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

Giáo án Reading

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 main idea and central question of the passage about peer pressure and online harm.
    • Locate exact sentences that give details and explain Son's actions.
    • Distinguish a stated fact, a reasonable inference and an unsupported claim, and support each judgement with evidence from the text.
    • Use the key vocabulary: peer pressure, bullying, boundary, consent, evidence, support.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the passage on their own first, then find and check evidence for each answer without relying on the teacher.
  • Communication and collaboration: Ss discuss in pairs and groups, give reasons for their answers and listen to peers' evidence before revising their own answers.
  • Problem-solving and creativity: Ss decide how to respond to a pressure situation and write their own boundary statement in a realistic context.

b) Specific competences

  • Communicative competence in English through reading: Ss read a text about social issues for main ideas, details and justified inference, and write a three-sentence summary using only information from the text.
  • Language knowledge (vocabulary): Ss understand and use the six key words in context, such as peer pressure, bullying, boundary, consent, evidence and support.

3. Personal qualities

  • Responsibility: Ss suggest reporting to a trusted adult instead of forwarding harmful images, and they accept that they must not blame the affected student.
  • Kindness: Ss show empathy for the classmate in the photo by choosing supportive responses and avoiding naming and shaming.
  • Honesty: Ss admit when a statement is not supported by the text and change their answers based on evidence.

II. Teaching aids and materials

1. Teacher

  • Projector or slides with the scenario, key vocabulary and the reading passage
  • Whiteboard and markers
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • NeoEdu learning page with reading and interactive exercises: neoedu.vn/learn/11/english/unit-9-reading

2. Students

  • Student's Book English 11 (Global Success), Unit 9 Reading
  • Notebook, pen, highlighter
  • Worksheet 1 and Worksheet 2

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: What Would You Do?

a) Aims

Ss activate prior knowledge about peer pressure in online groups and predict the topic of the reading.

b) Content

T shows the scenario: 'A group chat starts sharing an embarrassing photo of a classmate. Everyone is sending laughing emojis. You feel pressure to do the same.' T asks: 'Have you ever felt peer pressure online? What would you do?' Ss discuss in pairs. T writes the key words on the board: 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).

c) Expected outcomes

Each pair lists at least two possible responses, for example: 'Ignore the chat', 'Tell a trusted teacher', 'Refuse to forward the photo'. Ss state the topic: Social issues, peer pressure and online bullying.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the scenario and asks: 'What would you do in this situation?'

    Students

    Ss read the scenario silently and think about their own reaction.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs for about two minutes and monitors quietly.

    Students

    Pairs discuss and note two possible responses. Expected answers: 'I would not send a laughing emoji.', 'I would tell a teacher privately.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share and writes key responses on the board. T asks: 'Why is it hard to refuse in a group chat?'

    Students

    Some pairs report. Expected answer: 'Because everyone is joining in and I do not want to be the next target.'

  4. Teacher

    Step 4: Conclusion and assessment

    T links the responses to the reading and announces the topic: Social issues. T says: 'Today we will read a story about a student who resists harmful pressure.'

    Students

    Ss copy the topic and the key words into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reading for the Main Idea

a) Aims

Ss pre-teach key vocabulary and identify the central question and main idea of the passage.

b) Content

Ss read the passage once quickly for the central question. Then they complete Worksheet 1 (Phiếu học tập số 1): (1) What is the central question of the passage? (2) What is the main idea? (3) Match each key word with its meaning. T checks pronunciation of peer pressure, bullying, boundary, consent, evidence, support.

c) Expected outcomes

Ss complete Worksheet 1. Model answers:

  • Central question: How can a student resist peer pressure to share a harmful image without making the situation worse?
  • Main idea: Son refuses to join in the mockery, reports the photo privately to a trusted teacher, and the class campaign focuses on consent, reporting and support rather than shaming pupils.
  • Matching: 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

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read once quickly. Do not stop at every word. Focus on the question: What is the passage mainly about?'

    Students

    Ss read the passage silently for about two minutes and note the key idea.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to complete Worksheet 1 and monitors for understanding of the vocabulary.

    Students

    Pairs complete the central question, the main idea and the vocabulary matching. Expected answer: 'Son does not join in and reports it to a teacher.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their main idea. T asks: 'Is the central question about the photo or about how to respond?'

    Students

    Pairs read their answers. Expected answer: 'It is about how to respond to the pressure.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the main idea and explains that a main idea covers the whole text, not one detail. T models the pronunciation of the six words and asks Ss to repeat.

    Students

    Ss correct their worksheets and repeat the key words after T.

Activity 2.2: Knowledge formation · 10 minutes

Reading for Details and Justified Inference

a) Aims

Ss locate exact evidence for details and distinguish stated facts, reasonable inferences and unsupported claims.

b) Content

Ss work in groups of four. Each pair takes three statements from Worksheet 2 (Phiếu học tập số 2) and decides: SF = stated fact, RI = reasonable inference, UC = unsupported claim. For each, Ss write the evidence sentence or explain why there is none.
Statements:

  1. Son sent a private message to a trusted teacher.
  2. Son did not want to be the next target.
  3. The affected student could not safely object to the group's sharing.
  4. The teacher punished the pupils who shared the photo.
  5. Son had to argue publicly with the whole group to refuse.
  6. The whole school joined the campaign against bullying.

c) Expected outcomes

Ss complete Worksheet 2. Model answers:

  • 1: SF. Evidence: 'Instead of joining in, he paused and sent a private message to a trusted teacher.'
  • 2: SF. Evidence: 'He did not want to be the next target.'
  • 3: RI. The class discussed 'how jokes can become harmful when a person cannot safely object', so it is a reasonable inference, not a stated fact.
  • 4: UC. The text says the teacher spoke with the affected student and followed the safeguarding procedure. No punishment is mentioned.
  • 5: UC. The text says the opposite: 'refusing pressure did not require a public argument with the whole group.'
  • 6: UC. The text mentions only the class campaign, not the whole school.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the three labels with one example: 'Son sent a private message' is a stated fact. T says: 'For each statement, find the exact sentence in the text.'

    Students

    Ss listen and note the three labels in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks groups of four to divide the six statements and check each other's evidence. T walks around and asks: 'Where is your evidence?'

    Students

    Groups work together. Ss who finish early underline the evidence sentence in the passage.

  3. Teacher

    Step 3: Report and discussion

    T asks one group to report statement 3 and another group to report statement 5. T asks: 'Why is statement 3 an inference and not a fact?'

    Students

    Groups report. Expected answer: 'The text does not say it directly, but the class discussion suggests it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and stresses: a stated fact has direct evidence, a reasonable inference is supported by the text but not stated, and an unsupported claim has no support or contradicts the text.

    Students

    Ss correct their answers and record the three labels with one example each.

Activity 3: Practice · 10 minutes

Answering Comprehension Questions with Evidence

a) Aims

Ss answer multiple-choice comprehension questions and justify each answer with the exact supporting sentence.

b) Content

Ss answer Questions 2 to 5 individually. Then they compare answers in pairs using think-pair-share. Each answer must be supported by one sentence from the text.
Question 2: What pressure did Son feel? A. To laugh at an embarrassing photo; B. To join a sports team; C. To leave school; D. To buy a device.
Question 3: How did he preserve evidence? A. By making a public poster of it; B. By deleting every message immediately; C. By posting names; D. Without forwarding the image widely.
Question 4: Who did he contact? A. A public audience; B. A souvenir shop; C. A trusted teacher; D. An unknown account.
Question 5: What did the campaign avoid? A. Offering support; B. Naming and shaming pupils; C. Discussing consent; D. Reporting concerns.
After that, T may assign extra exercises on the NeoEdu page if time allows.

c) Expected outcomes

Answers with evidence:

  • Question 2: A. Evidence: 'Son felt pressure to react with a laughing symbol.'
  • Question 3: D. Evidence: 'He saved evidence without forwarding the photo to more pupils.'
  • Question 4: C. Evidence: 'he paused and sent a private message to a trusted teacher.'
  • Question 5: B. Evidence: 'Their campaign focused on consent, reporting and support, not on naming and shaming individual pupils.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four questions and says: 'Choose the answer, then find the sentence that proves it. Do not choose an answer only because it sounds good.'

    Students

    Ss read the questions and work individually for about four minutes.

  2. Teacher

    Step 2: Task performance

    T asks Ss to turn to a partner and check answers with the evidence sentence. T monitors pairs that disagree.

    Students

    Pairs compare answers and read the evidence aloud. Expected answer: 'I chose B for Question 5 because the text says the campaign did not name pupils.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to answer Questions 2 to 5 and asks for the evidence sentence each time.

    Students

    Ss answer and read the evidence. Expected answer for Question 3: 'D, because he saved the evidence without forwarding it to more pupils.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains why the distractors are wrong, for example: 'Posting names or deleting messages does not protect the classmate.' T says: 'Always give the evidence when you answer a reading question.'

    Students

    Ss correct any mistakes in their notebooks.

Activity 4: Application · 10 minutes

Summary and Personal Boundary Statement

a) Aims

Ss write a short summary using only the information in the text and create a personal boundary statement for a real group chat.

b) Content

T asks Ss to write a three-sentence summary of the passage using only information from the text. The summary must keep the essential limit: the campaign focused on consent, reporting and support, not on naming and shaming. Then Ss write one boundary statement they could use in a real group chat, starting with 'I do not want to ...'. Ss read their statement to a partner.

c) Expected outcomes

Model summary:

  • When a group chat began sharing an embarrassing photo of a classmate, Son felt pressure to react with a laughing symbol.
  • He did not want to be the next target, so he sent a private message to a trusted teacher instead of joining in.
  • Their campaign focused on consent, reporting and support, not on naming and shaming individual pupils.
    Example boundary statement: 'I do not want to share someone's image without consent.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the criteria: three sentences, information only from the text, keep the limit 'not on naming and shaming'. T says: 'Write your summary first, then your boundary statement.'

    Students

    Ss read the criteria and note the key points of the passage.

  2. Teacher

    Step 2: Task performance

    T gives Ss four minutes to write individually and monitors. Then T asks Ss to exchange with a partner and check whether each sentence is supported by the text.

    Students

    Ss write their summary and boundary statement. Partners check: 'Is this in the text?'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read their summary and boundary statement aloud. T asks: 'Does your summary keep the limit about naming and shaming?'

    Students

    Ss read. Expected answer: 'Yes, my third sentence says the campaign did not name individual pupils.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate summaries and emphasises that a good response to peer pressure protects the affected person, does not repeat harm, and asks for support from a trusted adult.

    Students

    Ss record the best sentence from their summary and the boundary statement in their notebooks.

Worksheets

Phiếu học tập số 1

Reading for the Main Idea

  • Question 1: What is the central question of the passage?
  • Question 2: What is the main idea of the passage? Write one sentence.
  • Question 3: Match each word with its meaning.
    • peer pressure: ___
    • bullying: ___
    • boundary: ___
    • consent: ___
    • evidence: ___
    • support: ___
      Options: bắt nạt; sự đồng thuận; áp lực đồng trang lứa; hỗ trợ; bằng chứng; ranh giới cá nhân.

Phiếu học tập số 2

Reading for Details and Justified Inference
Label each statement: SF (stated fact), RI (reasonable inference), UC (unsupported claim). Write the evidence sentence from the text or explain why there is none.

    1. Son sent a private message to a trusted teacher. ___ Evidence: ___
    1. Son did not want to be the next target. ___ Evidence: ___
    1. The affected student could not safely object to the group's sharing. ___ Evidence/Explanation: ___
    1. The teacher punished the pupils who shared the photo. ___ Evidence/Explanation: ___
    1. Son had to argue publicly with the whole group to refuse. ___ Evidence/Explanation: ___
    1. The whole school joined the campaign against bullying. ___ Evidence/Explanation: ___

Homework

  • Answer Questions 6 to 8 of the reading exercise in your notebook, using complete sentences:
    • Question 6: State the purpose and audience of the passage and support your answer with one detail. Model: Audience: students reading about social issues. Purpose: to show pupils how to resist harmful online pressure without spreading the harmful image. Detail: 'Son learned that refusing pressure did not require a public argument with the whole group.'
    • Question 7: Identify the opening sentence and explain how it introduces the topic. Model: The opening is 'When a group chat began sharing an embarrassing photo of a classmate, Son felt pressure to react with a laughing symbol.' It introduces the particular situation before the later details.
    • Question 8: Select two useful details and explain why they are more convincing than saying only that the topic is important. Model: 'He did not want to be the next target.' and 'Their campaign focused on consent, reporting and support, not on naming and shaming individual pupils.' These details are specific and show what Son did and what the class agreed.
      Write each answer in English, and check that each one is supported by the text.
  • Write five sentences using the key words: peer pressure, bullying, boundary, consent, evidence and support.
  • Practise the reading on the NeoEdu page (neoedu.vn/learn/11/english/unit-9-reading) and do the interactive exercises. Note any answers you are unsure about and bring them 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.