Tiếng AnhLớp 11Phần 12. Unit 9: Social issues

Giáo án Communication and Culture / CLIL

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to: perform the everyday-English exchange on a concrete social problem, using rising and falling intonation in choice questions.
By the end of the lesson, Ss will be able to: use linking words (because, although, however, therefore, despite) correctly according to meaning and punctuation.
By the end of the lesson, Ss will be able to: interpret a culture/CLIL text on social issues affecting US teenagers without overgeneralising from one example.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the reading and grammar tasks on their own first, then check their answers against the key and correct their own mistakes.
Communication and collaboration: Ss work in pairs and small groups to practise the dialogue, share answers and give supportive feedback to each other.
Problem-solving and creativity: Ss choose appropriate responses and suggest a trusted adult for a fictional case, giving reasons for their choice.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and perform the everyday-English exchange, read the culture text, and write short answers and a summary about a fictional case.
Language knowledge (pronunciation, vocabulary, grammar): Ss use intonation in choice questions, the vocabulary peer pressure, bullying, boundary, consent, evidence and support, and the linking words because, although, however, therefore and despite with correct punctuation.

3. Personal qualities

Kindness: Ss respond to a fictional classmate with sympathy and without blaming the person who was upset.
Responsibility: Ss discuss fictional cases only, do not ask classmates to share personal trauma and do not identify any real peer in public.
Honesty: Ss report their answers truthfully, admit when they are unsure and use only information from the model.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard, lesson slides with the everyday-English exchange and the culture text
Audio recording of the everyday-English exchange (from the NeoEdu lesson page)
Printed worksheets (Phiếu học tập số 1 and số 2) and answer key
NeoEdu learning page: neoedu.vn/learn/11/english/unit-9-communication-and-culture-clil (interactive exercises, for practice and checking)
Vocabulary flashcards: peer pressure, bullying, boundary, consent, evidence, support

2. Students

Student's Book Global Success 11, Unit 9
Notebook, pen, pencil, highlighter (to mark intonation and key words)
Small whiteboard or A4 paper for group work

III. Procedures

Activity 1: Warm-up · 5 minutes

Who Can I Turn To?

a) Aims

Ss activate prior knowledge about social problems among teenagers and think about who a young person can ask for help.

b) Content

T asks Ss to brainstorm, in pairs, the social problems that teenagers may face at school (for example: bullying, peer pressure) and the people they can talk to. Ss then answer one fictional question: 'A student feels pressured by a group of friends. Who could this student talk to?' Ss must not share personal experiences.

c) Expected outcomes

A short list on the board: social problems (bullying, peer pressure, pressure around school or relationships) and trusted helpers (a teacher, a counsellor, a trusted adult). Ss see the topic of the lesson: Social issues.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the question on the board: 'Who can a young person turn to when facing a social problem?' T introduces the words peer pressure and bullying and asks Ss to read them aloud. T reminds Ss to talk about fictional cases only.
Students
Ss listen, repeat the new words and read the question silently.
Teacher
Step 2: Task performance
T asks Ss to work in pairs for 2 minutes and write as many problems and helpers as they can. T walks around and gives support.
Students
Ss discuss in pairs and write their ideas in their notebooks. Possible answers: 'bullying', 'peer pressure', 'a teacher', 'a counsellor'.
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to report. T writes the ideas on the board in two columns.
Students
Representatives say their ideas, e.g. 'The student can talk to a teacher.' / 'The student can talk to a counsellor.'
Teacher
Step 4: Conclusion and assessment
T praises good ideas and says: 'Young people can find trusted help from teachers, counsellors or other trusted adults. Today we will learn how to talk about this kindly.'
Students
Ss note the lesson title and the topic in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Everyday English: Intonation in Choice Questions

a) Aims

Ss understand the everyday-English exchange and use the correct intonation in choice questions.

b) Content

Ss listen to the exchange, read the lines, and identify the function of each line (expressing disappointment, sympathy, asking for advice, offering help). T models the choice question: 'Would you rather speak to a teacher ↗ or a counsellor ↘?' Ss mark the rising tone on the first alternative and the falling tone on the last alternative, then practise the exchange in pairs with a supportive tone.
Exchange:
A: I'm disappointed that the group shared my photo after I said no.
B: I'm sorry that happened. You did not deserve it.
A: I don't know whom to tell.
B: We can speak to the teacher together if you would like.

c) Expected outcomes

Key ideas Ss record in their notebooks:

Function: A expresses disappointment and asks for help; B shows sympathy and offers support.
Intonation: in a genuine choice question, non-final alternatives rise (↗) and the final alternative falls (↘).
Note: the speaker must be free to choose neither and seek another trusted adult.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T plays the recording once and asks: 'What is A feeling? What does B offer?' T writes the choice question on the board and asks Ss to listen for the intonation.
Students
Ss listen and answer: A feels disappointed; B feels sorry and offers to speak to the teacher together.
Teacher
Step 2: Task performance
T plays the recording again and pauses after the choice question. T asks Ss to mark ↗ and ↘ on the board copy. Then Ss practise the exchange in pairs, switching roles.
Students
Ss mark the intonation and practise the dialogue in pairs. Possible answer for marking: 'Would you rather speak to a teacher ↗ or a counsellor ↘?'
Teacher
Step 3: Report and discussion
T asks 2 pairs to perform for the class and gives feedback on tone, sympathy and intonation.
Students
Two pairs perform. Other Ss comment, e.g. 'Your tone was supportive.' / 'The last word should fall.'
Teacher
Step 4: Conclusion and assessment
T confirms the rule: non-final alternatives rise and the final alternative falls in genuine alternative questions. T reminds Ss that the speaker must be free to choose neither option.
Students
Ss copy the key ideas into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Linking Ideas: Reasons, Contrast and Results

a) Aims

Ss use because, although, however, therefore, despite and as a result correctly according to meaning and punctuation.

b) Content

Ss complete Phiếu học tập số 1 in pairs. T first shows the rule on the board: because/as/since introduce reasons; although/even though introduce concession; however marks a contrast between sentences; therefore/as a result introduce consequences; despite/in spite of take a noun or -ing phrase. T highlights the punctuation: Although he was nervous, he spoke. / He was nervous; however, he spoke.

c) Expected outcomes

Answer key for Phiếu học tập số 1:
a) Although (he was nervous, he spoke clearly)
b) because (she asked for help because she felt unsafe)
c) However (the group shared the photo; however, A felt disappointed) – punctuation: a semicolon or full stop before however, comma after
d) Despite (Despite the pressure, she felt tired)
e) As a result / Therefore (He did not report it earlier; as a result, the problem got worse.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the rules on the board and gives examples. T distributes Phiếu học tập số 1 and asks Ss to complete the sentences in pairs within 5 minutes.
Students
Ss listen, take notes and read the task on Phiếu học tập số 1.
Teacher
Step 2: Task performance
T monitors and checks the punctuation, especially after however and with despite.
Students
Ss complete the sentences in pairs and discuss why a word is correct. Possible answer: 'Although fits because the sentence shows a contrast.'
Teacher
Step 3: Report and discussion
T calls on different pairs to read one sentence each and asks the class to agree or disagree.
Students
Ss read their answers aloud, e.g. 'Despite the pressure, she felt tired.' Other Ss check the grammar and punctuation.
Teacher
Step 4: Conclusion and assessment
T confirms the answer key and stresses that despite is followed by a noun or -ing phrase, not a full clause.
Students
Ss correct their worksheets and write the rules in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Reading the Culture Text with Care

a) Aims

Ss identify the social problems described in the culture text and interpret the text without overgeneralising.

b) Content

Ss read the Culture/CLIL text and complete Phiếu học tập số 2: list the social problems, identify the sentence that warns against a national statistic, and identify the sentence about how a young person finds trusted help. T explains that the text uses an illustrative approach, not a claim about the whole population.
Text: Social problems affecting US teenagers can include bullying, unequal access to support and pressure around school or relationships. Patterns differ across communities, so avoid presenting one story as a national statistic. The useful comparison is how a young person finds trusted help. Discuss fictional cases without asking classmates to disclose trauma or identify a peer publicly.

c) Expected outcomes

Answers for Phiếu học tập số 2:

Social problems: bullying; unequal access to support; pressure around school or relationships.
Warning against overgeneralising: 'Patterns differ across communities, so avoid presenting one story as a national statistic.'
Useful comparison: how a young person finds trusted help.
Key message: discuss fictional cases only, without disclosing trauma or identifying a peer.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the text aloud and asks Ss to read it silently. T distributes Phiếu học tập số 2 and gives 3 minutes to complete it.
Students
Ss read the text and underline the social problems.
Teacher
Step 2: Task performance
T asks Ss to discuss in pairs: 'Why should we not present one story as a national statistic?'
Students
Ss discuss in pairs. Possible answer: 'One example does not show the situation of all teenagers in every community.'
Teacher
Step 3: Report and discussion
T asks 2 pairs to share their answers and invites other Ss to comment.
Students
Ss report: 'The problems are bullying, unequal access to support and pressure around school or relationships.' Other Ss add: 'Fictional cases protect classmates' privacy.'
Teacher
Step 4: Conclusion and assessment
T explains that an illustrative example is not an observed statistic, and that the lesson uses fictional cases only to respect privacy.
Students
Ss write the key message in their notebooks.

Activity 3: Practice · 8 minutes

Checking Understanding of the Model Exchange

a) Aims

Ss answer comprehension and summary questions based on the model exchange and the culture text, using only the information given.

b) Content

Ss answer Exercises 2–5 in pairs:
2. State the purpose and audience of this everyday exchange on 'Social issues'. Support your answer with one detail.
3. Explain how the opening introduces the topic. Identify the actual opening sentence.
4. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
5. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

c) Expected outcomes

Model answers:
2. Audience: the two speakers. Purpose: to handle the concrete request, response and conditions in the exchange. Supporting detail: 'You did not deserve it.'
3. Opening sentence: 'I'm disappointed that the group shared my photo after I said no.' It introduces the particular situation before the later detail.
4. Details: (1) 'I'm sorry that happened. You did not deserve it.' (2) 'I don't know whom to tell.' These details are specific and show what is being felt and what help is needed.
5. Summary: A is upset because a group shared a photo after A refused. B responds sympathetically without blaming A. B offers to speak to the teacher together if A wants that support.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays Exercises 2–5 and checks that Ss understand the words purpose, audience and summary. T asks Ss to use only the model.
Students
Ss read the exercises and ask questions if necessary.
Teacher
Step 2: Task performance
T monitors pairs, reminds Ss not to add facts that are not in the model, and checks the three-sentence summary.
Students
Ss answer the questions in pairs and write the summary in three sentences.
Teacher
Step 3: Report and discussion
T asks one pair to read the summary and invites others to check whether it keeps the condition ('if A wants that support').
Students
A pair reads the summary, e.g. 'A is upset because a group shared a photo after A said no.' Other Ss comment on accuracy.
Teacher
Step 4: Conclusion and assessment
T shows the model answers and points out that the answers must match the information in the model, not general claims.
Students
Ss correct their answers and tick the points they got right.

Activity 4: Application · 8 minutes

Supporting a Friend in a Fictional Case

a) Aims

Ss role-play a supportive conversation about a fictional case, using the everyday English and the linking words learned in the lesson.

b) Content

In groups of 3, Ss create a short role-play about a fictional student, 'Lan' or 'Minh', who was upset because a group shared a photo after the student refused. Ss must use: a choice question with the correct intonation (Would you rather speak to a teacher or a counsellor?), at least one sentence with although/because/however, and a suggestion of a trusted adult. Ss do not use real names of classmates or personal experiences.

c) Expected outcomes

A 4–6 line role-play dialogue. Example:
A: I'm disappointed that the group shared my photo after I said no.
B: I'm sorry that happened. You did not deserve it.
A: I don't know whom to tell.
B: Would you rather speak to a teacher ↗ or a counsellor ↘? Although it is hard, we can go together.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides the class into groups of 3 and gives the task. T reminds Ss to keep the case fictional and to respect privacy.
Students
Ss read the task and choose roles: A (the upset student), B (the supportive friend), C (observer who gives feedback).
Teacher
Step 2: Task performance
T walks around and gives help with grammar, punctuation and intonation.
Students
Ss write and rehearse their dialogue for about 5 minutes.
Teacher
Step 3: Report and discussion
T invites 2 groups to perform. T asks the observers to give one piece of positive feedback and one suggestion.
Students
Groups perform. Observers say, e.g. 'Your tone was supportive.' / 'Try to use although correctly with a comma.'
Teacher
Step 4: Conclusion and assessment
T praises the groups and summarises: a supportive response is kind, does not blame the person, and offers a trusted adult. T reminds Ss that the speaker can always choose another trusted adult.
Students
Ss note the key points in their notebooks.

Worksheets

Phiếu học tập số 1

Linking ideas: complete each sentence with the correct word. Choose from: because, although, however, despite, as a result / therefore.

a) He was nervous, ______ he spoke clearly.
b) She asked for help ______ she felt unsafe.
c) The group shared the photo. ______, A felt disappointed.
d) ______ the pressure, she felt tired.
e) He did not report it earlier; ______, the problem got worse.
Remember: check the punctuation after however and with despite.

Phiếu học tập số 2

Read the culture text and answer the questions.

1. List three social problems affecting US teenagers mentioned in the text.
1. Which sentence warns against presenting one story as a national statistic?
1. Which sentence says what is useful to compare?
1. What should classmates NOT do when discussing fictional cases?

Homework

Write a short paragraph (4–5 sentences) about a fictional student who is facing peer pressure. Use at least one sentence with although or despite and one with however. Use only fictional names.
Practise the everyday-English exchange with a partner at home, paying attention to the rising intonation on the first alternative and the falling intonation on the final alternative in choice questions.
Do the interactive exercises on the NeoEdu page (neoedu.vn/learn/11/english/unit-9-communication-and-culture-clil) and note any questions you are unsure about to ask in the next lesson.

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