SỞ GIÁO DỤC VÀ ĐÀO TẠO THÀNH HUẾ

TRƯỜNG TRUNG HỌC PHỔ THÔNG CAO THẮNG

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ĐỀ CƯƠNG
KIẾN TẬP GIẢNG DẠY

Họ tên sinh viên thực hiện : Nguyễn Ngọc Thư Trang

Mã sinh viên : 20F7511221
Khoa/Ngành : Sư Phạm Tiếng Anh
Trường thực tập : THPT Cao Thắng

Huế, tháng 02 năm 2025

 LESSON PLAN - ENGLISH 11 GLOBAL SUCCESS

UNIT 7: EDUCATION OPTIONS FOR SCHOOL-LEAVERS

LESSON 2: LANGUAGE

Allotted time: 45 minutes

I. OBJECTIVES:
By the end of the lesson, students should be able to:
1. Knowledge:
- Use the lexical items related to the Unit 7 topic;
- Recognize and practice intonation in Wh- and Yes/No questions;
- Review the use of Perfect gerund and Perfect participle clause
2. Skills:
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities.
3. Attitude:
- Be ready to decide education options after leaving school
II. MATERIALS:
- Grade 11 Textbook, Unit 7, Language.
- Computer connected to the Internet.
- Projector / TV/ Blackboard.
III. TEACHING PROCEDURES:
ACTIVITY 1: WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge about intonation
- To help Ss recognize and practice intonation in Wh- and Yes/No questions.
b. Content:
- Watch a video about “Intonation in Yes/No questions”
 Link: https://www.youtube.com/watch?v=Wmo0ifHlp-8
c. Expected outcome:
- Students can listen and figure out the rules for the intonation in Wh- and Yes/No
questions.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
- T plays the video and asks Ss to focus on the - Ss watch the video and take notes on the
intonation rules. intonation rules.
- T asks guiding questions to check Ss’ - Ss answer T’s guiding questions based on
understanding, such as: their observations.
+ What intonation patterns did you notice in
the video?
+ When do we use rising intonation? When do
we use falling intonation?
- T calls on some Ss to share their notes and - Ss share their notes with the class when
confirms the correct answers. called.
- Ss listen to T’s confirmation and
explanations.

ACTIVITY 2: PRONUNCIATION (10 mins)

a. Objectives:
- To help Ss recognize and practice intonation in Wh- and Yes/No questions.
b. Content:
- Task 1: Listen and repeat. Pay attention to the falling or rising intonation in each of the
following questions. (p.77)
Audio script:

1. Did anyone go?

2. Would you like to share some of it with the class?

 3. What are your plans for the future?

4. When does the course start?

- Task 2: Listen and mark the intonation in these questions, using (rising intonation) or
(falling intonation). Then practice saying them in pairs. (p.77)
Answer key:

1. Do you want to go to university?

2. Have you talked with your parents about your plans?

3. How much does it cost to study at university?

4. What’s your favourite subject at school?

c. Expected outcomes:
- Ss can correctly use intonation in Wh- and Yes/No questions.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task 1: Listen and repeat. Pay attention to the falling or rising intonation in each of the
following questions. (5 mins)
- T ask Ss to listen to the recording and pay - Ss listen to the recording and focus on the
attention to the rising or falling intonation in intonation of the sentences.
the given sentences.
- T ask Ss to work in pairs and take turns - Ss work in pairs and take turns reading the
reading the sentences with the correct sentences with the correct intonation.
intonation. - Ss participate in checking the answers as a
- T check the answers as a class. class.
- Ss read the explanation in the Remember!
- T have Ss read the explanation in the box and answer T’s questions to demonstrate
Remember! box and ask questions to check
their understanding of the use of rising and their understanding.
falling intonation in Wh- and Yes/No
questions.
Task 2: Listen and mark the intonation in these questions, using (rising intonation) or
(falling intonation). Then practise saying them in pairs. (5 mins)
- Ss listen to the Wh- and Yes/No questions
- T asks Ss to listen to the Wh- and Yes/No
and mark the correct intonation pattern (rising
questions and mark the correct intonation
or falling) at the end of each question.
pattern (rising or falling) at the end of each
- Ss repeat the sentences after the recording, if
question.
necessary.
- T plays the recording several times, if
necessary, pause after each sentence for Ss to
- Ss check answers as a class.
repeat.

- T checks answers as a class. - Ss practice saying these questions in pairs.

- T puts Ss into pairs and have them practice

saying these questions. Walk round the class,
praising pairs for good effort and using the
appropriate intonation pattern.

3. ACTIVITY 3: VOCABULARY (12 mins)

a. Objectives:
- To introduce words/phrases related to education after leaving school.
- To help Ss practice the words in meaningful contexts.
b. Content:
- Task 1: Match the words and phrases with their meanings. (p.78)
Answer key:

1. C 2. D 3. A 4. E 5. B
 - Task 2. Complete the sentences using the correct forms of the words and phrases in
Task 1. (p.78)
Answer key:
1. higher education
2. qualifications
3. school-leavers
4. vocational education
5. graduation
c. Expected outcomes:
- Students understand the meaning of words, memories them and are able to use them in
meaningful context.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task 1. Match the words and phrases with their meanings. (6 mins)
- T asks Ss to read the definitions of the - Ss read the definitions of the phrases and
phrases and checks their understanding by translate them.
translating the definitions.
- T has Ss match each word with the definition - Ss match each word with the definition right
right next to it. next to it.
- T checks answers as a class. - Ss check answers as a class.
Task 2. Complete the sentences using the correct forms of the words and phrases in Task
1. (6 mins)
- Ss read the sentences carefully and decide
- T tells Ss to read the sentences carefully and
which word in Task 1 can be used to complete
decide which word in Task 1 can be used to
each of the sentences. Change the forms of
complete each of the sentences. Tell them to
some words if necessary.
change the forms of some words if necessary.

- T checks answers as a class. Have Ss call out

- Ss call out the word they have used in each
the word they have used in each sentence first.
sentence.
- T confirms the correct answers. Ask Ss to
- Ss explain the meaning of each word using
explain the meaning of each word using the
the definitions in Activity 1.
definitions in Task 1.

- T asks some Ss to read the complete

- Some Ss read the complete sentences.
sentences.

4. ACTIVITY 3: GRAMMAR (15 mins)

a. Objectives:
- To help Ss recognize the difference between Modal verbs: must, have to, and should.
- To help Ss practice Modal verbs: must, have to, and should.
b. Content:
- Task 1. Find and correct the mistakes in the following sentences. (p.78)
Answer key:

1. I forgot have discussed this topic with you.  having

2. Had won many maths competitions helped me to win a place at university. Having
3. Nam regretted not having choose a more interesting course at university. chosen
4. He was proud of had won the first place at the Biology Olympiad.  having

- Task 2. Rewrite these sentences using perfect participle clauses. (p.79)

Answer key:
1. Having listened to an introduction about the course
2. Having studied the available courses carefully
3. Not having studied enough
4. Having answered the job interview questions
- Task 3. Work in pairs. Make sentences, using perfect gerunds and perfect participle
clauses. (p.79)
c. Expected outcomes:
 - Students know how to use the past simple or the present perfect and can apply it to give
a short talk on the given topic.
d. Organization
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
Task 1. Find and correct the mistakes in the following sentences. (5 mins)
- T shows incorrect sentences on the slide. - Ss read the sentences carefully and identify
- T asks Ss to identify and correct the mistakes the mistakes.
individually or in pairs. - Ss work individually or in pairs to correct
- T calls on some Ss to share their corrected the errors.
sentences.
- T provides the correct answers and explains - Ss share their answers with the class.
any unclear points. - Ss compare their answers with the correct
ones and take notes.
Task 2. Rewrite these sentences using perfect participle clauses. (6 mins)
- Ss observe the examples and take notes on
- T writes 1-2 example sentences on the board
the structure.
and explains how perfect participle clauses
work.

- T asks Ss to rewrite given sentences using

- Ss rewrite the given sentences individually
the correct structure.
or in pairs.
- T invites some Ss to write their answers on - Ss write their answers on the board or read
the board. them aloud.

- T reviews and corrects the sentences as

needed. - Ss check their answers with the correct ones
and ask questions if necessary.
Task 3. Work in pairs. Make sentences, using perfect gerunds and perfect participle
clauses. (4 mins)
- Ss work in pairs to complete the task.
- T lets Ss work in pairs.
- Ss create sentences using perfect gerunds
 and perfect participle clauses.
- T asks Ss to make sentences using perfect
- Ss try to use the vocabulary from the lesson
gerunds and perfect participle clauses.
in their sentences.
- T encourages Ss to apply the vocabulary they
have learned in the lesson.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises on workbook.
- Prepare for Lesson 3: Reading.