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

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Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the parts of a completed education project: title, audience, purpose, evidence with source note, opening, closing and conclusion.
    • Explain how a model fact sheet presents concrete details and their limits, such as entry conditions and the need to verify information.
    • Use intonation correctly in Wh- and Yes/No questions for a real adviser–student exchange.
    • Use the perfect gerund (having + past participle) and the perfect participle clause (Having + past participle…) to show the order of actions.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check the source of a fact sheet, label planning figures and identify information still missing before making a decision.
  • Communication and collaboration: Ss work in pairs and groups to answer questions about the model, rehearse a short presentation and ask and answer genuine questions.
  • Problem-solving and creativity: Ss plan a shortlist of education options for a school-leaver and propose a realistic next step for their own project.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model fact sheet, answer comprehension and evaluation questions orally, and write a short three-sentence summary and a final conclusion.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce Wh- and Yes/No questions with the correct intonation, use the key vocabulary (vocational, academic, qualification, apprenticeship, prospectus, tuition), and form perfect gerunds and perfect participle clauses.

3. Personal qualities

  • Honesty: Ss report only actual data from the source, label planning figures and illustrative examples, and do not claim a place or result the source does not guarantee.
  • Responsibility: Ss check entry requirements, fees and schedules with the institution before making a decision, and they ask for consent if they collect real responses from classmates.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board to display the model fact sheet, the opening and closing lines, and the grammar and intonation examples
  • Printed copies of Worksheet 1 and Worksheet 2 (one per pair)
  • Timer and a small bell or whiteboard markers for group work
  • NeoEdu learning page for Unit 7 Project (neoedu.vn/learn/11/english/unit-7-project): lesson notes, examples and interactive exercises, used for checking answers and self-study after class

2. Students

  • Student's book (Unit 7, Project section) and notebook
  • Pen, pencil and highlighter in two colours
  • A4 paper for the mini fact sheet and a sticky note for the presentation outline
  • Smartphone or tablet to access the NeoEdu page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming education options after Grade 12

a) Aims

Ss activate their prior knowledge of education options for school-leavers and preview the topic of the project.

b) Content

Ss work in pairs and brainstorm as many options as possible for a school-leaver, such as university, vocational college, apprenticeship and short courses. For each option, Ss note one advantage and one question they would ask before applying.
T's questions:

  • What options can a school-leaver choose after Grade 12?
  • What is the difference between a vocational course and an academic course?
  • What would you want to know before you apply for a course?

c) Expected outcomes

Each pair has a list of at least three options, with one advantage and one question for each option.
Example answer:

  • Vocational college: practical training for a specific job; question: How many hours of supervised practice do students get each week?
  • University: broader theory and research; question: What are the tuition fees for the first year?
  • Apprenticeship: learning on the job with a training provider; question: Is the qualification recognised nationally?

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'Education options for school-leavers' on the board and asks the questions in the content. T gives the pairs two minutes to brainstorm.

    Students

    Ss listen to the instructions and read the title on the board.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs and helps them with vocabulary such as vocational, academic and apprenticeship.

    Students

    Ss discuss in pairs and write the options and questions in their notebooks. Possible answers: 'Vocational college gives practical skills.' 'University gives more theory and research.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share their lists and writes the most useful questions on the board.

    Students

    Representatives report their lists. Other pairs add any question they have not yet written down.

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Today we will study a model fact sheet, so you can learn how to prepare your own project. Keep your questions in mind.' T links the questions to the model's line about verifying entry eligibility.

    Students

    Ss keep their lists for later use in the application activity.

Activity 2.1: Knowledge formation · 10 minutes

Analysing the structure of the model fact sheet

a) Aims

Ss identify the structure and features of a completed researched product, including the opening, the evidence with source note, the limits and the closing.

b) Content

Ss read the model fact sheet on Bath College, Mechanical Engineering HNC, and complete Worksheet 1 in pairs. T displays the model on the board and reads the opening aloud.
Key questions:

  • What is the opening sentence, and what situation does it introduce?
  • Which details show what the course is: study mode, length, teaching methods and assessment?
  • Which sentence tells the audience that the information is UK-specific and not an automatic equivalence for a Vietnamese school-leaver?
  • Where is the source note, and what does 'checked 3 November 2026' tell the reader?
  • What does the model suggest the reader should do before applying?

c) Expected outcomes

Ss complete Worksheet 1 with these key points:

  • Opening: 'Educational-institution fact sheet — completed researched product: Bath College, United Kingdom; course: Mechanical Engineering HNC; campus: Somer Valley Campus, Radstock.' It identifies the specific institution, course and campus.
  • Concrete details: the course is part-time, two years, one day per week for 36 weeks, suitable for employed learners with day release.
  • Limit: 'This is UK-specific information, not an automatic equivalence for a Vietnamese school-leaver.'
  • Source note: the URL and the date the source was checked.
  • Action before applying: request confirmation of entry equivalence, fees, schedule and availability.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and asks Ss to read the model fact sheet silently for one minute. T explains that they will look for the structure, not memorise the details.

    Students

    Ss read the model and underline the opening sentence and the source note.

  2. Teacher

    Step 2: Task performance

    T asks pairs to answer the questions on Worksheet 1 and walks around to check whether they can separate facts from the advice.

    Students

    Ss discuss and write answers. Possible answer: 'The limit is that the HNC entry information is for UK learners, so the student must check eligibility.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to report their answers about the opening and the limit, then asks the class: 'Why is the source note important?'

    Students

    Pairs report. Possible answer: 'The source note lets the audience check the information and see when it was checked.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure of a good project product: a clear opening, concrete details, a source note, visible limits and a closing that frames the presentation. T points out that the product does not guarantee a place on the course.

    Students

    Ss copy the five features of the model into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Intonation in questions and perfect forms

a) Aims

Ss pronounce Wh- and Yes/No questions with the correct intonation and use the perfect gerund and the perfect participle clause to show the order of actions.

b) Content

T models the intonation of two questions from a real adviser–student exchange, then Ss repeat in chorus and individually. T explains the grammar with two examples from the lesson.
Intonation models:

  • What will you study? ↘ (neutral Wh-question, falling)
  • Have you visited the college? ↗ (Yes/No question, rising)
    Grammar models:
  • She regretted having missed the open day. (the missing happened earlier than the regret)
  • Having compared the courses, Mai chose one. (comparing happened before choosing; both actions have the same subject)
    Ss complete Worksheet 2 in pairs.

c) Expected outcomes

Ss can pronounce the two question types with the correct intonation (falling for neutral Wh-questions, rising for Yes/No questions).
Answers to Worksheet 2:

  1. Have you requested the current prospectus? ↗
  2. Where will the course take place? ↘
  3. Having checked the entry requirements, she made a shortlist.
  4. He regrets having chosen a course without checking the fees.
    Ss also write one clear rule: the perfect participle clause and the main clause normally share the same subject, and the participle shows the earlier action.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the two intonation models and the two grammar examples on the board and explains the meaning of the arrows. T hands out Worksheet 2.

    Students

    Ss look at the examples and listen carefully to T's model.

  2. Teacher

    Step 2: Task performance

    T models the questions, then asks Ss to repeat in chorus and individually. T asks pairs to complete Worksheet 2 and check the chronology in the perfect forms.

    Students

    Ss repeat the questions with the arrows. In pairs, Ss complete Worksheet 2 and say the questions aloud to each other.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their answers aloud and asks the class to check the intonation and the chronology.

    Students

    Pairs read their sentences. The class says whether the earlier action is in the perfect form.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: neutral Wh-questions usually fall, Yes/No questions usually rise, and a surprised echo may rise. For perfect forms, the earlier action uses having + past participle. T reminds Ss to check the subject in participle clauses to avoid dangling subjects.

    Students

    Ss write the rules in their notebooks.

Activity 3: Practice · 8 minutes

Checking the model product with guided questions

a) Aims

Ss apply their understanding of the model to answer evaluation questions, identify the opening and closing, and write a short summary using only information from the model.

b) Content

Ss work in pairs to answer the guided questions from the project exercises. Each pair answers one or two questions, then shares answers with another pair.
Questions:

  • State the purpose and audience of this project product and presentation. Support your answer with one detail.
  • Explain how the opening introduces the topic. Identify the actual opening sentence.
  • Select two useful details from the model and explain why including them is better than saying only that the topic is important.
  • Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
  • Choose one sentence from the middle of the model and explain what it contributes to the message.
  • Read the opening and closing aloud and explain one difference between their functions in the product.
    Note: Do not turn an illustrative example into a claimed observation.

c) Expected outcomes

Model answers (accept equivalent wording):

  • Audience: classmates and the teacher reviewing the project. Purpose: to present the named project and its concrete evidence, proposed action and limits. Detail: the source note 'Source checked 3 November 2026'.
  • Opening: 'Educational-institution fact sheet — completed researched product: Bath College, United Kingdom; course: Mechanical Engineering HNC; campus: Somer Valley Campus, Radstock.' It introduces the specific institution and course before the later details.
  • Two details: (1) 'delivered on one day per week for 36 weeks, suitable for employed learners with day release'; (2) 'Before applying, request confirmation of current entry equivalence, fees, schedule and availability.' They are concrete and show the audience what to check, which is more useful than saying the topic is important.
  • Three-sentence summary: 'Bath College offers a part-time, two-year Mechanical Engineering HNC, delivered one day per week for 36 weeks. The course suits employed learners with day release. This is UK-specific information, so a Vietnamese school-leaver must check entry equivalence, fees and schedule before applying.'
  • Middle sentence: 'This is UK-specific information, not an automatic equivalence for a Vietnamese school-leaver.' It adds an important limit that stops the reader from assuming the course is available to them.
  • Opening and closing: the opening establishes the specific situation; the closing ('Our presentation compares practical study, progression and the need to verify individual eligibility.') frames what the presentation covers.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into pairs and assigns one or two questions to each pair. T reminds Ss to use only information from the model.

    Students

    Ss read the questions and choose which ones to answer.

  2. Teacher

    Step 2: Task performance

    T walks around, checks the summary for omitted conditions, and asks: 'Did you include the limit about UK-specific information?'

    Students

    Pairs write their answers. Possible answer: 'The summary must keep the limit, otherwise it sounds like a guaranteed place.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read answers aloud. The other pairs say whether the answer is accurate and complete.

    Students

    Pairs present their answers. Other pairs say: 'We agree, but we would also add the source note.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers and points out that an illustrative example must be labelled as such, so it is not presented as an observation. T says a good conclusion repeats the message without inventing results.

    Students

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

Activity 4: Application · 14 minutes

Producing a mini fact sheet and a short presentation

a) Aims

Ss create a mini fact sheet about one real education option for school-leavers, with evidence and source notes, and rehearse a short presentation with a question period.

b) Content

Ss work in groups of four. Each group chooses one real education option, such as a vocational college, an apprenticeship scheme or a short course in Vietnam or another country. Each group prepares:

  1. A title, the institution, the course and the campus or location.
  2. Three concrete details (length, study mode, teaching methods, assessment, entry conditions).
  3. A limit or condition and the action students should take before applying.
  4. A source note with the website and the date the source was checked.
  5. A short presentation of 90 to 120 seconds, followed by two questions from the class.
    Groups must label planning figures as 'planning figure' and illustrative examples as 'example'. They must not invent results or claim a place is guaranteed.
    Key questions for groups:
  • Who is our audience and what do they need to decide?
  • What evidence do we have, and what is still missing?
  • What is the next step for a school-leaver who is interested in this option?

c) Expected outcomes

Each group has:

  • A mini fact sheet of about 80 to 120 words with a title, three concrete details, one limit, one action and a source note.
  • A rehearsed presentation of 90 to 120 seconds with a clear opening sentence and a closing sentence that frames the presentation.
  • A list of two questions from the audience and the group's answers, such as 'What if the entry requirements are different in another country?' and 'We would check the current prospectus and ask the institution for confirmation.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of four and gives each group a copy of the instructions. T reminds Ss about ethical evidence: consent, no private identifiers and labelled examples.

    Students

    Ss read the instructions and choose one real education option. They assign roles: writer, researcher, speaker and timekeeper.

  2. Teacher

    Step 2: Task performance

    T monitors the groups, checks that the source notes are real and that the limits are visible, and suggests the NeoEdu page for reference.

    Students

    Groups draft the fact sheet and rehearse the presentation. Possible sentence: 'This is a planning figure, not a confirmed fee.'

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to present. After each presentation, T asks the class to ask one genuine question.

    Students

    Groups present. Audience asks questions such as 'How do you know the course is available next year?' and the presenters answer with their source notes.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, evidence, language and interaction. T reminds Ss that neither vocational nor academic study guarantees employment, and that the next step is to make a shortlist and check entry requirements on a set date.

    Students

    Ss note the feedback and decide what to improve in their final product.

Worksheets

Worksheet 1: Structure of the model fact sheet

Read the model fact sheet on Bath College and answer the questions with your partner.

  • What is the opening sentence? Copy it exactly.
  • Which details describe the course? List three of them.
  • Which sentence gives a limit for a Vietnamese school-leaver?
  • What is the source note? What does the date tell the reader?
  • What should the reader do before applying?
  • Complete the sentence: The model is useful because ____________________.

Worksheet 2: Intonation and perfect forms

Part A. Mark the intonation of each question with an arrow (↘ or ↗).

  • What will you study? ____
  • Have you requested the current prospectus? ____
  • Where will the course take place? ____
    Part B. Complete each sentence with the correct perfect form of the verb in brackets.
  • She regretted ____________ (miss) the open day.
  • ____________ (check) the entry requirements, she made a shortlist.
    Part C. Write one sentence using a perfect participle clause (Having + past participle) and one sentence using a perfect gerund (having + past participle). Check that the participle clause and the main clause have the same subject.

Homework

  • Finish your group's mini fact sheet and check that every detail has a source note. Label any planning figure or example clearly.
  • Rehearse your 90–120 second presentation three times at home. Record yourself and check your intonation in Wh- and Yes/No questions.
  • Write a shortlist of two or three education options for yourself or a classmate, and list the questions you must check with the institution before applying.
  • Practise the NeoEdu interactive exercises for Unit 7 Project at neoedu.vn/learn/11/english/unit-7-project and note any mistakes in perfect forms.

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