Giáo án Tiếng Anh 11 Global Success (CV5112) - Unit 1

 Planning date/9/2023
 Teaching date9/2023
 Period...
 UNIT 1: A LONG AND HEALTHY LIFE
 Lesson 1: Getting started – A healthy lifestyle
 I. OBJECTIVES
 By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Gain an overview about the topic A long and healthy life;
 - Gain vocabulary to talk about a healthy lifestyle;
 - Get to know the language aspects: Past simple vs. Present perfect.
 2. Competences
 - Develop communication skills and creativity;
 - Be collaborative and supportive in pair work and teamwork;
 - Actively join in class activities.
 3. Personal qualities
 - Familiarize with the ways to keep fit and stay healthy;
 - Develop self-study skills.
 II. MATERIALS 
 - Grade 11 textbook, Unit 1, Getting started
- Computer connected to the Internet
 - Projector / TV/ pictures and cards
 - hoclieu.vn
 III. PROCEDURES
 1. WARM-UP (5 mins)
 a. Objectives: 
 - To stir up the atmosphere and activate students’ knowledge on the topic of healthy lifestyle;
 - To set the context for the listening and reading part;
 - To enhance students’ skills of cooperating with teammates.
 b. Content:
 - Categorizing game: Classify healthy and unhealthy activities
 c. Expected outcomes:
 - Students can distinguish healthy and unhealthy activities
 d. Organization: 
 TEACHER’S AND STUDENTS’ CONTENTS
 ACTIVITIES
 Categorizing game Lists of activities:
 - Ss work in groups. Each group is given small - Healthy lifestyle
 pieces of paper on which activities of healthy + Eat fruits and vegetables
 and unhealthy lifestyle are written. + Drink enough water
 - Each group has to classify them into correct + Have a balanced diet
 categories. + Get regular exercise
 - The first team to complete the task correctly + Avoid tobacco and drugs
 is the winner. + Get enough good sleep
 - Teacher asks the winner to go to the board - Unhealthy lifestyle
 and show the correct answers. + Stay up late
 + Eat late in the evening
 + Eat too much sodium
 + Have excessive screen time
 + Overuse painkillers and sedatives
 + Eat fast food
 e. Assessment
 - Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRESENTATION (7 mins) Task 2. Read the conversation again and decide whether the following statements are true (T) 
 or false (F). (5 mins)
 - Teacher tells Ss to read the Answer key:
 conversation again and work 1. F (Nam used to eat a lot of fast food and have bad 
 independently to find the answers. habits.) 
 Remind Ss to underline the information 2. T 
 and correct the false statements. 3. T
 - Ss work independently to find the 
 answers.
 - Teacher has Ss compare the answers in 
 pairs before checking with the whole 
 class.
 - Teacher checks the answers as a class 
 and gives feedback.
 Task 3. Fill in the blanks to make phrases from Task 1 with the following meanings. (5 mins)
 - Teacher has Ss look at the box 1-4. Answer key:
 Explain that these words are part of 1. energy 
 phrases related to healthy lifestyles and 2. habits 
 they are all in the conversation in Task 1. 3. regular 
 - Teacher asks Ss to read the definitions 4. balanced 
 and the words in the boxes so that the 
 phrases on the left match the definitions 
 on the right. Underline the phrases in the 
 conversation.
 - Check answers as a class.
 Task 4. Complete the text based on the conversation in Task 1. Use the correct forms of the 
 verbs in brackets. (5 mins)
 - Teacher tells Ss to read the summary. Answer key:
 Focus attention on the verbs in brackets. 1. ate 
 - Teacher asks Ss to complete the 2. has started 
 sentences, using the correct verb form. 3. (has) given 
 In weaker class, teacher may have Ss 4. visited 
 refer to the conversation in Task 1. 5. has just celebrated
 - Check answers as a class. 
 - Elicit the verb tenses, i.e. Past Simple 
 and Present Perfect
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
 4. ACTIVITY 3: PRODUCTION (10 mins)
 a. Objectives: 
 - To help Ss memorize the basic knowledge on how to stay healthy;
 - To get Ss to speak about how to be strong and healthy.
 b. Content:
 - Role play
 c. Expected outcomes:
 - Students can give a short talk about good habits to stay healthy.
 d. Organisation
 TEACHER’S AND STUDENTS’ CONTENTS
 ACTIVITIES
 Task 5. Role-play
 - Teacher asks Ss to work in groups. Students’ own creativity
 - In each group, one student plays the role of 
 grandpa who is in his 90s and still very 
 strong and healthy. Others are grandchildren. VIDEO WATCHING Suggested answers:
 - Eat a good balance of all kinds of food
 - Ss work in 4 groups. Each group is given a - Drink lots of water
 big-sized piece of paper and markers. - Do lots of exercises
 - Ss watch the video once and list out good - Keep clean and wash off germs
 habits to stay healthy mentioned in the video. - Have enough sleep
 - All teams stick the paper on the boards.
 - Teacher checks the answers of each group.
 - The group that has the most correct answers 
 is the winner.
 e. Assessment
- Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRONUNCIATION (12 mins)
 a. Objectives: 
 - To help Ss recognise and practise strong and weak forms of auxiliary verbs.
 - To help Ss practise strong and weak forms of auxiliary verbs.
 b. Content:
 - Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs. 
 Then practice saying them. (p.9)
 - Task 2: Read the sentences out loud. Pay attention to the strong and weak forms of the auxiliary 
 verbs. Then listen and check. (p.9)
 c. Expected outcomes:
 - Students can pronounce the strong and weak forms of auxiliary verbs in Yes-No questions 
 correctly.
 d. Organisation
 TEACHER’S AND STUDENTS’ CONTENTS
 ACTIVITIES
 Task 1: Listen and repeat. Pay attention to the strong and weak forms of the auxiliary verbs. 
 Then practise saying them. (5 mins)
 - Teacher asks Ss to listen to the recording. Notes:
 Have them pay attention to the strong forms (in - Auxiliary verbs at the beginning of Yes/No 
 red) and the weak forms (in blue) of the questions do not receive stress and are 
 auxiliary verbs. pronounced in their weak forms.
 - Teacher asks Ss to listen to the recording - At the end of short answers, they often 
 again, but this time, have them repeat the words receive stress and are pronounced in their 
 in red and green only. short forms.
 - Teacher asks Ss to read the notes in the Mark: Have you started working out again?
 Remember! Box which is above the /həv/
 conversation. Check understanding by asking Nam: Yes, I have.
 individual Ss to briefly explain the strong and /hổv/
 weak forms of auxiliary verbs. Mark: Was it your grandfather who taught
 /wəz/
 you? 
 Nam: Yes, it was.
 /wɒz/
 Task 2: Work in pairs. Read the sentences out loud. Pay attention to the strong and weak 
 forms of the auxiliary verbs. Then listen and check. (7 mins)
 - Teacher asks Ss to read quickly through the Answer key:
 questions and answers. Check understanding. 1. Does she exercise? – Yes, she does.
 - Teacher asks Ss to read the red and blue /dəz/ /dʌz/
 words first before reading aloud the whole 2. Were you eating healthily? – Yes, I was.
 sentences/conversations. /wə(r)/ /wɒz/
 - Teacher has Ss work in pairs to take turns to 3. Do you eat vegetables? – Yes, I do.
 read each sentence aloud. Ask them to pay /də/ /du/ 
 attention to the strong and weak forms. 4. Can he get up early? – Yes, he can.
 - Extension: Teacher may have pairs make new /kən/ /kổn/ - Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
 4. ACTIVITY 3: GRAMMAR (13 mins)
 a. Objectives: 
 - To help Ss recognise the difference between the Past Simple and the Present Perfect.
 - To help Ss practise the Past Simple and the Present Perfect.
 b. Content:
 - Task 1. Put the verbs in brackets in either the past simple or the present perfect. (p.11)
 - Task 2. Talk about your healthy activities, using the past simple or the present perfect. 
 (p.11)
 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. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
 Task 1. Put the verbs in brackets in either the past simple or the present perfect. (6 mins)
 - Teacher asks Ss to read the notes in the Answer key:
 Remember box to review the differences between 1. saw
 the Past Simple and the Present Perfect. Give more 2. suffered
 explanation and examples if necessary. 3. have been improved
 - Teacher asks Ss to pay attention to the meaning of 4. has just examined
 each sentence and underline the key words (such as 
 ago, yesterday with Past Simple, and yet, already, 
 for, since with Present Perfect). 
 - Teacher asks Ss to pay attention to the active 
 voice or passive voice of the verbs.
 - Teacher gives Ss time to complete the task.
 - Teacher checks answers as a class by having 
 individual Ss write the sentences on the board. Go 
 through each sentence and ask Ss to explain why 
 they have used that particular form, e.g. 1. We use 
 Past simple here because it is an action that started 
 and finished in the past, and the grammatical clue 
 here is “yesterday”.
 - Extension: Ask Ss to add 2-3 more sentences to 
 each item, using the Past simple and/or Present 
 perfect where appropriate, e.g. He saw the doctor 
 yesterday. The doctor examined him carefully. He 
 has felt better since then. 
 Task 2. Work in pairs. Talk about what you do to keep fit and healthy. Use the past 
 simple or the present perfect. (7 mins)
 - Teacher lets Ss work in pairs. Suggested answer:
 - Teacher asks Ss to talk to their partner and share - I have exercised regularly for a year.
 about healthy habits/activities that they have done. - I went swimming last weekend.
 It can be a conversation between two people or two - I went to the gym and did weigh-
 separate talks from the pair. lifting yesterday. I wanted to build up 
 - Teacher requires Ss to use the correct past simple my muscles and increase my strength.
 and present perfect tense. - The last time I had a medical 
 - Teacher encourages Ss to apply the vocabulary treatment was 2 weeks ago.
 they have learnt in the lesson as well as the rules of 
 pronouncing strong and weak forms of auxiliary 
 verbs (if there are Yes-No questions in their 
 dialogue).
 - Extension: In stronger class, teacher may ask 
 one student to report what his/her partner has