative verbs (know, believe, think as opinion) normally use simple forms; continuous forms show an active or temporary meaning. Linking verbs connect the subject to an adjective. T writes the rule on the board.

    Students

    Ss write the rule and two example sentences about their own city in their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Pronunciation: linking consonants to vowels

a) Aims

Ss read aloud phrases with linked final consonants and initial vowels smoothly, without inserting extra vowels.

b) Content

T models the linking examples: 'Turn off' /tɜrn‿ɔf/, 'an office' /ən‿ɔfɪs/, 'clean air' /kliːn‿er/. Ss repeat in chorus and then read the sentence: 'An efficient city needs clean air and open spaces.' T reminds Ss not to add an /r/ where neither word has one in the narrated American model.

c) Expected outcomes

Ss read the phrases and the sentence 'An efficient city needs clean air and open spaces.' with smooth linking, without inserting extra sounds.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the linking. Notice how the final consonant moves to the next vowel.' T plays or models the phrases.

    Students

    Ss listen carefully and watch T's mouth.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat each phrase in chorus, then in pairs. T gently corrects if Ss pause between words.

    Students

    Ss repeat: 'turn off', 'an office', 'clean air', then read the sentence in pairs.

  3. Teacher

    Step 3: Report and discussion

    T invites two volunteers to read the sentence aloud while the class listens for smooth linking.

    Students

    Two volunteers read the sentence smoothly, e.g. 'An efficient city needs clean air and open spaces.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the class and summarises: link a final consonant to a following vowel smoothly; do not insert an extra vowel.

    Students

    Ss note the rule in their notebooks.

Activity 3: Practice · 15 minutes

Checking the model: exercises and answer comparison

a) Aims

Ss consolidate the analysis of the model by answering the textbook questions on purpose, detail, opening, closing and summary, and by comparing answers with the teacher's key.

b) Content

Ss work in pairs on the textbook Exercises 2 to 8 about the model. Key points:

  • Exercise 2: state the purpose and audience, and support with one detail.
  • Exercise 3: identify the opening sentence and explain its function.
  • Exercise 4: select two useful details and explain why they are better than saying only that the topic is important.
  • Exercise 5: write a three-sentence summary and keep the essential condition.
  • Exercise 6: choose one middle sentence and explain its contribution.
  • Exercise 7: read the opening and closing aloud and explain their jobs.
  • Exercise 8: write a short concluding paragraph using details already supplied.
    T uses the Vietnamese-language scoring guidance only as teacher-side reference; Ss answer in English.

c) Expected outcomes

Pairs' answers that match the key:

  • Ex 2: Purpose: to evaluate smart-city benefits and risks. Audience: residents and community readers. Detail: 'A person without a smartphone should still be able to find a route or request help.'
  • Ex 3: Opening sentence: 'Living in a smart city can make everyday travel more convenient.' It introduces a specific situation before the details.
  • Ex 4: 'Real-time bus information helps residents plan journeys...' and 'Data collection also creates privacy risks if purposes and limits are unclear.' Both are specific and show consequences.
  • Ex 5: Summary: 'Living in a smart city can make everyday travel more convenient. Real-time bus information helps residents plan journeys, and sensors can alert workers to faults before they become serious. Printed information, accessible design and a staffed help point are not signs of failure; they make the system useful to more people.'
  • Ex 6: 'A person without a smartphone should still be able to find a route or request help.' It adds a concrete part of the message about fair access.
  • Ex 7: Opening sets the purpose; closing 'Technology should serve residents rather than require every resident to adapt to one device.' completes the message.
  • Ex 8: 'Printed information, accessible design and a staffed help point are not signs of failure; they make the system useful to more people. Technology should serve residents rather than require every resident to adapt to one device.' Concluding paragraph preserves the model's message.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the exercise numbers on the board and says: 'You have eight minutes to answer in pairs. Use the model article, and give evidence from the text.'

    Students

    Ss open the Student's Book and read the exercises.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions such as 'Where in the text can you find this detail?' and 'Is this a claim or an example?'

    Students

    Ss discuss and write answers. Sample: 'Our opening is the first sentence because it introduces travel.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs for different exercises and asks the class to compare with the key on the slide.

    Students

    Pairs read their answers, e.g. 'We think the purpose is to evaluate benefits and risks, not to sell a product.' The class gives feedback.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers and emphasises that a good detail is specific, supports the message and is not an invented result. T reminds Ss to label any proposal or example data in their own writing.

    Students

    Ss correct their answers and note the key points in their notebooks.

Activity 4: Application · 30 minutes

Writing my own article on a smart city

a) Aims

Ss write a complete article about the advantages and disadvantages of a smart city with a coherent message, specific supporting details, and an appropriate register for the stated audience.

b) Content

Ss plan and draft an article on 'Cities of the future'. Requirements: a clear opening sentence that introduces a specific situation; at least two advantages with concrete details; at least one disadvantage with a condition or limit; a closing that completes the message. Ss use at least four words from the vocabulary list (livable, infrastructure, sensor, privacy, pedestrian, efficient) and at least one linking verb followed by an adjective. Any example data must be labelled as an example or a proposal. Ss follow Worksheet 3 for planning and self-checking. After writing, pairs exchange drafts for peer review using the success criteria. Ss revise their drafts at home if needed.

c) Expected outcomes

A complete article of about 150 to 200 words with:

  • a coherent opening, body and closing;
  • at least two specific advantages and one disadvantage with a condition;
  • correct use of stative verbs, linking verbs and adjectives;
  • no invented results presented as facts;
  • a peer-review checklist completed by the partner.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the success criteria on the slide and distributes Worksheet 3. T says: 'You have ten minutes to plan, twenty minutes to write, and then we will exchange drafts for peer review.'

    Students

    Ss read the criteria and plan their ideas in the planning section of Worksheet 3.

  2. Teacher

    Step 2: Task performance

    T monitors, answers questions about vocabulary and checks that Ss do not use an adverb after a linking verb. T helps weaker Ss with sentence starters.

    Students

    Ss write their drafts. A sample opening: 'Living in a smart city can make daily life easier, but it also raises new questions for residents.' Then they swap drafts with a partner and complete the peer-review checklist.

  3. Teacher

    Step 3: Report and discussion

    T invites three Ss to read their opening sentences and one closing sentence aloud. T asks the class: 'Does the opening introduce the topic clearly? Is the closing connected to the message?'

    Students

    Volunteers read, e.g. 'Public transport now shows real-time information, so residents can plan their journeys.' Classmates comment on clarity and linking.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on common errors (adverb after linking verb, missing condition, unlabelled example data) and assigns final revision as homework. T reminds Ss to keep the audience and register consistent.

    Students

    Ss note their revision points and plan to revise the article at home.

Worksheets

Phiếu học tập số 1

Worksheet 1: Analysing the model article
Task: Use the model 'Living in a smart city can make everyday travel more convenient...' to complete the table below. Write in English.

  • Purpose of the article:
  • Intended audience:
  • Opening sentence (copy exactly):
  • Function of the opening:
  • One concrete supporting detail:
  • The condition that the advantages depend on:
  • Closing sentence (copy exactly):
  • Function of the closing:
    Question: Why does the writer say that a smart city should invest in both digital tools and human support?
    Answer in one or two sentences.

Phiếu học tập số 2

Worksheet 2: Stative verbs and linking verbs
Part A. Choose the correct answer.

  1. The new bus system ___ (looks / looking) efficient.
  2. Residents ___ (think / are thinking) that the sensors are useful.
  3. The city air ___ (feels fresh / feels freshly) after the new park was built.
  4. The streets look ___ (safe / safely) at night.
    Part B. Explain the rule in one sentence: Why do we use an adjective after a linking verb?
    Part C. Write two sentences about your own city: one with a stative verb in simple form, and one with a linking verb followed by an adjective.

Phiếu học tập số 3

Worksheet 3: Planning and self-checking my article
Part A. Planning

  • Topic: Cities of the future
  • Audience:
  • Purpose:
  • Opening sentence (introduces a specific situation):
  • Advantage 1 with a specific detail:
  • Advantage 2 with a specific detail:
  • Disadvantage with a condition or limit:
  • Closing sentence (completes the message):
    Part B. Self-check checklist (tick ✓ or ✗)
  • My opening introduces the topic clearly.
  • I have at least two specific details.
  • I have at least one condition or limit for the advantages.
  • I used at least four words from the vocabulary list.
  • I used an adjective (not an adverb) after a linking verb.
  • Any example data is labelled as an example or a proposal.
  • My closing is connected to the main message.
  • My register suits the audience.
    Part C. Peer review: My partner's name: ___ . One strength: ___ . One suggestion: ___ .

Homework

  • Revise your article using the peer-review comments and the self-check checklist in Worksheet 3. Make sure the opening introduces a specific situation and the closing completes the message.
  • Check the stative verb and linking verb rules in your article. Replace any adverb after a linking verb with an adjective.
  • Practise reading aloud the sentence 'An efficient city needs clean air and open spaces.' with smooth linking of consonants and vowels. Record yourself on your phone if possible.
  • Optional: complete the interactive exercises on the NeoEdu page for Unit 3 Writing (neoedu.vn/learn/11/english/unit-3-writing) to check your understanding before the next lesson.
  • Submit the final revised article (about 150 to 200 words) at the beginning of the next lesson.

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