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Giáo án Tiếng Anh 11
Tiếng AnhLớp 11Phần 12. Unit 9: Social issues

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use rising and falling intonation correctly in choice questions (e.g., Would you rather speak to a teacher ↗ or a counsellor ↘?).
    • Use because, as, since, although, even though, however, therefore, as a result, despite and in spite of according to meaning.
    • Use the topic vocabulary: peer pressure, bullying, boundary, consent, evidence, support.
    • Punctuate sentences with linking words correctly (comma after a subordinate clause, semicolon and comma with however).

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the practice exercises individually, check their own answers against the key, and note the linking words they still confuse.
  • Communication and collaboration: Ss work in pairs and groups to practise choice questions with a supportive tone and to explain their answers to the class.
  • Problem-solving and creativity: Ss choose the correct linking word from the context, explain why the others do not fit, and create their own sentences about a social issue.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat choice questions, ask and answer them in pairs, and write sentences that link ideas accurately.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce choice questions with the correct intonation, use six topic words in context, and apply the linking-word rules in multiple-choice items.

3. Personal qualities

  • Responsibility: Ss take responsibility for their own practice by reading the sentences aloud and correcting their mistakes after peer feedback.
  • Kindness: Ss use a supportive tone when they ask and answer choice questions, and they show respect when a partner makes a mistake.
  • Honesty: Ss admit when they are unsure of an answer and report their true self-assessment after the pronunciation practice.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the pronunciation model, grammar table, vocabulary list and exercises
  • Audio recording or teacher's own model of the intonation pattern
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Timer and sticky notes for the matching activity
  • NeoEdu lesson page for extra interactive exercises: neoedu.vn/learn/11/english/unit-9-language

2. Students

  • Student's book Tiếng Anh 11 (Global Success), Unit 9
  • Notebook, pen and pencil
  • Highlighter for marking rising and falling arrows
  • Mobile device or laptop to access the NeoEdu lesson page (if available)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Talking about peer pressure

a) Aims

Ss activate prior knowledge of social issues and get ready to use the new vocabulary and choice questions.

b) Content

Ss look at a picture of a group of teenagers and discuss in pairs: 'What social issues can you see? Have you ever felt peer pressure? Who would you talk to if you were in trouble?' Then T asks two quick choice questions: 'Would you rather speak to a teacher or a counsellor?' and 'Would you rather keep the secret or tell a trusted adult?'

c) Expected outcomes

Ss give short answers in pairs, for example: 'I feel peer pressure when my friends ask me to skip class.' 'I would rather speak to a counsellor because I can talk in private.' T writes two or three key ideas on the board (peer pressure, trusted adult, counsellor) to lead into the lesson.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the picture and asks: 'What social issues can you see in this picture?' T introduces the lesson aim: 'Today we will learn how to ask choice questions with the right intonation and how to link ideas.'

    Students

    Ss look at the picture and listen to the aim of the lesson.

  2. Teacher

    Step 2: Task performance

    T asks Ss to discuss in pairs: 'Have you ever felt peer pressure? Who would you talk to?' T monitors and helps with vocabulary.

    Students

    Ss discuss in pairs for two minutes. Expected answers: 'Yes, I felt peer pressure when my friends wanted me to lie.' 'I would talk to my parents or a teacher.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to share their answers and asks: 'Would you rather speak to a teacher or a counsellor?'

    Students

    Ss answer the choice question aloud, for example: 'I would rather speak to a counsellor.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the topic words on the board: peer pressure, bullying, boundary, consent, evidence, support. T says: 'Today we will learn these words and the patterns that link our ideas.'

    Students

    Ss copy the topic words into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Knowledge formation: Topic vocabulary

a) Aims

Ss understand the meaning of six topic words and use them in the context of social issues.

b) Content

Ss match each word with its Vietnamese meaning, then read the short texts on the slide and find the word that fits each gap. Words: 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). Ss work in groups of four using a jigsaw: each member reads a different definition, then explains it to the group. Use Worksheet 1.

c) Expected outcomes

Ss complete Worksheet 1 with the correct matches:

  • 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
    Ss can also write one example sentence for each word, for example: 'She kept the screenshots as evidence.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Work in groups of four. Each of you reads one definition, then explains it to your group. Then you match the words.'

    Students

    Ss form groups of four and receive Worksheet 1. Each S takes one definition card.

  2. Teacher

    Step 2: Task performance

    T monitors groups and asks guiding questions: 'What does evidence mean? Can you give an example of bullying?'

    Students

    Ss explain their definitions to the group and complete the matching table. Expected answer: 'Evidence means things that show something is true, such as screenshots.'

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read its matches aloud and asks other groups to check the answers.

    Students

    Ss report their matches and compare with other groups. They decide together on any difference.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches on the slide and reads each word aloud for Ss to repeat. T notes the words that Ss found hardest.

    Students

    Ss repeat the words and write the correct meanings in their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Knowledge formation: Intonation in choice questions

a) Aims

Ss recognise and produce the intonation pattern of genuine alternative questions.

b) Content

T models the question 'Would you rather speak to a teacher ↗ or a counsellor ↘?' and explains that in a genuine alternative question the non-final alternatives often rise and the final alternative falls. T then contrasts it with a yes/no question containing or, which has a different meaning, for example 'Would you rather speak to a teacher or a counsellor?' used as a yes/no question. T reminds Ss that the speaker must be free to choose neither and seek another trusted adult, so the tone should be supportive. Ss practise in pairs with the NeoEdu audio or the teacher's model. Use Worksheet 2.

c) Expected outcomes

Ss mark the arrows on Worksheet 2:

  • Would you rather speak to a teacher ↗ or a counsellor ↘?
  • Would you rather talk to your friend ↗, your parents ↗ or a counsellor ↘?
    Ss can state the key rule: 'Non-final alternatives rise; the final alternative falls.' Ss can name the difference: a genuine alternative question offers a choice; a yes/no question with or can have another meaning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the model audio twice and asks: 'Which words go up and which go down?' T then gives Worksheet 2.

    Students

    Ss listen carefully and look at the sentence on Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T asks Ss to mark the arrows in pairs, then practise saying the questions with a supportive tone. T walks around and corrects the pitch with hand gestures.

    Students

    Ss mark the rising and falling arrows and practise in pairs. Expected answer: 'The word teacher goes up, and counsellor goes down.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to say the question aloud and asks the class: 'Does the voice sound supportive? Is the choice clear?'

    Students

    Ss say the question aloud. The class gives feedback on rhythm, pitch and tone.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the rule on the board: 'Rise on the non-final choices, fall on the final choice. A genuine alternative question offers a choice; a yes/no question with or has a different meaning.' T reminds Ss that the speaker is free to choose neither.

    Students

    Ss copy the rule into their notebooks and repeat the question with the correct intonation.

Activity 2.3: Knowledge formation · 18 minutes

Knowledge formation: Linking ideas by meaning

a) Aims

Ss identify the function of each linking word (reason, concession, contrast, consequence) and apply the grammar rules for despite and punctuation.

b) Content

T presents the grammar table: because/as/since (reason); although/even though (concession); however (contrast between sentences); therefore/as a result (consequence). T explains: despite/in spite of take a noun or -ing phrase, not a full finite clause. T shows the punctuation examples: 'Although he was nervous, he spoke.' and 'He was nervous; however, he spoke.' Ss work in pairs with the sentence pairs on the slide to decide the function of each word.

c) Expected outcomes

Ss complete the grammar table:

  • Reason: because, as, since (followed by a full clause)
  • Concession: although, even though (followed by a full clause)
  • Contrast between sentences: however (placed after a semicolon or full stop, followed by a comma)
  • Consequence: therefore, as a result
  • Despite / In spite of: followed by a noun or -ing phrase (for example, 'Despite feeling nervous')
    Ss write the correct punctuation for: 'Although he was nervous he spoke' becomes 'Although he was nervous, he spoke.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the grammar table with blanks and asks Ss to complete it in pairs, using the examples on the slide.

    Students

    Ss look at the examples and prepare to fill in the table.

  2. Teacher

    Step 2: Task performance

    T asks guiding questions: 'After although, do we use a noun or a full clause?' 'Where do we put the comma in However sentences?' T monitors and corrects misunderstandings.

    Students

    Ss complete the table in pairs. Expected answer: 'After although we use a full clause, for example: Although she was tired, she kept going.'

  3. Teacher

    Step 3: Report and discussion

    T asks each pair to read one row of the table aloud and asks other pairs to agree or add a comment.

    Students

    Ss report their answers and discuss any differences.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the table and emphasises: 'Despite takes a noun or -ing phrase; although takes a full clause.' T writes the two punctuation examples on the board and highlights the comma and semicolon.

    Students

    Ss copy the completed table and the punctuation rules into their notebooks.

Activity 3.1: Practice · 20 minutes

Practice: Choosing the correct linking word

a) Aims

Ss apply the linking-word rules to choose the correct answer in context.

b) Content

Ss complete exercises 1 to 8 from the student's book. Ss work individually for five minutes, then compare with a partner. T checks the key with the class. Exercise key:

  1. A (Although she felt pressured, she refused politely.)
  2. D (He asked for help because the messages frightened him.)
  3. C (The posts continued; therefore, she saved evidence and reported them.)
  4. B (Despite feeling nervous, he told a trusted adult.)
  5. A (He wanted to fit in. However, he would not share the photo.)
  6. D (Because of the threats, she asked for support.)
  7. C (The joke hurt someone, so the group removed it and apologised.)
  8. B (Even though the pressure was strong, he kept his boundary.)

c) Expected outcomes

Ss write the correct letter for each item and give a short reason, for example: '1. A – although introduces a concession with a full clause.' Ss self-check against the key and record the number of correct answers.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Complete exercises 1 to 8 individually. Check the meaning first: is it a reason, a concession, a contrast or a consequence?'

    Students

    Ss read the sentences and start working individually.

  2. Teacher

    Step 2: Task performance

    T walks around and checks whether Ss are using despite with a noun or -ing phrase. T gives hints without giving the answer directly.

    Students

    Ss write answers and compare with a partner. Expected difficulty: confusing Because with Because of, or Despite with Even though.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read answers for items 1 to 8 and asks the class: 'Why is B wrong in item 6?'

    Students

    Ss give answers and reasons, for example: 'Because of is followed by a noun phrase, so D is correct in item 6.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms each answer and explains common mistakes. T reminds Ss: 'Although and despite have the same meaning but different structures.'

    Students

    Ss correct their own answers and note the items they got wrong.

Activity 3.2: Practice · 10 minutes

Practice: Matching topic words and reading intonation

a) Aims

Ss consolidate the topic vocabulary and practise reading aloud with the correct intonation.

b) Content

Ss complete exercise 9 by matching the six topic words with their meanings. Then Ss read the practice paragraph in exercise 10 aloud twice: first slowly, then at a natural pace. Ss focus on the rising and falling arrows in the choice questions. T assesses the pronunciation with the rubric: intonation in choice questions (4 points), clear sounds and meaning (3 points), rhythm and natural pace (3 points). Use Worksheet 2 for the reading practice.

c) Expected outcomes

Ss complete exercise 9:

  • 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
    Ss read the paragraph aloud with rising and falling intonation on the choice questions. Each pair gives one peer rating of the other's intonation using the rubric.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Match the words in exercise 9. Then read the practice paragraph aloud twice: first slowly, then at a natural pace.'

    Students

    Ss match the words individually and prepare to read aloud.

  2. Teacher

    Step 2: Task performance

    T models the first sentence and asks Ss to repeat it. T listens to pairs reading to each other and gives feedback on the pitch.

    Students

    Ss read the paragraph aloud in pairs. One S reads, the other S listens and rates the intonation.

  3. Teacher

    Step 3: Report and discussion

    T invites three volunteers to read the choice questions aloud and applies the rubric to each reading.

    Students

    Volunteers read aloud. Other Ss say whether the choice sounds clear and supportive.

  4. Teacher

    Step 4: Conclusion and assessment

    T gives brief feedback: 'Your rising tone on teacher was clear. Keep the final falling tone on counsellor.' T records the scores in the class notes.

    Students

    Ss note the feedback and repeat the difficult sentence once more.

Activity 4: Application · 10 minutes

Application: Giving advice about a social issue

a) Aims

Ss use choice questions with the correct intonation and linking words to give advice on a real social issue.

b) Content

In groups of three, Ss role-play a conversation between a student who is experiencing peer pressure or cyberbullying and a friend who gives advice. Ss must ask at least one choice question (for example, 'Would you rather speak to a teacher ↗ or a counsellor ↘?'), use at least two linking words (because, although, however, therefore, despite), and use at least two topic words. Ss can take the homework option to write a short paragraph of five to six sentences about a social issue in their community.

c) Expected outcomes

Each group performs a short dialogue of 45 to 60 seconds. The dialogue includes: at least one choice question with correct intonation; at least two linking words used correctly; at least two topic words (for example, evidence, support, boundary). Example: 'Although you feel pressured, you can ask for support. Would you rather speak to a teacher ↗ or a counsellor ↘?'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the role-play task and writes the requirements on the board: one choice question, two linking words, two topic words.

    Students

    Ss form groups of three and read the requirements.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with the structure. T reminds Ss to use despite with a noun or -ing phrase.

    Students

    Ss prepare and rehearse their dialogues for about five minutes.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three groups to perform. The class listens and identifies the choice question and the linking words.

    Students

    Groups perform. Expected sample: 'Because the messages were scary, I reported them. Would you rather speak to a teacher ↗ or a counsellor ↘?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the good use of intonation and linking words and corrects one or two errors on the board. T summarises the lesson: intonation in choice questions, linking ideas by meaning, and topic vocabulary.

    Students

    Ss note the corrections and reflect on what they learned in the lesson.

Worksheets

Worksheet 1: Topic vocabulary

Match each word with its meaning.

  • peer pressure
  • bullying
  • boundary
  • consent
  • evidence
  • support

Meanings (in random order):

  • ranh giới cá nhân
  • sự đồng thuận
  • bắt nạt
  • hỗ trợ
  • bằng chứng
  • áp lực đồng trang lứa

Then write one example sentence for each word in English.

Worksheet 2: Intonation in choice questions

Mark the rising arrow ↗ and falling arrow ↘ on each choice question.

  • Would you rather speak to a teacher or a counsellor?
  • Would you rather talk to your friend, your parents or a counsellor?

Answer the questions:

  • Which choices should rise?
  • Which choice should fall?
  • Is this a genuine alternative question or a yes/no question with or?

Practice: Read the question aloud twice, first slowly, then at a natural pace, with a supportive tone.

Homework

  • Review the six topic words and write one example sentence for each word.
  • Complete the linking-word exercises in the student's book: choose the correct answer and write a reason for each choice.
  • Practise reading the choice questions aloud with the correct intonation. Record yourself and listen to the recording; check the rising and falling pattern.
  • Writing task: Write a short paragraph of five to six sentences about a social issue in your community. Use at least two linking words (because, although, however, therefore, despite) and at least one choice question with the correct intonation.
  • Optional: Practise the interactive exercises on the NeoEdu lesson page: neoedu.vn/learn/11/english/unit-9-language

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