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

Giáo án Speaking

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)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Explain the features of a complete spoken contribution: a clear position, a concrete example, an acknowledged limitation and an invitation to respond.
    • Use intonation correctly in Wh- and Yes/No questions, and explain which information each question seeks.
    • Use the perfect gerund (having + past participle) and the perfect participle clause to show earlier actions.
    • Develop and defend a viewpoint on education options for school-leavers, and respond to a partner's follow-up question.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own speaking script, check the model's structure independently and revise their work before presenting.
  • Communication and collaboration: Ss work in jigsaw groups and pairs, listen actively to their partner, and ask and answer real follow-up questions.
  • Problem-solving and creativity: Ss compare vocational and academic routes, identify information still missing and propose a realistic next step for their own situation.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model, deliver a 1–2 minute spoken contribution and answer a follow-up question in English.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use intonation in Wh- and Yes/No questions, use the key vocabulary (vocational, academic, qualification, apprenticeship, prospectus, tuition) and use perfect gerund and perfect participle forms accurately.

3. Personal qualities

  • Responsibility: Ss prepare their speaking script seriously and avoid presenting invented results as facts.
  • Honesty: Ss label their proposals and examples clearly, and acknowledge the limits of what they know.
  • Diligence: Ss practise intonation and rehearse their talk in pairs before the final presentation.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 11 (Global Success), Unit 7, Speaking
  • Projector or interactive board, laptop
  • NeoEdu learning page: neoedu.vn/learn/11/english/unit-7-speaking (lesson presentation, examples and interactive exercises)
  • Sentence strips with the model's sentences, and a timer
  • Worksheet 1 and Worksheet 2 (printed for each group or pair)

2. Students

  • Textbook, notebook, pen
  • Worksheet 1 and Worksheet 2 (if provided)
  • A blank sheet for writing a speaking script

III. Procedures

Activity 1: Warm-up · 5 minutes

Choosing a route: quick brainstorm

a) Aims

Ss activate prior knowledge about vocational and academic routes after Grade 10, and realise that a good answer needs reasons and examples.

b) Content

T asks Ss to think about two routes after school: vocational training (dạy nghề) and academic study (học thuật). Ss list one advantage and one question they would ask before choosing. Key words: vocational, academic, qualification, apprenticeship, prospectus, tuition.

c) Expected outcomes

A class list on the board, for example:

  • Vocational: practical skills, shorter training, apprenticeship, job-focused.
  • Academic: broader theory, research, university entry, more time.
  • Questions: What is the tuition? Is there supervised practice? What qualification do I get?

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture of school-leavers at a career fair and asks: 'Which route would you choose after Grade 12, and why?' T introduces the topic 'Education options for school-leavers' and the aim of the lesson.

    Students

    Ss listen and look at the picture, and think silently for 30 seconds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs, write two words for each route and one question they would ask.

    Students

    Ss discuss in pairs and write their ideas on sticky notes, for example: 'practical', 'expensive', 'prospectus'.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to stick their notes on the board and read them aloud. T asks: 'Why is it important to ask questions before choosing?'

    Students

    Ss read their notes. Expected answer: 'Because one video or advert does not tell us everything, so we need facts.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises relevant ideas and says: 'A good speaking contribution needs a clear position, reasons and a concrete example. Today we will learn how to build one.'

    Students

    Ss note the lesson focus in their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Analysing the model: jigsaw on structure

a) Aims

Ss identify the functions of each part of a complete spoken model and explain how the opening and closing work together.

b) Content

Ss read the model 'A complete speaking model' in the textbook (or on the NeoEdu page). Expert groups analyse one function each: Group 1 – the position (the viewpoint); Group 2 – the concrete example; Group 3 – the acknowledged limitation; Group 4 – the invitation to respond and the follow-up. Key questions: 'Which sentence states the position?' 'Which sentence gives a concrete example?' 'Which sentence admits a limit?' 'How does the closing invite a response?' Then they teach their group members (Worksheet 1).

c) Expected outcomes

Completed Worksheet 1, for example:

  • Position: Vocational training can provide focused practical preparation, while academic study may offer more extensive theory and research.
  • Concrete example: For example, an attractive workshop video does not tell me how often students receive feedback or what safety training they complete.
  • Limitation: I should also identify information that is still missing rather than pretend to predict my whole working life.
  • Invitation: We have identified the main questions, so shall we end here and check the sources before deciding?
  • Opening and closing: the opening introduces the two routes; the closing sums up and invites the partner to respond.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into 4 groups and gives each group one function from Worksheet 1. T models the first question: 'Which sentence in the model gives a position?' Then T sets 2 minutes for expert study and 2 minutes for teaching.

    Students

    Ss form expert groups, read the model and underline the sentence for their function.

  2. Teacher

    Step 2: Task performance

    T walks around, checks understanding and prompts: 'Is this a fact or an example? Why does the speaker say this?'

    Students

    Ss discuss and write the answer on Worksheet 1. Expected answer: 'The example is introduced by For example and shows what to check, but it is not a claimed observation.'

  3. Teacher

    Step 3: Report and discussion

    T regroups Ss into mixed groups of 4 (one expert from each group). T asks each expert to teach their part in 1 minute and asks the class: 'Why is the limitation useful for the audience?'

    Students

    Ss teach each other and listen. Expected answer: 'It shows the speaker is realistic and makes the argument more credible.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises on the board: 'A strong spoken contribution = position + concrete example + acknowledged limitation + invitation to respond.' T points out that the opening and closing frame the message.

    Students

    Ss copy the formula into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Intonation in questions and real interaction

a) Aims

Ss use correct intonation in Wh- and Yes/No questions and explain the information each question seeks.

b) Content

T models: 'What will you study?' ↘ (neutral Wh-question, falling) and 'Have you visited the college?' ↗ (Yes/No question, rising). T explains that context can change intonation: a surprised echo may rise. Ss practise the adviser–student exchange: 'Could I make an appointment to discuss the course?' / 'Certainly. Would Tuesday at three suit you?' / 'I'm afraid I have a lesson then. Is Wednesday at four possible?' / 'Yes. I'll book that time for you.' Ss complete Worksheet 2 by marking the intonation and the information each question seeks.

c) Expected outcomes

Completed Worksheet 2, for example:

  • What will you study? ↘ – seeks specific information (the subject of study).
  • Have you visited the college? ↗ – seeks a yes/no answer.
  • Could I make an appointment to discuss the course? ↗ – seeks permission/agreement.
  • Would Tuesday at three suit you? ↗ – seeks a yes/no response to an offer.
  • Is Wednesday at four possible? ↗ – seeks confirmation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays or models the two example questions and asks Ss to listen carefully to the final pitch. T introduces Worksheet 2.

    Students

    Ss listen and repeat the two questions chorally, then individually.

  2. Teacher

    Step 2: Task performance

    T sets pairs to read the adviser–student exchange with correct intonation and to mark the arrows on Worksheet 2.

    Students

    Ss practise in pairs (A is the student, B is the adviser), then mark the intonation and the information each question seeks.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 pairs to perform the exchange and asks the class: 'Does the question ask for information or confirmation?'

    Students

    Ss perform and answer. Expected answer: 'It asks for information, so the voice falls.' / 'It asks for confirmation, so the voice rises.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: neutral information-seeking Wh-questions usually fall, and Yes/No questions usually rise. T reminds Ss that intonation can change with context.

    Students

    Ss write the rule in their notebooks.

Activity 3: Practice · 8 minutes

Checking the model tasks in pairs

a) Aims

Ss apply their analysis to the model tasks and check their understanding of the answer guidelines.

b) Content

Ss work in pairs to answer selected tasks from the textbook, Exercises 2–8, using the model. Key tasks: 2 (purpose and audience), 3 (the opening), 4 (two useful details), 5 (three-sentence summary), 6 (one middle sentence and its role), 7 (opening and closing), 8 (a short conclusion). T gives the answer guidelines for each task (no need to match the model word for word).

c) Expected outcomes

Pairs' answers, for example:

  • Task 2: Purpose – to present and defend a viewpoint on the two routes; Audience – classmates and the partner who will ask a follow-up. Detail: 'I would ask those questions at an open day' shows a concrete action.
  • Task 3: The opening is 'Vocational training can provide focused practical preparation, while academic study may offer more extensive theory and research.' It introduces the two routes being compared.
  • Task 4: Two details: 'Neither route guarantees employment.' and 'an attractive workshop video does not tell me how often students receive feedback' – they are specific and show what to check.
  • Task 5: Vocational training offers focused practical preparation, while academic study offers broader theory and research. Neither route guarantees employment, so I would compare qualifications, costs, supervised practice and progression before deciding. I would ask questions at an open day and request the current prospectus.
  • Task 6: 'I would ask those questions at an open day and request the current prospectus' contributes a concrete next action.
  • Task 7: The opening introduces the topic; the closing invites the partner to respond before deciding.
  • Task 8: 'In short, the best choice depends on comparing qualifications, costs, supervised practice and progression. A realistic next step is to make a shortlist and set a date for checking entry requirements.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T assigns tasks 2–8 to pairs and reminds them: 'Use only information from the model. Do not invent results.'

    Students

    Ss read the tasks and the model together.

  2. Teacher

    Step 2: Task performance

    T monitors and checks answers that are too general, prompting: 'Which exact sentence supports your answer?'

    Students

    Ss discuss and write short answers for the tasks, underlining the supporting sentence.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to share answers for tasks 3, 5 and 7 and asks the class to comment.

    Students

    Ss read their answers and listen to feedback from other pairs.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms key answers and highlights: 'A summary keeps the conditions, such as before deciding, and does not add new results.'

    Students

    Ss correct their answers in their notebooks.

Activity 4: Application · 12 minutes

My options: a 1–2 minute spoken contribution

a) Aims

Ss develop and defend their own viewpoint on education options for school-leavers, using the four features of a complete spoken contribution, and respond to a partner's follow-up question.

b) Content

Ss prepare a 1–2 minute spoken contribution on 'Education options for school-leavers'. The contribution must include: a position, a concrete example (labelled as an example or a real observation), one acknowledged limitation and an invitation to respond. Ss use at least three key words from the unit (vocational, academic, qualification, apprenticeship, prospectus, tuition). Partner asks one real follow-up question, for example: 'Is the shorter course always better value?' Ss reply with a reason and a condition.

c) Expected outcomes

A spoken contribution of 1–2 minutes, with a follow-up answer, for example:

  • Position: 'In my view, the route should depend on my practical goals and my budget.'
  • Example: 'For example, I would ask an apprenticeship provider how many hours of supervised practice it offers. This is an example for my plan, not a fact I have checked.'
  • Limitation: 'I still do not know the tuition, so I cannot decide yet.'
  • Invitation: 'What do you think I should check first?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the four features on the board. T sets 3 minutes of preparation and reminds Ss to label examples clearly and avoid invented results.

    Students

    Ss listen, write a short script of 6–8 sentences and underline the four features.

  2. Teacher

    Step 2: Task performance

    T asks pairs to take turns: Speaker A speaks for 1–2 minutes; Partner B listens and asks one real follow-up question; then they swap roles. T listens and notes pronunciation and intonation.

    Students

    Ss speak, ask and answer. Expected follow-up question: 'Is the shorter course always better value?' Expected answer: 'No. Its recognition, content, support and progression matter as well as its length.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 volunteers to deliver their contribution to the class. T asks the audience: 'Which detail was the most convincing and why?'

    Students

    Ss present, and classmates give one comment each, for example: 'Your example made the point clear.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on content, structure, language and interaction, and reminds Ss that a good speaker responds to the partner rather than reading a prepared speech.

    Students

    Ss note the feedback and decide one improvement for their homework script.

Worksheets

Worksheet 1: Analysing the model

Expert group task: read 'A complete speaking model' and identify the sentence for your function.

  • Group 1 – Position (viewpoint): Which sentence states the viewpoint? Write it: ________
  • Group 2 – Concrete example: Which sentence gives a concrete example? Write it: ________ Why is it useful? ________
  • Group 3 – Acknowledged limitation: Which sentence admits a limit? Write it: ________ Why does this make the speaker more credible? ________
  • Group 4 – Invitation to respond: Which sentence invites a response? Write it: ________ How does the closing sum up the talk? ________
  • Whole class: What is the function of the opening sentence? ________

Worksheet 2: Intonation and information

Listen and mark the intonation with ↘ (falling) or ↗ (rising). Then write the information each question seeks.

  • What will you study? ______ Seeks: ________
  • Have you visited the college? ______ Seeks: ________
  • Could I make an appointment to discuss the course? ______ Seeks: ________
  • Would Tuesday at three suit you? ______ Seeks: ________
  • Is Wednesday at four possible? ______ Seeks: ________
    Rule: Neutral information-seeking Wh-questions often fall; Yes/No questions often rise. Context can change this (for example, a surprised echo may rise).

Homework

  • Write a complete spoken contribution of 150–200 words on 'Education options for school-leavers', with a position, a concrete example (labelled clearly), one acknowledged limitation and an invitation to respond.
  • Use at least two of these forms correctly: having + past participle (perfect gerund) and a perfect participle clause (for example: Having compared the courses, I ...). Check that the subject is the same in both clauses.
  • Practise the adviser–student exchange with correct intonation and record yourself on your phone.
  • Explore the interactive exercises on the NeoEdu page: neoedu.vn/learn/11/english/unit-7-speaking, then bring one question to the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.