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

Giáo án Reading

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: identify the main idea, specific details and justified inferences in the reading text about Thao's choice between a vocational college and a university.
  • Explain the intonation of Wh- questions (falling) and Yes/No questions (rising), and identify which information each question seeks.
  • Use the perfect gerund (having + past participle) and the perfect participle clause (Having + past participle, ...) to show that one action happened before another, with the same subject in both clauses.
  • Distinguish a stated fact, a reasonable inference and an unsupported claim in a text, and support each answer with evidence from the text.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text independently, locate evidence for each answer and check their own answers against the key before the whole-class feedback.
  • Communication and collaboration: Ss work in pairs to practise an adviser-student exchange, compare answers and give reasons for their choices during class discussion.
  • Problem-solving and creativity: Ss weigh the costs, recognised qualifications and safety of two study routes, then write a short personal shortlist with a date to check missing information.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas and details, listen to and imitate intonation patterns, role-play a short advice conversation, and write a short summary and a personal shortlist.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use six topic words (vocational, academic, qualification, apprenticeship, prospectus, tuition), apply falling and rising intonation to Wh- and Yes/No questions, and form perfect gerunds and perfect participle clauses.

3. Personal qualities

  • Diligence: Ss complete all reading tasks on time and check each answer against the text line by line.
  • Responsibility: Ss take responsibility for their own future choice by listing the information they still need and setting a date to check it.
  • Honesty: Ss support every answer with an exact sentence from the text and do not claim information the text does not state, such as who chose Thao's route.
  • Kindness: Ss give constructive feedback to their partners during pair work and respect different career choices of their classmates.

II. Teaching aids and materials

1. Teacher

  • Lesson slides with the reading text, vocabulary, intonation examples and grammar tables
  • Audio recording or teacher model reading of the intonation sentences
  • Worksheet No. 1 and Worksheet No. 2 (printed or projected)
  • NeoEdu online lesson page for Unit 7 Reading: neoedu.vn/learn/11/english/unit-7-reading (lesson content, interactive exercises)
  • Timer and markers

2. Students

  • Student's book (Unit 7 Reading)
  • Notebook, pen, highlighter
  • Dictionary or the vocabulary list in the book
  • Device with internet access to use NeoEdu practice exercises (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Which route after school?

a) Aims

Ss activate prior knowledge about education options after finishing upper secondary school and get ready for the topic of the reading text.

b) Content

Ss answer the teacher's questions: 'What do you plan to do after finishing Grade 12?' and 'Which options do you know: university, vocational college, apprenticeship or work?' Ss then decide which option they think is 'automatically better' and give one reason.

c) Expected outcomes

Ss name at least three education options and give one reason for their opinion. Key idea for the lesson: no route is automatically better for everyone; people need to compare information before deciding.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and asks: 'What do you plan to do after Grade 12?' T writes the four options on the board: university, vocational college, apprenticeship, work.

    Students

    Ss listen to the question and think about their own plans for one minute.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss in pairs: 'Is one option always better than the others? Why or why not?'

    Students

    Ss discuss in pairs. Expected answer: 'It depends on the person's interests, costs and job goals.'

  3. Teacher

    Step 3: Report and discussion

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

    Students

    Ss report: 'A university is better for research jobs.' 'A vocational college is good for students who like practical work.'

  4. Teacher

    Step 4: Conclusion and assessment

    T links the discussion to the text: 'Thao, the main character, also asked this question. Today we will read how she made her decision.'

    Students

    Ss write the title of the lesson in their notebooks: Education options for school-leavers.

Activity 2.1: Knowledge formation · 10 minutes

Vocabulary preview (Period 1)

a) Aims

Ss understand and use six key words from the reading text before reading.

b) Content

Ss match the six words with their definitions: vocational, academic, qualification, apprenticeship, prospectus, tuition. T then asks Ss to make one sentence with each word about Thao's situation.

c) Expected outcomes

Answer key:

  • vocational: relating to training for a particular job (dạy nghề)
  • academic: relating to study and theory at a university (học thuật)
  • qualification: a certificate showing that a person has completed a course (chứng chỉ, trình độ)
  • apprenticeship: learning a job while working under supervision (học nghề có thực hành)
  • prospectus: a booklet describing a course and its requirements (tài liệu giới thiệu khoá học)
  • tuition: money paid for lessons at a school or college (học phí)
    Sample sentence: Thao asked about the tuition before choosing a college.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six words on the slide and reads each word aloud. T gives the matching task and says: 'Work individually in two minutes.'

    Students

    Ss read the words and copy them into their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss who are stuck by giving example contexts from the text.

    Students

    Ss match each word with its definition. Ss then compare with a partner and write one sentence using each word about Thao.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read their matches and sentences. T corrects pronunciation (vo-CA-tion-al, ac-a-DEM-ic, qual-i-fi-CA-tion, ap-PREN-tice-ship, PRO-spec-tus, TYOO-ition).

    Students

    Ss read the answers, for example: 'Number 1 is D, vocational means training for a job.' Ss repeat the words after T.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and writes the words with meanings on the board. T reminds Ss that the words will appear in the text.

    Students

    Ss correct their notebooks and record the meanings.

Activity 2.2: Knowledge formation · 15 minutes

Reading for main ideas, details and inference (Period 1)

a) Aims

Ss identify the main idea, specific details and justified inferences in the reading text, and separate facts from unsupported claims.

b) Content

Ss read the text once for the central question: 'What does Thao learn before deciding?' Then Ss complete Worksheet No. 1 by locating the exact sentence for each detail. Ss also decide if each statement is a stated fact, a reasonable inference or an unsupported claim.

c) Expected outcomes

Key answers for Worksheet No. 1:

  • Main idea: Thao compares two routes using evidence and makes an informed decision without predicting her whole working life.
  • The college: supervised practical training and assessment requirements.
  • The university: a longer academic course with design and theory.
  • Thao compared: entry requirements, costs, recognised qualifications and further study opportunities.
  • Her family: helped make a budget but did not choose the route.
  • Final result: a shortlist of two options and a date to check missing information.
  • Inference: Thao values safe practice, because she asked whether equipment was maintained safely.
  • Unsupported claim: 'Thao's family chose the university for her.' (False: the text says the family did not choose.)

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and says: 'Read the text once for the central question. Then find the exact sentence that supports each answer.'

    Students

    Ss read the text silently for about two minutes and note the central question.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to complete Worksheet No. 1 and to underline the evidence in the text. T walks around and checks the labels 'fact', 'inference', 'unsupported claim'.

    Students

    Ss complete the worksheet. Expected difficulty: Ss may label the inference about safety as a fact; T asks: 'Does the text say Thao values safety, or do we infer it from her question?'

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to present one answer each and asks other Ss to point to the supporting sentence.

    Students

    Ss report, for example: 'The inference is that Thao values safety. The evidence is: She asked whether equipment was maintained safely.'

  4. Teacher

    Step 4: Conclusion and assessment

    T chốt: a fact is stated in the text; an inference is a reasonable conclusion supported by evidence; an unsupported claim is not in the text or contradicts it. T highlights that the conclusion of the text recognises uncertainty.

    Students

    Ss write the three labels in their notebooks and add one example from the text for each.

Activity 2.3: Knowledge formation · 10 minutes

Intonation in Wh- and Yes/No questions (Period 1)

a) Aims

Ss pronounce Wh- and Yes/No questions with the correct falling or rising intonation and explain the information each question seeks.

b) Content

Ss listen to and repeat the model questions: 'What will you study? ↘', 'Have you visited the college? ↗', 'How much supervised practice do students receive? ↘', 'Did the family choose the route? ↗'. Then Ss work in pairs as an adviser and a student using the questions.

c) Expected outcomes

Ss can state the rule: neutral information-seeking Wh- questions usually fall (↘); Yes/No questions usually rise (↗). A surprised echo may rise even in a Wh- question. Ss explain: 'What will you study?' asks for a subject; 'Have you visited the college?' asks for a yes or no answer.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four questions on the board with arrows. T says: 'Listen and tell me where the voice goes up or down.'

    Students

    Ss listen to T's model and observe the arrows.

  2. Teacher

    Step 2: Task performance

    T models each question, then asks Ss to repeat in chorus and individually. T asks pairs to practise a short adviser-student exchange using two Wh- and two Yes/No questions.

    Students

    Ss repeat the questions and practise the exchange, for example: Adviser: 'What will you study?' Student: 'I'm thinking about electrical engineering.' Adviser: 'Have you visited the college?'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 pairs to perform their exchanges and checks the intonation. T asks: 'What information does this question seek?'

    Students

    Ss perform and answer, for example: 'The question seeks a subject, so the voice falls.' 'The question seeks yes or no, so the voice rises.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule and the exception: a surprised echo may rise. T reminds Ss to use the rule in the Speaking practice later.

    Students

    Ss write the rule and the example arrows in their notebooks.

Activity 2.4: Knowledge formation · 15 minutes

Perfect gerund and perfect participle clause (Period 2)

a) Aims

Ss form and use the perfect gerund and the perfect participle clause to show an earlier action, and check chronology and subject agreement.

b) Content

T presents the grammar using sentences from the text and the book: 'Having visited a vocational college and a university open day, Thao stopped asking which route was automatically better.' Then Ss complete Worksheet No. 2 by combining two sentences: 'Thao compared the courses. Then she chose one.' → 'Having compared the courses, Thao chose one.' Ss also write one sentence with a perfect gerund: 'She regretted having missed the open day.'

c) Expected outcomes

Grammar summary:

  • Perfect gerund: having + past participle, names an earlier action. Example: She regretted having missed the open day.
  • Perfect participle clause: Having + past participle, + main clause. The action in the clause happens before the main action. Example: Having compared the courses, Mai chose one.
  • Passive perfect: having been + past participle.
  • Both clauses normally share the same subject. Avoid dangling subjects.
    Worksheet No. 2 answers:
  1. Having visited the college, Thao asked about the costs.
  2. Having compared the entry requirements, she made a shortlist.
  3. Having been informed of the tuition, Thao checked the budget with her family.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the sentence from the text on the board and asks: 'Which action happened first? Visiting or asking?' T distributes Worksheet No. 2.

    Students

    Ss identify that visiting happened first and asking happened later.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete Worksheet No. 2 individually, then check with a partner. T monitors and points out dangling subjects.

    Students

    Ss combine sentences and write their answers. Expected error: 'Having compared the courses, the shortlist was made.' T asks: 'Who compared the courses?'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read answers and asks the class to check chronology and subject.

    Students

    Ss read their answers. Other Ss confirm whether the first action is in the perfect form and whether the subject matches.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the grammar table on the board and highlights the rule: check chronology and the subject before writing.

    Students

    Ss copy the grammar summary into their notebooks.

Activity 3.1: Practice · 15 minutes

Comprehension questions with justification (Period 2)

a) Aims

Ss answer multiple-choice comprehension questions and justify each answer with a sentence from the text.

b) Content

Ss answer exercises 2–5 from the book. For each question, Ss choose A, B, C or D and say which sentence in the text supports the answer.
2. What did Thao stop assuming? A. One route is automatically better; B. Costs do not matter; C. Every course is identical; D. Practice is always unsafe.
3. Which interest connects her options? A. Only music; B. Only tourism; C. Only sport; D. Electrical systems and mathematics.
4. What did she ask about practice? A. Whether it had no assessment; B. How to repair live wires; C. Its supervision and equipment safety; D. How to skip it.
5. What was the result? A. A completed qualification; B. A shortlist with missing information to check; C. A guaranteed lifelong job; D. A decision made only by family.

c) Expected outcomes

Answer key with evidence:

  • 2 → A. Evidence: 'the opening rejects a universal ranking' (Thao stopped asking which route was automatically better).
  • 3 → D. Evidence: 'She wanted to work with electrical systems, but she also enjoyed mathematics.'
  • 4 → C. Evidence: 'She asked how much supervised practice students received and whether equipment was maintained safely.'
  • 5 → B. Evidence: 'Thao's final shortlist contained two options and a date for checking missing information.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four questions and says: 'Choose the answer and write the exact sentence that supports it.'

    Students

    Ss read the questions and find the key words in the text.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and check each other's evidence. T circulates to help Ss who choose a distractor such as B for question 4.

    Students

    Ss discuss and write the answer with the supporting sentence. Expected answers: 2A, 3D, 4C, 5B.

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read each answer and evidence, then asks the class: 'Why is B wrong in question 4?'

    Students

    Ss report: 'B is wrong because the text does not say she learned how to repair live wires.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and explains that wrong options are often true in general but not stated in the text.

    Students

    Ss correct their answers and underline the evidence in their books.

Activity 3.2: Practice · 10 minutes

Written analysis of the model text (Period 2)

a) Aims

Ss identify the purpose, audience and opening of the model text, and support their answers with exact details.

b) Content

Ss answer exercises 6 and 7 in pairs.
6. State the purpose and audience of this passage on 'Education options for school-leavers'. Support your answer with one detail.
7. Explain how the opening introduces the topic. Identify the actual opening sentence.

c) Expected outcomes

Model answers (teacher marks; equivalent wording accepted):

  • Audience: students who are finishing school and reading about education options.
  • Purpose: to help school-leavers compare routes using costs, recognised qualifications, safety and missing information.
  • Supporting detail: 'Having visited a vocational college and a university open day, Thao stopped asking which route was automatically better.'
  • Opening sentence: 'Having visited a vocational college and a university open day, Thao stopped asking which route was automatically better.' It introduces the specific situation before the detail 'She did not assume that a short promotional video could answer every question.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes exercises 6 and 7 on the board and says: 'Work in pairs. Each answer must include a sentence from the text.'

    Students

    Ss read the two questions and decide who will write and who will check.

  2. Teacher

    Step 2: Task performance

    T monitors and reminds Ss that the answer must identify the actual opening sentence, not only the title.

    Students

    Ss write their answers. Ss may say: 'The audience is school-leavers.' 'The opening is the first sentence of the text.'

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their answers to question 6 and question 7.

    Students

    Ss read their answers. Other pairs compare with the model and say whether the detail is correct.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate evidence and explains that an answer with a detail is stronger than a general statement such as 'The topic is important.'

    Students

    Ss revise their answers in their notebooks.

Activity 4: Application · 10 minutes

My own shortlist and decision

a) Aims

Ss apply the reading strategies and grammar to their own education choice by writing a short shortlist with a limit and a date for checking missing information.

b) Content

Ss write a three-sentence summary of their own options, using a perfect participle clause at least once and including one condition or limit. Ss also write one missing piece of information they need and a date for checking it. Example: 'Having compared two colleges, I shortlisted one vocational course and one university course. The tuition is still unclear, so I will check it by the end of this month.'

c) Expected outcomes

A three-sentence paragraph in English that includes:

  • one perfect participle clause (Having + past participle, ...)
  • one limit or condition (for example: 'if the tuition is affordable')
  • one missing piece of information and a date for checking it

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the example paragraph and asks Ss to identify the participle clause, the limit and the date.

    Students

    Ss identify the three features in the example.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write their own paragraph individually, then exchange with a partner for peer feedback.

    Students

    Ss write and check each other for chronology, subject agreement and the missing information.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to read their paragraphs aloud. T asks the class: 'What information is still missing?'

    Students

    Ss read, for example: 'Having visited an open day, I want to study at a vocational college, if the course is practical.'

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss that a good decision keeps options open and checks information before deciding. T collects some paragraphs for feedback.

    Students

    Ss note the date for checking information in their planners.

Worksheets

Worksheet No. 1: Reading for evidence

Read the text once for the central question. Then complete the table by writing the exact sentence from the text and labelling it as a fact (F), an inference (I) or an unsupported claim (U).

  • The college: ____ (evidence: ____)
  • The university: ____ (evidence: ____)
  • Thao's comparison: ____ (evidence: ____)
  • Her family's role: ____ (evidence: ____)
  • Her final result: ____ (evidence: ____)
  • Thao values safe practice. ____ (evidence: ____)
  • Thao's family chose the university for her. ____ (evidence: ____)
    Answer the central question in one sentence: What does Thao learn before she decides?

Worksheet No. 2: Perfect gerund and perfect participle clause

Part A. Combine the two sentences using a perfect participle clause (Having + past participle).

  1. Thao visited the college. Then she asked about the costs.
  2. Thao compared the entry requirements. Then she made a shortlist.
  3. Thao was informed of the tuition. Then she checked the budget with her family.
    Part B. Complete each sentence with the perfect gerund (having + past participle) of the verb in brackets.
  4. She regretted ____ (miss) the open day.
  5. Thao is glad ____ (compare) the two courses before deciding.
    Part C. Check: Who is the subject in each clause? Does the first action happen before the second?

Homework

  • Finish exercises 8 and 9 in the book: exercise 8 asks you to select two useful details from the model text and explain why they are better than saying only that the topic is important; exercise 9 asks you to write a three-sentence summary using only information in the model, keeping any essential condition or limit.
  • Write your personal shortlist paragraph from the Application activity in a clean copy and bring it to the next lesson.
  • Practise the intonation of the four model questions with a family member or a friend. Record yourself on your phone and listen to check whether the voice falls or rises correctly.
  • Review the six vocabulary words and make a flashcard for each word with its meaning and an example sentence.
  • Log in to NeoEdu at neoedu.vn/learn/11/english/unit-7-reading and complete the interactive exercises on the Reading lesson before the next class.

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