Giáo án Tiếng Anh Lớp 11 (Global success) - Unit 1: A Long and Healthy Life

 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
Language analysis 
 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
1. (to) work out /wɜːk aʊt/ to exercise in order to improve the Tập luyện
 strength or appearance of your body
2. (be) full of /fʊl əv/ containing a lot of something Đầy
3. diet (n) /ˈdaɪ.ət/ the food and drink usually eaten or Chế độ ăn 
 drunk by a person or group uống
4. balanced /ˈbổlənst/ a balanced diet is a combination of Cõn bằng
 (adj) the correct types and amounts of food.
5. fit (adj) /fɪt/ healthy and strong, especially as Cõn đối
 a result of exercise + 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)
 a. Objectives: 
 - To get students to learn vocabulary related to the topic.
 b. Content:
 - Pre-teach vocabulary related to the content of the dialogue.
 c. Expected outcomes:
 - Students can use key language more appropriately before they read.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Vocabulary pre-teaching New words:
- Teacher introduces the vocabulary. 1. (to) work out
- Teacher explains the meaning of the new vocabulary 2. (be) full of
by pictures. 3. diet (n)
- Teacher checks students’ understanding with the “Rub 4. balanced (adj)
out and remember” technique. 5. fit (adj)
- Teacher reveals that these five words will appear in the 
reading text and asks students to open their textbook to 
discover further.
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Teacher observes students’ writing of vocabulary in their notebooks.
 3. ACTIVITY 2: PRACTICE (20 mins)
 a. Objectives: 
 - To help students get to know the topic.
 - To introduce words and phrases related to healthy lifestyles.
 - To help Ss identify the Past Simple and Present Perfect.
 b. Content:
 - Task 1: Listen and read. (p.8)
 - Task 2: Read the conversation again and decide whether the following statements are true (T) or 
 false (F). (p.9)
 - Task 3: Fill in the blanks to make phrases from Task 1 with the following meanings. (p.9) - Teacher asks Ss to read the definitions 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. Focus Answer key:
attention on the verbs in brackets. 1. ate 
- Teacher asks Ss to complete the sentences, using 2. has started 
the correct verb form. In weaker class, teacher may 3. (has) given 
have Ss refer to the conversation in Task 1. 4. visited 
- Check answers as a class. 5. has just celebrated
- 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’ ACTIVITIES CONTENTS
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.
- Grandpa is giving advice on how to be healthy.
- Ss have 3 minutes to prepare for the role-play.
- Teacher invites 1 or 2 groups to come to the stage and 
do the role-play. UNIT 1: A LONG AND HEALTHY LIFE
 Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Use the lexical items related to the topic A long and healthy life;
 - Recognise and practise strong and weak forms of auxiliary verbs;
 - Review the use of Present perfect and Past simple tenses.
 2. Core competence
 - Be collaborative and supportive in pair work and team work;
 - Access and consolidate information from a variety of sources;
 - Actively join in class activities.
 3. Personal qualities
 - Be ready to have a healthy lifestyle;
 - Develop self-study skills.
II. MATERIALS 
- Grade 11 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis 
 Past simple tense Present perfect tense
1. Describe something started and finished 1. Describe something that started in the 
in the past past, and is still happening now (often used 
E.g. You did a great job yesterday. with since, for, so far)
 E.g: You have done a great job so far.
2. Describe something that was completed 2. Describe something that was completed 
in the past (often used with a time phrase) in the very recent past (used with just and 
E.g. We lived in Hai Phong when I was recently)
little. E.g. We have just moved to Hai Phong.
Assumption
 Anticipated difficulties Solutions
 - Encourage students to work in pairs and in groups so 
 Students are reluctant to work in that they can help each other.
 groups. 
 - Provide feedback and help if necessary. - 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’ ACTIVITIES CONTENTS
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. Have them pay Notes:
attention to the strong forms (in red) and the weak forms - Auxiliary verbs at the beginning of Yes/No 
(in blue) of the auxiliary verbs. questions do not receive stress and are 
- Teacher asks Ss to listen to the recording again, but this pronounced in their weak forms.
time, have them repeat the words in red and green only. - At the end of short answers, they often 
- Teacher asks Ss to read the notes in the Remember! Box receive stress and are pronounced in their 
which is above the conversation. Check understanding by short forms.
asking individual Ss to briefly explain the strong and weak Mark: Have you started working out again?
forms of auxiliary verbs. /həv/
 Nam: Yes, I have.
 /hổv/
 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 questions Answer key:
and answers. Check understanding. 1. Does she exercise? – Yes, she does.
- Teacher asks Ss to read the red and blue words first /dəz/ /dʌz/
before reading aloud the whole sentences/conversations. 2. Were you eating healthily? – Yes, I was.
- Teacher has Ss work in pairs to take turns to read each /wə(r)/ /wɒz/
sentence aloud. Ask them to pay attention to the strong 
 3. Do you eat vegetables? – Yes, I do.
and weak forms. 
 /də/ /du/ 
- Extension: Teacher may have pairs make new questions 
and answers using auxiliary verbs in the same sentence 4. Can he get up early? – Yes, he can.
structures. Invite pairs to role-play their conversations in /kən/ /kổn/
front of the class. Have the rest of the class say if they are 
using the strong and weak forms of auxiliary verbs 
correctly. 
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Students in class listen and give feedback on their friends’ performance.