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

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Use the six topic words (vocational, academic, qualification, apprenticeship, prospectus, tuition) correctly in context.
Pronounce and use falling and rising intonation in Wh- and Yes/No questions for information-seeking and echo questions.
Form and use the perfect gerund (having + past participle) and the perfect participle clause (Having + past participle) to show an earlier action, with the subject and chronology checked.
Analyse the purpose, audience and organisation of the model conversation and summarise it accurately.

2. Competences

a) General competences

Self-control and independent learning: Ss check their own answers against the key, note corrections in their notebooks and complete the homework without reminders.
Communication and collaboration: Ss work in pairs and groups to role-play an appointment, give feedback to peers and report group findings clearly.
Problem-solving and creativity: Ss decide which information is essential in a summary, explain the best choice of words and apply the grammar to their own school-leaving situation.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat the appointment dialogue, role-play an adviser–student exchange, read the model text for purpose and details, and write a three-sentence summary.
Language knowledge (pronunciation, vocabulary, grammar): Ss match the six topic words to their meanings, distinguish falling and rising intonation, and choose the correct perfect gerund or participle form in gap-fill items.

3. Personal qualities

Diligence: Ss complete every task on the worksheets and practise the intonation patterns repeatedly until their pronunciation is clear.
Responsibility: Ss take turns in pairs, keep to the time limits for group work and prepare their homework summary carefully.
Honesty: Ss admit when they are unsure of an answer, check the key honestly and do not copy a model answer without understanding its meaning.

II. Teaching aids and materials

1. Teacher

Projector or interactive board with the lesson slides (vocabulary, conversation, grammar tables)
Audio recording of the appointment conversation and of the intonation examples
Flashcards with the six topic words and their Vietnamese meanings
Worksheet No. 1 and Worksheet No. 2 printed for each pair
NeoEdu online lesson (neoedu.vn/learn/11/english/unit-7-getting-started) for the interactive exercises and examples

2. Students

Student's Book English 11 (Unit 7, Getting Started)
Notebook, pen, pencil and highlighters (for marking stress and intonation)
Mobile phone or tablet to access the NeoEdu lesson, if available

III. Procedures

Activity 1: Warm-up · 8 minutes

Opening Conversation and Topic Brainstorm

a) Aims

Ss activate prior knowledge about school-leaving options and predict the topic of Unit 7 through a short spoken exchange.

b) Content

Ss listen to the appointment conversation twice and answer: Who are the two speakers? What do they want to do? Ss then brainstorm in pairs one option after school (for example, going to college, vocational training or working) and write one question they would ask an adviser.

c) Expected outcomes

Ss answer correctly: the speakers are a student (A) and a staff member or adviser (B); A wants to make an appointment to discuss the course; the day and time are changed from Tuesday at three to Wednesday at four. Each pair writes at least two options and one question for an adviser on the board.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T greets Ss, shows the photo of a school-leaver at a college open day and asks: What do you think this student is doing? T plays the conversation once and asks the two guiding questions.
Students
Ss listen and watch the picture, then guess the situation in one or two words.
Teacher
Step 2: Task performance
T plays the recording again and asks pairs to brainstorm options for school-leavers. T monitors and helps with vocabulary such as college, university and training.
Students
Pairs listen, discuss and write their options and one question for an adviser on mini-whiteboards. Possible answers: 'going to university', 'vocational college', 'apprenticeship', 'Is the course free?'
Teacher
Step 3: Report and discussion
T invites two or three pairs to read their options and questions aloud and writes the good ones on the board.
Students
Representative pairs present. Possible answers: 'We can study at a vocational college.' 'Could you tell me about the tuition?'
Teacher
Step 4: Conclusion and assessment
T confirms that the unit is about education options for school-leavers and says that today Ss will learn the words and grammar needed to talk about them. T writes the lesson title on the board.
Students
Ss copy the title and the lesson objective into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Key Vocabulary: Education Options

a) Aims

Ss understand and pronounce the six topic words and use them to describe education routes.

b) Content

Ss match each word (vocational, academic, qualification, apprenticeship, prospectus, tuition) with its Vietnamese meaning in Worksheet No. 1, Part A. Then Ss work in groups of four using a jigsaw: each member reads one word in context and teaches it to the group. Ss then say whether a vocational or academic route focuses more on practical skills.

c) Expected outcomes

Ss match all six words correctly: 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). Ss state the key idea: vocational training gives focused practical preparation, while academic study offers more extensive theory and research.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on slides, models pronunciation and asks Ss to repeat chorally and individually. T distributes Worksheet No. 1, Part A and sets a 3-minute time limit.
Students
Ss repeat the words and read the instructions.
Teacher
Step 2: Task performance
T asks Ss to work individually on the matching task, then check with a partner. In groups of four, T assigns each member one word to explain using a short example sentence.
Students
Ss match the words with meanings. Groups take turns explaining their words. Possible example: 'A prospectus tells you the course content and entry requirements.'
Teacher
Step 3: Report and discussion
T asks one group to give the answer to the question: Which route focuses more on practical skills? T listens and notes correct answers.
Students
A representative answers: 'Vocational training focuses on practical skills, while academic study focuses on theory and research.'
Teacher
Step 4: Conclusion and assessment
T gives the correct matches, corrects pronunciation of stressed syllables (vo-CA-tion-al, ac-a-DEM-ic) and writes the six words on the board with their meanings.
Students
Ss check their answers, correct mistakes and copy the words into their vocabulary notebooks.

Activity 2.2: Knowledge formation · 14 minutes

Listening to the Appointment and Intonation

a) Aims

Ss identify speaker intentions in the appointment exchange and use falling and rising intonation correctly in Wh- and Yes/No questions.

b) Content

Ss listen to the conversation, repeat each line and mark the intonation arrows (↘ or ↗) on the questions: What will you study? ↘ / Have you visited the college? ↗. Then Ss practise in pairs a short adviser–student exchange and explain which information each question seeks. T also demonstrates the rule that context can change intonation, such as a surprised echo question that rises.

c) Expected outcomes

Ss mark the intonation correctly: information-seeking Wh-questions usually fall (What will you study? ↘) and Yes/No questions usually rise (Have you visited the college? ↗). Ss explain that the first question asks for the subject of study and the second asks whether an action has happened. In the appointment, A makes a request (Could I make an appointment?) and B offers a time (Would Tuesday at three suit you?).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the two example questions and asks Ss to listen for the pitch movement. T draws the arrows on the board and explains the pattern.
Students
Ss listen and watch the arrows. They repeat the two questions chorally.
Teacher
Step 2: Task performance
T plays the full conversation line by line and pauses after each question. Pairs practise reading the dialogue aloud, then mark the intonation in their books and write the purpose of each line.
Students
Pairs read the dialogue and mark the arrows. Possible answers: 'Could I make an appointment to discuss the course?' is a polite request; 'Is Wednesday at four possible?' asks for confirmation.
Teacher
Step 3: Report and discussion
T invites two pairs to perform the dialogue in front of the class and asks the class to say whether the intonation sounds natural. T asks: What information does the question Would Tuesday at three suit you? seek?
Students
Pairs perform. Possible answer: 'It asks whether the time is convenient for the other person.'
Teacher
Step 4: Conclusion and assessment
T summarises the rule: Wh-questions for information usually fall; Yes/No questions usually rise; surprised echo questions may rise. T models the difference again.
Students
Ss write the rule in their notebooks and repeat the model after T.

Activity 2.3: Knowledge formation · 15 minutes

Perfect Gerund and Perfect Participle Clause

a) Aims

Ss form and use the perfect gerund (having + past participle) and the perfect participle clause to show that one action happened before another.

b) Content

T presents two structures on the slide: She regretted having missed the open day. and Having compared the courses, Mai chose one. Ss work in groups of three using a chain-of-sentences game: one student says an earlier action, the next student joins it with the perfect participle clause. Ss also check the rule that the subject must be the same and that passive forms use having been + past participle.

c) Expected outcomes

Ss state the rules in their notebooks: the perfect gerund (having + past participle) names an earlier action after verbs such as regret; the perfect participle clause (Having + past participle) places an action before the main action; the subject of both parts is normally the same; the passive perfect form is having been + past participle. A sample group sentence: Having checked the entry requirements, we made a shortlist of three colleges.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two example sentences on the board and asks Ss to identify which action happened first in each. T asks: Who is the subject of the main clause and the participle clause in the second sentence?
Students
Ss read the sentences and answer: Comparing the courses happened first; the subject is Mai in both.
Teacher
Step 2: Task performance
T explains the grammar table on the slide (having + past participle; having been + past participle), then asks groups to play the chain-of-sentences game. T monitors and checks chronology.
Students
Groups take turns building sentences. Possible answers: 'Having finished the form, I sent it to the college.' 'Having been accepted, she booked a place for September.'
Teacher
Step 3: Report and discussion
T asks each group to read their best sentence and asks the class to check whether the subject is consistent and whether the earlier action is clear.
Students
Groups read their sentences. The class checks for dangling subjects, for example, 'Having finished the form, the college was contacted' is a dangling participle, so the subject must be the one who acts.
Teacher
Step 4: Conclusion and assessment
T confirms the rules and highlights the common error of a dangling subject. T writes the key grammar points on the board.
Students
Ss copy the rules and the corrected sentences into their notebooks.

Activity 3.1: Practice · 15 minutes

Grammar and Vocabulary Exercises

a) Aims

Ss consolidate the vocabulary and the perfect gerund and participle forms through multiple-choice and gap-fill exercises.

b) Content

Ss complete Worksheet No. 1, Part B (questions 2, 3 and 4 from the Student's Book). Ss work individually for three minutes, then compare answers with a partner. Finally, T opens the NeoEdu interactive exercise to check the answers together.

c) Expected outcomes

Ss complete the items as follows: 2. A (Having compared the courses, Lan made a shortlist.); 3. D (He regretted having missed the deadline.); 4. C (Having been contacted by the college, the student accepted the place.). Ss explain in one sentence why each answer is correct: the earlier action is marked by the perfect form.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1, Part B and reminds Ss to decide which action happened first before choosing the form.
Students
Ss read the three items and underline the key verbs.
Teacher
Step 2: Task performance
T monitors individual work and then asks Ss to check with a partner. T gives help only when Ss are stuck for more than one minute.
Students
Ss choose the answers and justify them to their partner. Possible discussion: 'A is correct because the comparing happened before the shortlist.'
Teacher
Step 3: Report and discussion
T asks Ss to give answers to the three items. T shows the NeoEdu exercise on the screen and checks the answers together.
Students
Ss answer: 2. A; 3. D; 4. C. Ss who answered wrongly explain the correct reasoning.
Teacher
Step 4: Conclusion and assessment
T gives the final key and explains the common mistakes: using the simple form instead of the perfect form, and forgetting the passive form.
Students
Ss correct their worksheets and write the correct sentence for any item they got wrong.

Activity 3.2: Practice · 13 minutes

Analysing the Model Conversation

a) Aims

Ss analyse the purpose, audience and key details of the model conversation and summarise it accurately using only information from the text.

b) Content

Ss complete Worksheet No. 2, Tasks 6 to 9. In pairs, Ss discuss the purpose and audience, identify the opening sentence and two useful details, then write a three-sentence summary. T reminds Ss to keep the condition (A has a lesson at Tuesday three o’clock) because it is essential to the meaning.

c) Expected outcomes

Sample answers: 6. Audience: the two speakers; purpose: to handle the request, the response and the conditions in the exchange; supporting detail: A: I’m afraid I have a lesson then. 7. The opening sentence is A: Could I make an appointment to discuss the course?; it introduces the situation before the later detail. 8. Two useful details: B: Certainly. Would Tuesday at three suit you? and A: I’m afraid I have a lesson then. Is Wednesday at four possible? These details are more specific than saying only that the topic is important. 9. Summary: A asks for 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

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 2 and shows the four tasks. T explains that the teacher marks the answers using the rubric, and that the sample answers are only one possible version.
Students
Ss read the tasks and note the key words: purpose, audience, opening, detail, summary.
Teacher
Step 2: Task performance
T asks pairs to answer Tasks 6 and 7 first, then Tasks 8 and 9. T circulates to check that Ss refer to the text and do not invent information.
Students
Pairs discuss and write their answers. Possible answers: 'The purpose is to arrange a time, and the audience is the two speakers.'
Teacher
Step 3: Report and discussion
T asks two pairs to read their summary aloud and invites the class to check whether the condition about the lesson is included.
Students
Pairs read their summaries. The class checks the accuracy and whether any extra result is added.
Teacher
Step 4: Conclusion and assessment
T gives the model summary and emphasises that a good summary keeps essential conditions and does not add results that are not in the text.
Students
Ss compare their summaries with the model and revise any mistakes.

Activity 4: Application · 15 minutes

Role-play: Booking an Appointment with an Adviser

a) Aims

Ss apply the appointment language, the intonation patterns and the perfect participle structures in a realistic role-play about choosing a course after school.

b) Content

In pairs, Ss role-play a student and a college adviser. The student asks to make an appointment to discuss a course, proposes a time, and explains what they have done before the meeting using Having + past participle (for example, Having compared the courses, I have a few questions about tuition). The adviser suggests another time. Ss then write one short paragraph for homework describing their own choice after school.

c) Expected outcomes

Each pair performs a dialogue of at least six turns using the target language: Could I make an appointment…?; Would … suit you?; I’m afraid I have a lesson then.; Having compared the courses, I would like to ask about the tuition. Each pair also writes one question with falling intonation and one with rising intonation on the board.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the role-play task, distributes role cards (student and adviser) and gives Ss 2 minutes to prepare the first lines.
Students
Ss read their role cards and plan the first two lines of the conversation.
Teacher
Step 2: Task performance
T circulates to support pairs, correct intonation and check the use of the perfect participle. T prompts pairs that finish early to add one more turn.
Students
Pairs act out the dialogue and try to use at least two target structures. Possible line: 'Having read the prospectus, I would like to discuss the tuition.'
Teacher
Step 3: Report and discussion
T invites three pairs to perform in front of the class and asks the audience to point out one correct use of the target language and one suggestion for improvement.
Students
Pairs perform. The audience gives feedback, for example: 'Your intonation on Would Tuesday suit you? was rising, which sounds like a polite offer.'
Teacher
Step 4: Conclusion and assessment
T praises the good language use, gives two corrections for common errors and sets the homework paragraph.
Students
Ss note the corrections and write the homework paragraph in their notebooks.

Worksheets

Worksheet 1: Vocabulary and Grammar

Part A. Match each word with its meaning.

vocational
academic
qualification
apprenticeship
prospectus
tuition
Meanings: dạy nghề; học thuật; chứng chỉ, trình độ; học nghề có thực hành; tài liệu giới thiệu khoá học; học phí

Part B. Choose the correct answer (A, B, C or D).
2. ___ the courses, Lan made a shortlist.
A. Having compared B. Compared having C. Have comparing D. Having compare
3. He regretted ___ the deadline.
A. have missed B. having miss C. missed having D. having missed
4. ___ by the college, the student accepted the place.
A. Have contacted B. Contact having C. Having been contacted D. Having contacting

Worksheet 2: Analysing the Model Conversation

Read the conversation below and answer Tasks 6 to 9.
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.

Task 6. State the purpose and audience of this short everyday conversation on “Education options for school-leavers”. Support your answer with one detail.
Task 7. Explain how the opening introduces the topic. Identify the actual opening sentence.
Task 8. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
Task 9. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

Note: Your answers will be marked by your teacher using the rubric. Accept equivalent wording that keeps the same meaning.

Homework

Learn the six topic words and their meanings, and write one example sentence for each word.
Practise reading the appointment conversation aloud with falling and rising intonation, and record yourself.
Write one paragraph of about 80 words describing your own education option after school. Use at least one sentence with Having + past participle (for example, Having compared the courses, I chose…) and one sentence with the perfect gerund (for example, I regret having…).
Check your paragraph for a dangling subject and make sure the earlier action comes first.
Optional: complete the interactive exercises on the NeoEdu lesson page (neoedu.vn/learn/11/english/unit-7-getting-started) before the next lesson.

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