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

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use falling intonation for neutral information-seeking Wh-questions and rising intonation for Yes/No questions, and explain which information each question seeks.
    • Form and use a perfect gerund (having + past participle) to name an earlier action, e.g. She regretted having missed the open day.
    • Form and use a perfect participle clause to place an action before the main action, e.g. Having compared the courses, Mai chose one, and check that the subject is shared.
    • Recognise passive perfect forms (having been + past participle) and avoid dangling subjects.
    • Use the unit vocabulary: vocational, academic, qualification, apprenticeship, prospectus, tuition.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own pitch and grammar choices against the rules on the board and self-correct one error during the reading-aloud task.
  • Communication and collaboration: Ss work in pairs to ask and answer questions, check each other's answers, and role-play an adviser–student exchange.
  • Problem-solving and creativity: Ss judge chronology in sentences, identify dangling subjects, and create their own adviser–student dialogue using the target structures.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate question intonation, read sentences aloud, and produce a short adviser–student exchange with correct intonation and meaning.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce Wh- and Yes/No questions with correct intonation, match six topic words with their Vietnamese meanings, and use perfect gerunds and perfect participle clauses accurately.

3. Personal qualities

  • Diligence: Ss practise the intonation patterns repeatedly and complete all eight grammar items before checking answers.
  • Responsibility: Ss take turns in pairs, listen to their partner's sentences, and give honest feedback on pronunciation and grammar.

II. Teaching aids and materials

1. Teacher

  • Projector or board with the model sentences and arrows (↘, ↗)
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • Answer key for the eight grammar items and the vocabulary matching task
  • NeoEdu lesson page for Unit 7 Language (grammar explanation, examples, interactive exercises): neoedu.vn/learn/11/english/unit-7-language

2. Students

  • English 11 textbook (Unit 7)
  • Notebook, pen, pencil
  • Mini whiteboard or small paper for drawing arrows

III. Procedures

Activity 1: Warm-up · 4 minutes

Warm-up: Questions for an adviser

a) Aims

Ss activate prior knowledge about choosing a course after Grade 12 and notice that questions have different sound patterns.

b) Content

T asks Ss two questions written on the board: 'What will you study?' and 'Have you visited the college?'
In pairs, Ss ask and answer these questions, then decide which question asks for information and which one only needs yes or no.

c) Expected outcomes

  • Sample answers: 'I will study nursing.' / 'Yes, I have.' / 'No, I haven't.'
  • Ss note: 'What will you study?' asks for information; 'Have you visited the college?' asks for yes or no.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two questions on the board without arrows and asks: 'Which question is for information? Which question is yes/no?'

    Students

    Ss listen to the questions and read them silently from the board.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and encourages Ss to answer in full sentences.

    Students

    Pairs take turns asking and answering. Ss decide which question needs information and which needs yes or no.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to share their answers.

    Students

    Pair 1: 'What will you study?' asks for information. Pair 2: 'Have you visited the college?' asks for yes or no.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the two question types and says: 'Today we will focus on how our voice goes up and down in questions, and on two grammar points.'

    Students

    Ss write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Intonation in Wh- and Yes/No questions

a) Aims

Ss recognise falling intonation in neutral Wh-questions and rising intonation in Yes/No questions, and explain which information each question seeks.

b) Content

T models two questions: 'What will you study? ↘' and 'Have you visited the college? ↗'.
Ss repeat chorally and then individually, mark the arrows, and explain the purpose of each question. T then introduces the note that a surprised echo may rise.

c) Expected outcomes

  • Ss mark ↘ on 'What will you study?' and ↗ on 'Have you visited the college?'
  • Ss state the rule: neutral information-seeking Wh-questions often fall; Yes/No questions often rise.
  • Ss explain: 'What will you study?' asks which subject the student will study; 'Have you visited the college?' asks whether the student has been there.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to my voice. Draw the arrow for each question on your whiteboard: ↘ or ↗.'

    Students

    Ss listen carefully and prepare to draw the arrows.

  2. Teacher

    Step 2: Task performance

    T models both questions twice, then leads chorus repetition and individual repetition. T asks: 'What does this question want to know?'

    Students

    Ss repeat, draw the arrows, and answer in pairs: 'It wants information.' / 'It wants yes or no.'

  3. Teacher

    Step 3: Report and discussion

    T asks one or two Ss to say the questions with the correct pitch and to explain the information each one seeks.

    Students

    Some Ss say: 'What will you study?' falls. 'Have you visited the college?' rises. Others say the first asks for a subject and the second asks for yes or no.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board: Wh-questions often fall; Yes/No questions often rise; a surprised echo may rise. T reminds Ss to practise the rule in the apply task.

    Students

    Ss copy the rule into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Perfect gerund: having + past participle

a) Aims

Ss understand that a perfect gerund names an earlier action and use it after verbs such as regret, deny and be proud of.

b) Content

T writes two sentences on the board: 'She regretted having missed the open day.' and 'She regrets missing the open day.'
Ss compare the two sentences and decide which action happened first. Then Ss complete Worksheet 1, Part A.

c) Expected outcomes

  • Ss identify: 'missing the open day' happened first, and the regret came later.
  • Rule: having + past participle names an earlier action after verbs such as regret, deny and be proud of.
  • Ss complete Worksheet 1, Part A with the correct form.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks: 'Which action happened first: the regret or the missing?' and gives Worksheet 1 Part A to each pair.

    Students

    Ss read the two sentences and think about the order of the actions.

  2. Teacher

    Step 2: Task performance

    T circulates and helps pairs who are confused about the order of actions.

    Students

    Pairs discuss the timing and complete Worksheet 1 Part A.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their answers aloud and explain the timing.

    Students

    Pair answer: 'Having missed happened before the regret, so we use the perfect gerund.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: having + past participle (perfect gerund) names an earlier action. T reminds Ss to use the NeoEdu page for more examples.

    Students

    Ss write the rule and one example sentence in their notebooks.

Activity 2.3: Knowledge formation · 7 minutes

Perfect participle clause and passive perfect

a) Aims

Ss form perfect participle clauses, including passive forms, and check chronology and shared subjects to avoid dangling subjects.

b) Content

T writes: 'Having compared the courses, Mai chose one.' and 'Having visited the workshop, the weather changed.'
Ss decide which sentence is correct, identify the earlier and later actions, and check whether the subject is shared.

c) Expected outcomes

  • The first sentence is correct: Mai compared and then chose.
  • The second sentence has a dangling subject: the weather did not visit the workshop.
  • Rule: having + past participle places an action before the main action; the participle clause and main clause normally share a subject.
  • Passive perfect: having been + past participle, e.g. 'Having been contacted by the college, the student accepted the place.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two sentences on the board and asks: 'Who did the first action? Who did the second action?'

    Students

    Ss read the two sentences and think about the subjects.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to decide which sentence is correct and why. T then shows the passive example.

    Students

    Pairs discuss. Ss say the first is correct because Mai did both actions; the second is wrong because the weather cannot visit the workshop.

  3. Teacher

    Step 3: Report and discussion

    T invites one pair to explain their answer and asks another pair to explain the passive form.

    Students

    Ss explain: 'Having been contacted' is passive; the student received the contact before accepting the place.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rules: check chronology, share the subject, and use having been + past participle for passive. T says: 'Avoid dangling subjects in your speaking and writing.'

    Students

    Ss copy the rules and mark the subject in one sentence of their own.

Activity 3.1: Practice · 6 minutes

Grammar practice: choose the correct form

a) Aims

Ss choose the correct perfect gerund or perfect participle form for context and give reasons for their choices.

b) Content

Ss complete the eight items below individually, then check in pairs:

  1. ___ the courses, Lan made a shortlist. A. Having compared; B. Compared having; C. Have comparing; D. Having compare
  2. He regretted ___ the deadline. A. have missed; B. having miss; C. missed having; D. having missed
  3. ___ by the college, the student accepted the place. A. Have contacted; B. Contact having; C. Having been contacted; D. Having contacting
  4. Choose the sentence with a shared subject. A. Having visited the workshop, the weather changed.; B. Having visited the workshop, Mai chose the course.; C. Having visited the workshop, the course seemed useful to Mai.; D. Having visited the workshop, the bus was late.
  5. She was proud of ___ the practical test. A. having passed; B. have passed; C. having pass; D. pass having
  6. ___ the form, he checked every detail. A. Having complete; B. Completed having; C. Have complete; D. Having completed
  7. The perfect participle in 'Having read the prospectus, we asked questions' means ___. A. We will read it later.; B. We never read it.; C. We read it before asking.; D. Someone else read it.
  8. They denied ___ false information. A. supplied having; B. having supplied; C. have supplied; D. having supply

c) Expected outcomes

Answer key:
1 – A (comparing happened before making the shortlist)
2 – D (a perfect gerund names the earlier missed deadline)
3 – C (the student received the contact before accepting)
4 – B (Mai both visited and chose)
5 – A (after of, a perfect gerund shows earlier success)
6 – D (completion precedes checking)
7 – C (the same 'we' carries out the earlier and later actions)
8 – B (deny takes a gerund; the perfect marks the earlier act)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the eight items and asks Ss to complete them individually in two minutes, then check with a partner.

    Students

    Ss read the items and write their answers in their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and asks Ss who disagree to explain their reasons using chronology.

    Students

    Pairs compare answers and explain: 'Comparing happened first, so we need having compared.'

  3. Teacher

    Step 3: Report and discussion

    T checks answers item by item and asks Ss to give the reason for items 4 and 7.

    Students

    Ss give answers: 1A, 2D, 3C, 4B, 5A, 6D, 7C, 8B, with reasons.

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the two main points: perfect forms show earlier action; the subject of the participle clause must match the main subject.

    Students

    Ss correct their mistakes in a different colour pen.

Activity 3.2: Practice · 4 minutes

Vocabulary matching and read-aloud

a) Aims

Ss match six topic words to their meanings and read a short adviser–student exchange aloud with the target intonation.

b) Content

Task A: Ss match each word to its meaning: vocational, academic, qualification, apprenticeship, prospectus, tuition.
Task B: Ss read this exchange aloud twice, first slowly and then at a natural pace: 'What will you study? ↘ Have you visited the college? ↗ Neutral information-seeking Wh-questions often fall and yes/no questions often rise. Context can change this: a surprised echo may rise.'
S partners give feedback using the rubric.

c) Expected outcomes

Task A key:

  • 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

Task B rubric (10 points): intonation focus 4; clear pronunciation and meaning 3; natural rhythm 2; self-correction of one point 1.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the matching task and states the reading-aloud task and the rubric.

    Students

    Ss write the matches in their notebooks, then prepare to read the exchange.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the matching task in pairs and to listen to each other's reading.

    Students

    Ss read aloud and check with partners. Partners mark the rubric points.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 Ss to read aloud and T gives short feedback on intonation.

    Students

    Ss read the lines with the right arrows and self-correct one point.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the vocabulary meanings and reminds Ss of the arrow pattern before the apply task.

    Students

    Ss record the six words and their meanings in their vocabulary notebook.

Activity 4: Application · 8 minutes

Adviser–student role-play

a) Aims

Ss use the target intonation, perfect gerunds and perfect participle clauses in a realistic adviser–student exchange, and explain which information each question seeks.

b) Content

In pairs, Ss use Worksheet 2 to role-play an adviser and a student discussing course options. Each pair uses at least three Wh-questions, two Yes/No questions, one perfect gerund (e.g. having visited / having been contacted) and one perfect participle clause (e.g. Having compared the courses, I chose...). After the role-play, the adviser explains which information each question seeks.

c) Expected outcomes

Sample exchange:
Adviser: What will you study? ↘
Student: Having compared the courses, I chose a vocational course.
Adviser: Have you visited the college? ↗
Student: Yes, I have. I regret not having asked about tuition before.
Adviser's explanation: 'What will you study?' asks for the course; 'Have you visited the college?' asks yes or no.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the role-play task, shows Worksheet 2, and reminds Ss to check chronology and shared subjects.

    Students

    Ss read their role cards and choose who will be the adviser and who will be the student.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, listens to the intonation, and helps with pronunciation of key words.

    Students

    Pairs rehearse the exchange, then perform it. Partners note any dangling subjects or wrong intonation.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform for the class and asks the class to say which question seeks information and which seeks yes or no.

    Students

    Volunteer pairs perform. Class answers: 'What will you study?' seeks information; 'Have you visited the college?' seeks yes or no.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief praise and corrects one or two intonation or grammar errors. T confirms the main points of the lesson.

    Students

    Ss write one correction from the feedback in their notebooks.

Worksheets

Phiếu học tập số 1

Part A: Complete each sentence with the correct form (having + past participle or the simple form).

  • He regretted ___ the deadline. (miss)
  • She was proud of ___ the practical test. (pass)
  • They denied ___ false information. (supply)

Part B: Decide the earlier action and the later action in each sentence.

  • Having compared the courses, Mai chose one.
    • Earlier action: ___
    • Later action: ___
  • Having been contacted by the college, the student accepted the place.
    • Earlier action: ___
    • Later action: ___

Part C: Tick (✓) the correct sentence and explain why.

  • Having visited the workshop, the weather changed.
  • Having visited the workshop, Mai chose the course.
  • Reason: ___

Phiếu học tập số 2

Role card: Adviser

  • Ask about the student's plan: What will you study?
  • Ask a yes/no question: Have you visited the college?
  • Ask about tuition or qualification.
  • Explain which information each question seeks.

Role card: Student

  • Answer with a perfect participle clause: Having compared the courses, I chose ___.
  • Use a perfect gerund: I regret not having ___.
  • Mention one topic word: vocational / academic / qualification / apprenticeship / prospectus / tuition.

Checklist for both roles:

  • Falling intonation for information questions.
  • Rising intonation for yes/no questions.
  • The participle clause and the main clause share the same subject.

Homework

  • Write five sentences about your plans after Grade 12. Use at least two perfect gerunds (having + past participle) and one perfect participle clause with a shared subject.
  • Record yourself reading the adviser–student exchange from the practice task. Listen and mark the arrows (↘, ↗) on your script, then check the pitch with the NeoEdu page: neoedu.vn/learn/11/english/unit-7-language.
  • Make a vocabulary card for each of the six topic words (vocational, academic, qualification, apprenticeship, prospectus, tuition), including the Vietnamese meaning and one example sentence.

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