Tiếng AnhLớp 11Phần 12. Unit 9: Social issues

Giáo án Getting Started

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:
- Identify the speaker's intentions in the opening exchange about a shared photo.
- Use the topic vocabulary: peer pressure, bullying, boundary, consent, evidence, support.
- Use linking words correctly: because/as/since, although/even though, however, therefore/as a result, despite/in spite of.
- Use intonation to express a genuine choice in alternative questions.

2. Competences

a) General competences

Self-control and independent learning: Ss work on the matching and multiple-choice items alone, check their answers against the key and explain their choices.
Communication and collaboration: Ss work in pairs and groups to discuss the opening exchange, role-play a supportive reply and share ideas in whole-class feedback.
Problem-solving and creativity: Ss decide what a supportive response should include and produce a new three-sentence reply to a fictional case.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and respond to the opening exchange, speak in pairs with an appropriate supportive tone and write a short reply.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce rising and falling intonation in choice questions, use topic vocabulary and choose the correct linking words and their punctuation.

3. Personal qualities

Kindness: Ss show empathy by choosing supportive wording when they respond to a classmate's fictional problem.
Responsibility: Ss recognise that they should not forward or spread the harmful image and that a trusted adult should be involved when needed.
Honesty: Ss answer the review questions based only on the information in the model conversation and admit when a detail is not stated.

II. Teaching aids and materials

1. Teacher

Projector and slides with the opening exchange, vocabulary list and grammar notes
Board and markers
Handout: Worksheet 1 (copies or projected)
NeoEdu lesson page for interactive exercises: neoedu.vn/learn/11/english/unit-9-getting-started

2. Students

Textbook Tiếng Anh 11 (Global Success), Unit 9
Notebook, pen and pencil
Small sticky notes for the matching activity

III. Procedures

Activity 1: Warm-up · 4 minutes

Reading the Opening Exchange

a) Aims

Ss predict the speakers' intentions from the first lines of a conversation and connect the unit topic with the situation.

b) Content

Ss read the opening exchange silently, then answer: 1) Who is upset? 2) What does A want from B? 3) What does B want to do? Ss mark the speaker intention of each line: complaint, sympathy, asking for advice, offering help.

c) Expected outcomes

Ss give a short oral answer for each question, for example: A is disappointed because the group shared the photo after A refused. B is showing sympathy and offering help. The unit topic is social issues, specifically unwanted sharing of a personal photo.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the title 'Social issues' on the board and asks: 'What happens when a friend shares a photo without asking you?' T projects the four-line exchange and asks Ss to read it silently.
Students
Ss read the exchange silently and think about the situation.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and answer the three questions, then tick the intention of each line on their notes.
Students
Pairs discuss and mark intentions. Expected answers: A - complaint, A - asking for advice; B - sympathy, B - offer of help.
Teacher
Step 3: Report and discussion
T invites two pairs to share their answers and asks: 'Why does B say 'You did not deserve it'?'
Students
Expected answer: B wants to comfort A and show that A is not to blame.
Teacher
Step 4: Conclusion and assessment
T confirms that the conversation shows complaint, sympathy and an offer of help, and says the lesson will focus on useful language for these functions.
Students
Ss write the unit title and the key functions in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Topic Vocabulary in Context

a) Aims

Ss understand and pronounce the six topic words and use them in context.

b) Content

Ss match each word with its Vietnamese meaning: peer pressure (áp lực đồng trang lứa), bullying (bắt nạt), boundary (ranh giới cá nhân), consent (sự đồng thuận), evidence (bằng chứng), support (hỗ trợ). Then Ss find the words in the model text, for example 'peer pressure' in 'If friends pressure me...', 'evidence' in 'Relevant evidence should be preserved...', 'support' in 'A trusted adult can help'.

c) Expected outcomes

Ss copy the six words with meanings into their notebooks and write one example sentence for each word using the model text as a guide. Key: peer pressure = áp lực đồng trang lứa; bullying = bắt nạt; boundary = ranh giới cá nhân; consent = sự đồng thuận; evidence = bằng chứng; support = hỗ trợ.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words on the slide without meanings and reads each word aloud, asking Ss to repeat chorally. T explains that the words belong to the topic of social issues.
Students
Ss listen, repeat the words and note the stress pattern of each word.
Teacher
Step 2: Task performance
T gives Worksheet 1, Part A, and asks Ss to match the words with their meanings. T monitors and gives help with the pronunciation of 'boundary' and 'consent'.
Students
Ss work individually, then compare answers with a partner. Expected answers match the key.
Teacher
Step 3: Report and discussion
T calls on individual Ss to read a word and its meaning, and asks them to find the word in the model text.
Students
Ss point to the lines where each word appears, for example 'evidence' in 'Relevant evidence should be preserved safely'.
Teacher
Step 4: Conclusion and assessment
T checks the meanings, corrects pronunciation and reminds Ss that 'support' can be a noun or a verb.
Students
Ss correct their notes and record the words in their vocabulary notebook.

Activity 2.2: Knowledge formation · 10 minutes

Linking Ideas by Meaning

a) Aims

Ss use because/as/since, although/even though, however, therefore/as a result, despite/in spite of correctly, including the punctuation rules.

b) Content

T presents the meanings: because/as/since introduce reasons; although/even though introduce concession; however marks contrast between two sentences; therefore/as a result introduce consequences. T explains that despite/in spite of are followed by a noun or -ing phrase, not a full clause. T shows the punctuation contrast: 'Although he was nervous, he spoke.' and 'He was nervous; however, he spoke.' Ss complete Worksheet 1, Part B.

c) Expected outcomes

Key for Worksheet 1, Part B: 1) A (Although + full clause, concession). 2) D (Because introduces a reason clause). 3) C (Therefore introduces a result). Ss also write the rule: 'despite' + noun or -ing; 'although' + subject + verb.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes two sentences on the board: 'Although he was nervous, he spoke.' and 'He was nervous; however, he spoke.' T asks: 'What is the difference in meaning? Where is the comma or semicolon?'
Students
Ss look at the sentences and think about the meaning and the punctuation.
Teacher
Step 2: Task performance
T asks Ss to complete Worksheet 1, Part B individually, then check in pairs. T walks around and asks: 'Why is 'despite' not followed by a full clause?'
Students
Ss complete the items. Expected answer: 'despite' is followed by a noun or -ing phrase, for example 'despite the messages'.
Teacher
Step 3: Report and discussion
T asks one pair to read their answers aloud and asks others to say whether they agree.
Students
Pairs read the answers, for example: 'She felt pressured; therefore...' or 'Although she felt pressured, she refused politely.'
Teacher
Step 4: Conclusion and assessment
T summarises the four link types on the board and reminds Ss that a semicolon with 'however' is followed by a comma.
Students
Ss copy the summary table into their notebooks as a list of rules.

Activity 2.3: Knowledge formation · 5 minutes

Intonation in Choice Questions

a) Aims

Ss use rising and falling intonation in genuine alternative questions and understand the difference from yes/no questions with 'or'.

b) Content

T models: 'Would you rather speak to a teacher ↗ or a counsellor ↘?' T explains that non-final alternatives often rise and the final one falls. T contrasts with a yes/no question containing 'or', and explains that the speaker must be free to choose neither option.

c) Expected outcomes

Ss repeat the model with the correct tone and state the difference: a genuine alternative question offers a choice, while the yes/no question asks for a yes or no.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T models the sentence twice, with the arrows marking the rise and the fall, and asks Ss to listen.
Students
Ss listen and notice the pitch change on 'teacher' and 'counsellor'.
Teacher
Step 2: Task performance
T asks Ss to repeat chorally, then in pairs, one student asks the question and the partner answers with a choice.
Students
Pairs practise with a supportive tone, for example: 'Would you rather talk to a teacher or a counsellor?'
Teacher
Step 3: Report and discussion
T calls on two pairs to perform in front of the class and gives feedback on tone.
Students
Expected answer: 'I'd rather talk to the teacher.' Other Ss comment on the tone.
Teacher
Step 4: Conclusion and assessment
T confirms the rule and reminds Ss that a supportive speaker should allow the other person to choose neither option.
Students
Ss note the rule in their notebooks.

Activity 3: Practice · 8 minutes

Choosing the Right Word

a) Aims

Ss apply the vocabulary and grammar of the lesson to complete short sentences and exercises.

b) Content

Ss do Worksheet 1, Part C: match the topic expressions to their meanings (Exercise 1 of the textbook) and choose the correct answer to three items. Then Ss use the NeoEdu interactive exercises for extra practice if time allows.

c) Expected outcomes

Key: Exercise 1 - peer pressure = áp lực đồng trang lứa; bullying = bắt nạt; boundary = ranh giới cá nhân; consent = sự đồng thuận; evidence = bằng chứng; support = hỗ trợ. Exercise 2 - A (Although she felt pressured, she refused politely). Exercise 3 - D (He asked for help because the messages frightened him). Exercise 4 - C (The posts continued; therefore, she saved evidence and reported them).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the instructions of Worksheet 1, Part C and gives Ss two minutes to read the items silently.
Students
Ss read the exercises and identify the gaps and options.
Teacher
Step 2: Task performance
T asks Ss to complete the items individually, then check with a partner. T monitors and checks answers quickly.
Students
Ss write their answers. Pairs explain their choices, for example: 'Because' is followed by a full clause, so the answer is D.
Teacher
Step 3: Report and discussion
T asks Ss to read each completed sentence aloud and asks: 'Why is the answer not 'despite'?'
Students
Expected answer: 'despite' must be followed by a noun or -ing phrase, not a full clause.
Teacher
Step 4: Conclusion and assessment
T reveals the key and corrects common errors, especially the difference between 'because' and 'because of'.
Students
Ss correct their answers and write down any error they made.

Activity 4: Application · 10 minutes

Supporting a Friend in a Fictional Case

a) Aims

Ss use the target language to respond supportively to a fictional case of unwanted photo sharing.

b) Content

Ss work in groups of three. Each group reads the fictional case on Worksheet 1, Part D: 'Minh's classmate shared Minh's photo after Minh said no. Minh does not know whom to tell.' Each group writes a three-sentence reply using at least one of: although, therefore, despite, however. Groups then answer the follow-up: 'Does supporting a friend mean promising total secrecy?' Expected answer: No. Trusted adult help may be needed if someone is unsafe.

c) Expected outcomes

Each group produces a three-sentence reply, for example: 'I'm sorry that happened, and you did not deserve it. Although you may feel anxious, you should not forward the photo. We can speak to the teacher together if you would like.' Groups also give the answer to the follow-up question and explain why keeping a secret is not always right.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T divides Ss into groups of three and gives Worksheet 1, Part D. T explains that the case is fictional and nobody should share a personal experience.
Students
Ss read the case and listen to the instructions.
Teacher
Step 2: Task performance
T asks groups to write a three-sentence reply and check that it uses one target link word and protects the affected person. T monitors and helps with grammar.
Students
Groups write and role-play the reply with a supportive tone, then answer the follow-up question.
Teacher
Step 3: Report and discussion
T asks two groups to read their replies aloud and invites the class to say whether the reply is supportive.
Students
Expected reply: 'I'm sorry that happened. You did not deserve it. We can speak to a trusted adult together.'
Teacher
Step 4: Conclusion and assessment
T summarises: a good response protects the affected person and does not spread the image. T sets the homework.
Students
Ss write the key ideas in their notebooks.

Worksheets

Worksheet 1: Social Issues

Part A. Match each word with its meaning.

peer pressure - ____
bullying - ____
boundary - ____
consent - ____
evidence - ____
support - ____
Meanings: áp lực đồng trang lứa; bắt nạt; ranh giới cá nhân; sự đồng thuận; bằng chứng; hỗ trợ.

Part B. Choose the correct answer.

___ she felt pressured, she refused politely.
A. Although B. Because of C. Despite D. Therefore
He asked for help ___ the messages frightened him.
A. despite B. however C. because of D. because
The posts continued; ___, she saved evidence and reported them.
A. although B. because of C. therefore D. despite

Part C. Write one sentence for each rule.

Use 'despite' with a noun or -ing phrase.
Use 'although' with a full clause.

Part D. Fictional case: Minh's classmate shared Minh's photo after Minh said no. Minh does not know whom to tell. Write a three-sentence reply using at least one of: although, therefore, despite, however.

Homework

Write a short message (three to four sentences) to a fictional friend who is pressured to share an embarrassing photo. Use at least two of the following: although, however, therefore, despite. Do not include any real personal experience.
Read the opening exchange again and practise the intonation of the choice question: 'Would you rather speak to a teacher ↗ or a counsellor ↘?' Record yourself and listen to the tone.
Complete the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/11/english/unit-9-getting-started.

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.