Tiếng AnhLớp 11Phần 12. Unit 9: Social issues

Giáo án Looking back

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- use because, as, since, although, even though, however, therefore and as a result to link ideas by meaning in Unit 9 contexts;
- use despite and in spite of with a noun or -ing phrase, and punctuate contrast sentences correctly;
- read choice questions with the right intonation (rising on non-final alternatives, falling on the final one) and use the unit's topic vocabulary (peer pressure, bullying, boundary, consent, evidence, support).

2. Competences

a) General competences

Self-control and independent learning: Ss check their own answers against the key, identify their mistakes in connectors and self-assess their intonation practice.
Communication and collaboration: Ss work in pairs and groups to explain answers, read choice questions aloud, and give supportive responses in the fictional scenario.
Problem-solving and creativity: Ss choose appropriate linking words to build a connected response to a fictional case of peer pressure.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat choice questions, read a short text aloud, and write a connected response of 4–6 sentences using the linking words and unit vocabulary.
Language knowledge (pronunciation, vocabulary, grammar): Ss apply the rules of because/although/despite/however/therefore, use the correct punctuation after however, and pronounce choice questions with rising and falling intonation.

3. Personal qualities

Responsibility: Ss take turns in pairs and complete their own writing task before sharing, and they respect the fictional case without asking classmates to share personal experiences.
Kindness: Ss use supportive language and suggest a trusted adult when a friend is pressured to share an embarrassing image.

II. Teaching aids and materials

1. Teacher

Projector, slides and computer
Audio recording or speakers for the choice questions
Printed Worksheet No. 1 (one per pair)
NeoEdu learning page with interactive exercises: neoedu.vn/learn/11/english/unit-9-looking-back

2. Students

Student book Global Success 11, Unit 9
Notebook, pen and pencil
Mini whiteboard or small paper for quick answers

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Start: Thinking about Peer Pressure

a) Aims

Ss activate prior knowledge of the unit topic and recall the vocabulary of peer pressure and support.

b) Content

T shows the question 'When friends pressure you to do something you don't want to do, what can you say?' and four words on the board: peer pressure, boundary, consent, support. Ss discuss in pairs for one minute and then share one idea with the class.

c) Expected outcomes

Ss give 2–3 short ideas, for example: 'I can say no politely.' / 'I can ask a trusted adult for support.' Ss connect the four words to their ideas, showing understanding of: peer pressure (áp lực đồng trang lứa), boundary (ranh giới cá nhân), consent (sự đồng thuận), support (hỗ trợ).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the question and the four words on the board and asks Ss to think of what they could say when friends pressure them. T says: 'Work in pairs. You have one minute.'
Students
Ss read the question and the four words silently and get ready to discuss.
Teacher
Step 2: Task performance
T walks around, listens to pairs and gives help with vocabulary if needed.
Students
Ss discuss in pairs. Expected answers: 'We can say, I don't want to do that.' / 'We can talk to a teacher.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their ideas and writes key phrases on the board.
Students
Representative pairs share their ideas. Other Ss listen and add ideas if they have any.
Teacher
Step 4: Conclusion and assessment
T confirms the ideas and explains the four words in context. T says: 'Today we will review how to link ideas and how to say choice questions naturally.'
Students
Ss note the lesson focus in their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Linking Ideas by Meaning

a) Aims

Ss review the meaning and use of linking words for reasons, concession, contrast, consequences, and the structure of despite/in spite of.

b) Content

T displays the grammar summary on the slide: because/as/since (reason); although/even though (concession); however (contrast between sentences); therefore/as a result (consequence); despite/in spite of + noun or -ing phrase. T asks Ss: 'Why can we not write Despite she was nervous?' and 'Where does the comma go in however?'

c) Expected outcomes

Ss can state the rules in their own words, for example: 'Although + full clause, but despite + noun/-ing phrase.' Ss correctly punctuate: 'Although he was nervous, he spoke.' and 'He was nervous; however, he spoke.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the two example sentences and asks: 'What is the difference between although and despite?' T gives Ss 2 minutes to work in pairs.
Students
Ss read the examples and think about the structure after although and despite.
Teacher
Step 2: Task performance
T asks pairs to complete a quick sort: reason / concession / contrast / consequence, using the words because, although, however, therefore.
Students
Ss sort the words. Expected answers: reason: because, as, since; concession: although, even though; contrast: however; consequence: therefore, as a result.
Teacher
Step 3: Report and discussion
T calls on 2 pairs to explain. T asks: 'Why do we say Despite the pressure, ... but not Despite the pressure was strong, ...?'
Students
Expected answer: 'Despite is followed by a noun or -ing phrase, not a full clause.' Ss share their explanations.
Teacher
Step 4: Conclusion and assessment
T summarises the rules on the board: because/as/since + clause (reason); although/even though + clause (concession); despite/in spite of + noun or -ing phrase; however + comma/semicolon for contrast between sentences; therefore/as a result for consequence. T reminds Ss of the punctuation rule.
Students
Ss copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Intonation in Choice Questions

a) Aims

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

b) Content

T plays the model: '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 it with a yes/no question containing or, which has a different meaning and intonation.

c) Expected outcomes

Ss repeat the model with the correct rising and falling pattern, and can explain that the speaker is genuinely free to choose neither option and seek another trusted adult.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen carefully to the intonation. Then repeat after me.' T plays the audio or models the sentence twice.
Students
Ss listen and observe where the pitch goes up and down.
Teacher
Step 2: Task performance
T asks Ss to repeat in chorus, then in pairs, paying attention to the pitch on teacher and the falling pitch on counsellor. T models the supportive tone.
Students
Ss practise in pairs. Expected answer: a pair produces the rising tone on teacher and the falling tone on counsellor.
Teacher
Step 3: Report and discussion
T asks: 'Is Would you rather speak to a teacher or a counsellor? a choice question or a yes/no question? How do you know?'
Students
Expected answer: it is a choice question because it offers two options and has the rising-falling intonation; a yes/no question with or would have a different pattern.
Teacher
Step 4: Conclusion and assessment
T confirms the pattern and reminds Ss to keep a supportive tone so that the listener feels free to choose.
Students
Ss note the intonation rule in their notebooks.

Activity 3.1: Practice · 12 minutes

Choose the Correct Linking Word

a) Aims

Ss apply the linking words and despite/in spite of structures in context-based multiple-choice items.

b) Content

Ss complete Worksheet No. 1, items 1–8, individually for 6 minutes. Then they check in pairs. Items: 1. ___ she felt pressured, she refused politely. A. Despite B. Therefore C. Although D. Because of. 2. He asked for help ___ the messages frightened him. A. because of B. because C. despite D. however. 3. The posts continued; ___, she saved evidence and reported them. A. therefore B. despite C. although D. because of. 4. ___ feeling nervous, he told a trusted adult. A. Although B. Because C. However D. Despite. 5. He wanted to fit in. ___, he would not share the photo. A. Although B. Despite C. However D. Because. 6. Choose a correct reason phrase. A. However the threats, she asked for support. B. Because of the threats, she asked for support. C. Because of she was threatened, she asked for support. D. Despite she was threatened, she asked for support. 7. The joke hurt someone, ___ the group removed it and apologised. A. so B. although C. despite D. because of. 8. ___ the pressure was strong, he kept his boundary. A. Despite B. Because of C. However D. Even though.

c) Expected outcomes

Answer key: 1-C (although + full clause, concession); 2-B (because + reason clause); 3-A (therefore introduces the resulting action); 4-D (despite + -ing phrase); 5-C (however contrasts two independent sentences); 6-B (because of + noun phrase); 7-A (so introduces a consequence); 8-D (even though + finite clause). Ss write the correct letter and can explain each choice in one sentence.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and says: 'You have six minutes to do items 1 to 8 individually. Think about whether the next word is a clause, a noun phrase or a meaning link.'
Students
Ss read the instructions and begin working individually.
Teacher
Step 2: Task performance
T monitors and gives hints to Ss who are stuck, for example: 'What comes after the blank: a full clause or a noun phrase?' Then Ss compare answers in pairs and justify their choices.
Students
Ss complete the items and check in pairs. Expected difficulty: item 6 and item 8, where Ss may confuse Despite with Even though.
Teacher
Step 3: Report and discussion
T calls on different Ss to give answers to items 1, 4, 6 and 8, and asks the class: 'Do you agree?'
Students
Ss give their answers and explain, for example: 'Item 4 is despite because feeling is an -ing phrase.'
Teacher
Step 4: Conclusion and assessment
T shows the answer key and highlights the rule: noun or -ing phrase after despite; full clause after although, even though, because. T asks Ss to correct any wrong answers.
Students
Ss correct their worksheets and note the rules they missed.

Activity 3.2: Practice · 5 minutes

Vocabulary Match and Read-Aloud

a) Aims

Ss consolidate the unit vocabulary and practise the choice question intonation aloud.

b) Content

Part A: Ss match each word with its meaning: peer pressure, bullying, boundary, consent, evidence, support. Part B: Ss read aloud the choice question practice from the unit, first slowly and then at a natural pace: 'Would you rather speak to a teacher ↗ or a counsellor ↘?'

c) Expected outcomes

Part A 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. Part B: Ss read with correct rising and falling intonation, and the teacher gives feedback on clarity and pace.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words and their meanings in two columns, scrambled. T says: 'Match each word with its meaning, then read the choice question aloud.'
Students
Ss look at the words and meanings and start matching individually.
Teacher
Step 2: Task performance
T asks Ss to check with a partner, then models the choice question slowly and then at natural speed.
Students
Ss compare matches with a partner and practise reading the question aloud at two speeds.
Teacher
Step 3: Report and discussion
T asks 3 Ss to read the question aloud and gives feedback on intonation and clarity.
Students
Selected Ss read the question. Other Ss listen and say whether the rising and falling pitch was clear.
Teacher
Step 4: Conclusion and assessment
T confirms the vocabulary and says: 'Keep a supportive tone when you ask choice questions; the listener must feel free to choose.'
Students
Ss write the meanings in their vocabulary notebooks.

Activity 4: Application · 5 minutes

Responding to a Friend in a Fictional Case

a) Aims

Ss use the linking words, despite/in spite of structures and choice questions in a connected, supportive response to a fictional situation.

b) Content

T reads a fictional case aloud: 'A group chat pressures Lan to share an embarrassing photo of a classmate. Lan does not want to hurt anyone, but she is afraid of being left out.' Ss write a short supportive response (4–6 sentences) for Lan, using at least three linking words (although, however, therefore, as a result, despite) and one choice question. Ss must not describe any personal experience.

c) Expected outcomes

Model response: 'Although Lan may feel anxious, she should not share the photo, because it could harm another person. Despite the pressure from the group, she can leave the conversation. However, she does not have to solve the problem alone. Therefore, she should talk to a trusted adult, such as a teacher or a counsellor. Would you rather speak to a teacher ↗ or a counsellor ↘?' Ss write their own response and share it with a partner.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T reads the fictional case aloud and writes the task on the board: write 4–6 sentences, use at least three linking words, and include one choice question with the correct intonation. T says: 'Do not use any real personal experience.'
Students
Ss listen to the case and note the task.
Teacher
Step 2: Task performance
T gives Ss 3 minutes to write individually and then asks them to read their responses to a partner.
Students
Ss write their responses and read them to a partner, who checks the linking words and punctuation.
Teacher
Step 3: Report and discussion
T invites 2 Ss to read their responses aloud and asks the class: 'Does the response protect Lan? Does it suggest a trusted adult?'
Students
Ss read their responses. Expected answers: 'Yes, it suggests a trusted adult and does not share the photo.'
Teacher
Step 4: Conclusion and assessment
T praises effective use of connectors and supportive language, and reminds Ss that safety comes first if there is an immediate threat.
Students
Ss note the feedback and improve their responses for homework.

Worksheets

Worksheet No. 1

Part A. Choose the correct answer A, B, C or D.

1. ___ she felt pressured, she refused politely.
  A. Despite B. Therefore C. Although D. Because of
1. He asked for help ___ the messages frightened him.
  A. because of B. because C. despite D. however
1. The posts continued; ___, she saved evidence and reported them.
  A. therefore B. despite C. although D. because of
1. ___ feeling nervous, he told a trusted adult.
  A. Although B. Because C. However D. Despite
1. He wanted to fit in. ___, he would not share the photo.
  A. Although B. Despite C. However D. Because
1. Choose a correct reason phrase.
  A. However the threats, she asked for support.
  B. Because of the threats, she asked for support.
  C. Because of she was threatened, she asked for support.
  D. Despite she was threatened, she asked for support.
1. The joke hurt someone, ___ the group removed it and apologised.
  A. so B. although C. despite D. because of
1. ___ the pressure was strong, he kept his boundary.
  A. Despite B. Because of C. However D. Even though

Part B. Match each word with its meaning.

peer pressure / bullying / boundary / consent / evidence / support
áp lực đồng trang lứa / bắt nạt / ranh giới cá nhân / sự đồng thuận / bằng chứng / hỗ trợ

Part C. Read aloud: Would you rather speak to a teacher ↗ or a counsellor ↘?

Homework

Rewrite your response to Lan in the fictional case. Make sure it has at least four linking words and one choice question with the correct intonation.
Complete the online exercises on the NeoEdu page: neoedu.vn/learn/11/english/unit-9-looking-back.
Record yourself reading the choice question twice, first slowly and then at a natural pace, and listen to check the rising and falling intonation.
Review the grammar summary: because/as/since, although/even though, however, therefore/as a result, despite/in spite of.

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