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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 9. Unit 7: Education options for school-leavers

Giáo án Communication and Culture / CLIL

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Make an appointment request, and respond to it by accepting, declining or suggesting another time, as in the everyday exchange
    • Use falling intonation in neutral Wh- questions and rising intonation in yes/no questions, and explain which information each question seeks
    • Form and use the perfect gerund (having + past participle) and the perfect participle clause (Having + past participle, ...) to show an earlier action
    • Explain the main UK post-secondary routes (academic, vocational, work-based) and the need to check the level, recognition, practice and progression of each course without overgeneralising

2. Competences

a) General competences

  • Self-control and independent learning: Ss check the chronology of their sentences and the facts in the model text by themselves before reporting to the class.
  • Communication and collaboration: Ss work in pairs to role-play an appointment, and in jigsaw groups to share information about three different education routes.
  • Problem-solving and creativity: Ss compare three routes for a real applicant and choose suitable questions to ask before deciding.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use the everyday exchange to arrange an appointment, read the CLIL text for specific information, and write a short conclusion that keeps the details from the text.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce Wh- and yes/no questions with the correct intonation, use the new vocabulary (vocational, academic, qualification, apprenticeship, prospectus, tuition) correctly, and use perfect gerund and perfect participle forms accurately.

3. Personal qualities

  • Diligence: Ss complete all the reading and grammar tasks on time and check their answers carefully against the text.
  • Responsibility: Ss take their role in pair and group work seriously and give accurate information about their assigned route.
  • Honesty: Ss give evidence from the text for their answers and do not claim that one route is the same as another, or that outdated information is current.
  • Kindness: Ss listen politely to their partners and give constructive feedback on pronunciation and content.
  • Patriotism: Ss show pride in Vietnamese or local education choices by comparing them respectfully with UK options and recognising the value of each system.

II. Teaching aids and materials

1. Teacher

  • Laptop, projector and speakers
  • NeoEdu lesson page: neoedu.vn/learn/11/english/unit-7-communication-and-culture-clil (lesson presentation, examples and interactive exercises)
  • Audio recording of the everyday exchange (for listening and intonation model)
  • Printed Worksheet 1 and Worksheet 2 (one set per group)
  • Sticky notes or small cards for the jigsaw activity
  • Timer

2. Students

  • Student's book English 11 (Global Success), Unit 7
  • Notebook, pen, pencil and highlighter
  • Dictionary or phone for checking new words (optional)

III. Procedures

Activity 1: Warm-up · 8 minutes

Making an appointment

a) Aims

Ss activate prior knowledge about arranging a meeting with a teacher or adviser and get ready for the everyday English function of making an appointment.

b) Content

Ss look at a picture of a student talking to a college adviser. Ss answer the questions:

  • Why might a school-leaver want to meet an adviser?
  • What do you say when you want to book a time to talk to someone?
  • What do you say if the proposed time is not convenient for you?
    Then Ss predict the first two lines of the dialogue.

c) Expected outcomes

Ss list at least three reasons for meeting an adviser (e.g. to discuss a course, to ask about entry requirements, to check tuition fees) and at least two useful expressions, such as 'Could I make an appointment...?', 'Would ... suit you?', 'I'm afraid I have...'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'Who are they? Where are they? What do you think the student wants?' T introduces the topic 'Education options for school-leavers' and writes the three questions on the board.

    Students

    Ss look at the picture and answer the questions in pairs for one minute.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with vocabulary if needed. T writes the key words 'appointment', 'discuss', 'suit' on the board.

    Students

    Ss brainstorm the reasons and expressions in pairs and write them in their notebooks. Possible answers: 'Could I make an appointment to discuss the course?', 'Would Tuesday suit you?'.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their ideas and writes the best expressions on the board.

    Students

    Representative pairs report, e.g. 'We think the student wants to ask about the course.' Other Ss add or correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the useful expressions and says: 'Today we will learn how to make and change an appointment, and how to understand UK education options.' T writes the lesson title on the board.

    Students

    Ss copy the title and the key expressions into their notebooks.

Activity 2.1: Knowledge formation · 17 minutes

Everyday English and intonation

a) Aims

Ss understand the everyday English exchange, identify the functions used, and use the correct intonation in Wh- and yes/no questions.

b) Content

Ss listen to the everyday exchange and repeat it in chorus and in pairs:
A: Could I make an appointment to discuss the course?
B: Certainly. Would Tuesday at three suit you?
A: I'm afraid I have a lesson then. Is Wednesday at four possible?
B: Yes. I'll book that time for you.
Ss then listen to the intonation model:

  • What will you study? ↘
  • Have you visited the college? ↗
    Ss identify which information each question seeks. Ss practise a short adviser-student exchange using the same intonation patterns.

c) Expected outcomes

Key knowledge Ss record:

  • Request: 'Could I make an appointment to discuss...?'
  • Suggest a time: 'Would Tuesday at three suit you?'
  • Decline politely: 'I'm afraid I have a lesson then.'
  • Propose an alternative: 'Is Wednesday at four possible?'
  • Accept and confirm: 'Yes. I'll book that time for you.'
    Intonation: neutral Wh- questions normally fall (↘), e.g. 'What will you study?', which asks for specific information. Yes/no questions normally rise (↗), e.g. 'Have you visited the college?', which asks for confirmation. A surprised echo may rise, so context matters.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the audio twice. T asks: 'What is the purpose of the speaker A? What does speaker B do?' T writes the questions on the board and shows the intonation arrows on the NeoEdu page.

    Students

    Ss listen and answer the questions in their notebooks.

  2. Teacher

    Step 2: Task performance

    T plays the audio again and pauses after each line for Ss to repeat. T models the falling and rising intonation for 'What will you study?' and 'Have you visited the college?'. T then divides the class into pairs and gives Worksheet 1.

    Students

    Ss repeat the lines in chorus and then in pairs. Ss complete Worksheet 1 by marking the intonation and writing the information each question seeks. Expected answer: 'What will you study?' asks for the course name (information); 'Have you visited the college?' asks for yes or no.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to read a line aloud with the correct intonation and asks the class to check. T asks: 'Why does the question 'Have you visited the college?' rise?'

    Students

    Representative Ss read the questions and explain. Expected answer: 'It is a yes/no question, so the intonation rises.' Other Ss comment on pronunciation.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: neutral Wh- questions fall, yes/no questions rise, and context can change the intonation. T reminds Ss that the purpose is to be polite and clear when making an appointment.

    Students

    Ss write the summary and the five key expressions in their notebooks.

Activity 2.2: Knowledge formation · 20 minutes

UK post-secondary routes (jigsaw reading)

a) Aims

Ss read the CLIL text for specific information about UK education routes after secondary school, and avoid overgeneralising the information to all UK regions.

b) Content

Ss work in expert groups. Each group reads a different part of the CLIL text:

  • Group A: the general overview: 'UK education after secondary school includes different academic, vocational and work-based routes...'
  • Group B: the academic route (sixth-form) and the vocational course.
  • Group C: the Bath College Mechanical Engineering HNC example and the checklist (level, recognition, practice, progression).
    After reading, Ss return to home groups and share their information. Ss complete Worksheet 2.

c) Expected outcomes

Key information Ss record:

  • UK routes after secondary school: academic, vocational and work-based.
  • Systems and qualifications vary across the UK, so an England-specific explanation must not be labelled as identical everywhere.
  • Entry requirements and fees change; check the institution's current prospectus.
  • Sixth-form academic route: focuses on subjects and qualifications used for further study.
  • Vocational course: focuses more directly on occupational preparation.
  • Bath College Mechanical Engineering HNC: a part-time two-year higher-education course, also for learners employed in industry. It is a different level from the other two routes.
  • Checklist for each applicant: level, recognition, practical component, progression.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into three expert groups and two home groups mixing members. T gives each group Worksheet 2 and explains the task: 'Read your part carefully and find specific information. Use the vocabulary list: vocational, academic, qualification, apprenticeship, prospectus, tuition.'

    Students

    Ss form expert groups and receive their reading parts. Ss note the meanings of the new words in their notebooks, using the context or a dictionary.

  2. Teacher

    Step 2: Task performance

    T monitors groups, checks the meaning of 'prospectus' and 'tuition', and reminds Ss not to equate the three routes just because they all involve study after school.

    Students

    Expert groups read and discuss their part, answer the questions on Worksheet 2, and prepare a 1-minute summary. Ss then move to home groups and share information, filling in the table on Worksheet 2 by writing a list.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why can we not say that all UK routes are the same?' and 'What should an applicant check first?'

    Students

    Representative Ss answer. Expected answers: 'Systems and qualifications vary across the UK, and entry requirements and fees change.' 'The applicant should check the level, recognition, practice and progression in the current prospectus.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key information and emphasises that the examples are illustrative and must not be generalised. T reminds Ss of the phrase 'Check entry level, recognition, practice and progression for the actual applicant.'

    Students

    Ss correct their notes and add the checklist to their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

Perfect gerund and perfect participle clause

a) Aims

Ss understand the form and meaning of the perfect gerund and the perfect participle clause to show that one action happened before another.

b) Content

Ss read the grammar notes:

  • Perfect gerund (having + past participle) names an earlier action: 'She regretted having missed the open day.'
  • Perfect participle clause places an action before the main action: 'Having compared the courses, Mai chose one.'
  • The participle clause and main clause normally share the same subject.
  • Passive perfect: having been + past participle, e.g. 'Having been accepted by the college, he started the course.'
    Ss discuss: Why must the subject be the same in the participle clause? What is the risk of a dangling subject?

c) Expected outcomes

Key knowledge Ss record:

  • Form: having + past participle (active); having been + past participle (passive).
  • Use: to show that the action in the having-clause or perfect gerund happened before the main verb or regret/decision.
  • Example: 'Having compared the courses, Mai chose one.' (first: compare; then: choose)
  • Warning: check that the subject of the participle clause is the same as the main subject; avoid dangling subjects, e.g. not 'Having compared the courses, the college was chosen.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes two sentences on the board: 'She regretted missing the open day.' and 'She regretted having missed the open day.' T asks: 'Which action happened first?'

    Students

    Ss read the sentences and answer: 'In the second sentence, missing happened first, before the regret.'

  2. Teacher

    Step 2: Task performance

    T presents the grammar notes on the NeoEdu page and asks Ss to find the perfect gerund and the perfect participle clause in the examples. T checks the chronology with a timeline on the board.

    Students

    Ss work in pairs, underline the examples, and draw a simple timeline for each sentence. Ss answer: 'Having compared the courses' is the earlier action; 'Mai chose one' is the main action.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to share their timelines and asks: 'Are the subjects of the two clauses the same?'

    Students

    Representative pairs present. Expected answer: 'Yes, Mai is the subject of both clauses, so it is correct.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the form and use, and warns about dangling subjects with a correct and an incorrect example. T asks Ss to write the rule in their notebooks.

    Students

    Ss write the form and rules in their notebooks and copy the two examples.

Activity 3.1: Practice · 12 minutes

Understanding the everyday exchange and the model

a) Aims

Ss practise the everyday English function and identify the purpose, audience, opening and useful details in the model exchange.

b) Content

Ss complete the exercises based on the everyday exchange:

  1. Role-play the exchange in pairs with the same words, then with a different time (e.g. Thursday at ten).
  2. State the purpose and audience of this everyday exchange on 'Education options for school-leavers'. Support your answer with one detail.
  3. Explain how the opening introduces the topic. Identify the actual opening sentence.
  4. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
  5. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

c) Expected outcomes

Answer key (teacher marks Q2–5 using the criteria; accept equivalent wording):

  • Q1: Role-play using 'Could I make an appointment...?', 'Would ... suit you?', 'I'm afraid I have...', 'Is ... possible?', 'I'll book that time for you.'
  • Q2: Audience: the two speakers (A, the student, and B, the adviser). Purpose: to handle the concrete request, response and conditions in the exchange. Supporting detail: 'A: I'm afraid I have a lesson then.' This explains why the first time is not possible.
  • Q3: Opening sentence: 'A: Could I make an appointment to discuss the course?' It introduces the particular situation before the later detail. It must be the actual opening, not just the unit title.
  • Q4: Detail 1: 'B: Certainly. Would Tuesday at three suit you?' It shows what is being proposed. Detail 2: 'A: I'm afraid I have a lesson then. Is Wednesday at four possible?' It gives a limit and an alternative that must not be lost. Both details are actually in the model, unlike a general claim that the topic is important.
  • Q5: Sample summary: 'A asks to make an appointment to discuss the course. Tuesday at three is unsuitable because A has a lesson. They agree on Wednesday at four, and B will book that time.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the five questions on the board and asks Ss to work in pairs. T reminds Ss to use the exact information in the model and to keep essential conditions.

    Students

    Ss read the questions and the everyday exchange. Ss check any unclear words.

  2. Teacher

    Step 2: Task performance

    T monitors and supports pairs, especially for Q2 and Q4. T uses the NeoEdu interactive exercises as extra practice for early finishers.

    Students

    Ss answer Q1–5 in writing. Ss role-play Q1 and check the intonation of each question.

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their role-play and one pair to read their summary. T asks the class: 'Does the summary keep the limit about Tuesday?'

    Students

    Representative pairs perform and read their answers. Expected answer from the class: 'Yes, the summary says Tuesday at three is unsuitable because A has a lesson.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answer key and highlights that the useful details are specific and that conditions must be kept. T gives feedback on pronunciation and content.

    Students

    Ss correct their answers and write the model summary in their notebooks.

Activity 3.2: Practice · 11 minutes

Reading the CLIL text: opening, middle and closing

a) Aims

Ss analyse the structure of the CLIL explanation and interpret it without overgeneralising.

b) Content

Ss complete the exercises based on the Culture / CLIL text:
6. Culture / CLIL explanation for the UK routes (read the model text on the page and write a short explanation of the main idea).
7. Choose one sentence from the middle of the model and explain what it contributes to the message. Example: 'For a concrete comparison, a sixth-form academic route focuses on subjects and qualifications used for further study, whereas a vocational course focuses more directly on occupational preparation.'
8. Read the opening and closing aloud. Explain one difference between their jobs in the complete product.
9. Write a short final paragraph or spoken conclusion that preserves the model's message. Use details already supplied, not invented results.

c) Expected outcomes

Answer key (teacher marks using the criteria; accept equivalent wording):

  • Q6: Main idea: UK education after secondary school includes academic, vocational and work-based routes; systems and qualifications vary across the UK, and each route must be checked for the applicant.
  • Q7: Sentence: 'For a concrete comparison, a sixth-form academic route focuses on subjects and qualifications used for further study, whereas a vocational course focuses more directly on occupational preparation.' It contributes a concrete comparison of two routes instead of a general title.
  • Q8: Opening: 'UK education after secondary school includes different academic, vocational and work-based routes.' It sets the specific situation. Closing: 'Check entry level, recognition, practice and progression for the actual applicant.' It completes and qualifies the message. The source citation credits the evidence but is not the main message.
  • Q9: Sample conclusion: 'Different UK routes after secondary school have different aims. Do not equate them just because they all involve study after school. Check entry level, recognition, practice and progression for the actual applicant.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the reading text and the four tasks. T explains: 'Do not overgeneralise. Use the text, not your own assumptions.'

    Students

    Ss read the text silently for two minutes, then answer the tasks individually.

  2. Teacher

    Step 2: Task performance

    T walks around and asks guiding questions: 'Is this sentence about all UK regions?' 'Which words show the difference between the routes?'

    Students

    Ss write their answers for Q6–9 and read the opening and closing aloud in pairs, checking pronunciation.

  3. Teacher

    Step 3: Report and discussion

    T asks 2 Ss to read their conclusions aloud and invites the class to comment on whether they are accurate and do not overgeneralise.

    Students

    Representative Ss read their conclusions. Other Ss respond, e.g. 'Your conclusion keeps the condition: check for the actual applicant.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points: the opening sets the situation, the closing qualifies the message, and examples must not be presented as general facts. T reminds Ss that entry requirements and fees change.

    Students

    Ss correct their work and note the key phrases in their notebooks.

Activity 4: Application · 10 minutes

Advising a school-leaver

a) Aims

Ss apply the everyday English function and the CLIL knowledge to a realistic situation: giving advice to a school-leaver who wants to choose a course.

b) Content

Ss work in pairs. One S is an adviser, the other is a school-leaver who has three options: an academic sixth-form route, a vocational course, or a part-time two-year HNC in mechanical engineering (for learners including people employed in industry). Ss role-play an appointment to discuss the options. The adviser must:

  • make the appointment using the everyday English functions
  • explain each option with its level, recognition, practice and progression
  • ask the student questions using falling Wh- questions and rising yes/no questions
    The student should use the perfect gerund or the perfect participle clause at least once, e.g. 'Having compared the three options, I think the vocational course suits me.'
    Homework: Ss write a complete culture or CLIL explanation on 'Education options for school-leavers' (see homework).

c) Expected outcomes

Each pair performs a 2–3 minute role-play. The product includes:

  • at least one appointment exchange with a suggested time, a refusal and an alternative time
  • at least two Wh- and two yes/no questions with correct intonation
  • at least one correct perfect gerund or perfect participle clause
  • a statement that the three options must be checked for the actual applicant, not treated as identical

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the role-play task and gives roles and the three options. T reminds Ss to use the checklist: level, recognition, practice, progression.

    Students

    Ss read their roles and prepare key expressions and questions in two minutes.

  2. Teacher

    Step 2: Task performance

    T monitors and gives support with grammar and intonation. T asks some pairs to repeat the appointment part if the pronunciation needs correction.

    Students

    Pairs perform the role-play. Expected dialogue example: 'Could I make an appointment to discuss the courses?' 'Would Friday at two suit you?' 'I'm afraid I have work then. Is Monday at nine possible?' 'Yes. I'll book that time for you.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to perform for the class and asks the class to check the checklist. T asks: 'Did the adviser check the actual applicant's situation?'

    Students

    Selected pairs perform. Other Ss answer and give feedback, e.g. 'The adviser checked entry level and progression before recommending the course.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective performances and summarises the key points: make an appointment politely, use correct intonation, use the perfect forms correctly, and do not overgeneralise. T assigns the homework.

    Students

    Ss note the feedback and write the key points in their notebooks.

Worksheets

Worksheet 1: Intonation and everyday English

Listen to the exchange and answer the questions.

  • Who wants to make an appointment? Who suggests the time?
  • Which expression is used to decline a time? Write it down.
  • Which expression is used to propose an alternative time? Write it down.
    Mark the intonation of each question with ↘ (falling) or ↗ (rising):
  • What will you study? ___
  • Have you visited the college? ___
  • Would Tuesday at three suit you? ___
  • Is Wednesday at four possible? ___
    Write the information each question seeks:
  • What will you study? → ___
  • Have you visited the college? → ___
    Role-play: Practise the exchange with a partner using a different time.

Worksheet 2: Jigsaw reading on UK education routes

Expert group task: Read your part and answer the questions.

  • Group A: What are the three UK routes after secondary school? Why must the explanation not be labelled as identical everywhere?
  • Group B: What does the sixth-form academic route focus on? What does the vocational course focus on?
  • Group C: What is the Bath College Mechanical Engineering HNC? How is its level different from the other two routes?
    Home group table: Complete the list for each route:
  • Route name: ___
  • Focus: ___
  • Level: ___
  • Practical component: ___
  • Progression: ___
    Checklist for the actual applicant:
  • Entry level
  • Recognition
  • Practice
  • Progression
    Vocabulary: vocational (dạy nghề), academic (học thuật), qualification (chứng chỉ, trình độ), apprenticeship (học nghề có thực hành), prospectus (tài liệu giới thiệu khoá học), tuition (học phí). Write your own example sentence for two of these words.

Homework

  • Write a complete culture or CLIL explanation of about 120–150 words on 'Education options for school-leavers' for school-leavers who are choosing a course in the UK. Keep the audience and genre: an explanation for school-leavers.
    Include:
    • the three types of routes (academic, vocational, work-based)
    • a concrete comparison of two routes from the text
    • the checklist: level, recognition, practice and progression
    • a conclusion that does not overgeneralise (e.g. 'Check entry level, recognition, practice and progression for the actual applicant.')
      Do not invent results or fees. If you give example data, label it as an example.
  • Practise the everyday exchange with a family member or friend. Use the falling intonation for Wh- questions and the rising intonation for yes/no questions. Record your voice and listen to it again.
  • Prepare the perfect gerund and the perfect participle clause: write five sentences about your past school experience using 'having + past participle', and check that the subject is the same in each clause.

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