Giáo án Tiếng Anh Lớp 11 (Global success) - Unit 9: Social Issues

 UNIT 9: SOCIAL ISSUES
 Lesson 1: A social awareness club meeting
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Gain an overview about the topic social issues.
 - Understand and use words and phrases related to social issues.
 2. Competences
 - Develop communication skills and creativity.
 - Be collaborative and supportive in pair work and teamwork.
 - Actively join in class activities.
 3. Personal qualities
 - Be aware of social issues that people might face.
II. MATERIALS 
- Grade 11 textbook, Unit 9, Getting started
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis 
 Form Pronunciation Meaning
 1. awareness (n) /əˈweənəs/ knowledge that something exists, or 
 understanding of a situation or subject at the 
 present time based on information or 
 experience
 2. campaign (n) /kổmˈpeɪn/ a planned group of especially political, 
 business, or military activities that are 
 intended to achieve a particular aim
 3. bully (v) /ˈbʊli/ to hurt or frighten someone, often over a 
 period of time, and often forcing that person 
 to do something they do not want to do
 4. peer pressure (n) /ˈpɪə ˌpreʃər/ the strong influence of a group, especially of 
 children, on members of that group to behave 
 as everyone else does - Teacher observes the groups and gives feedback.
 2. ACTIVITY 1: PRESENTATION (7 mins)
 a. Objectives: 
 - To get students 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. awareness (n)
- Teacher explains the meaning of the new vocabulary 2. campaign (n)
by pictures. 3. bully (v)
- Teacher checks students’ understanding. 4. peer pressure (n)
- Teacher reveals that these words will appear in the 5. body shaming (n)
reading text and asks students to open their textbook to 
discover further.
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Teacher observes Ss’ 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 social issues.
 - To help Ss identify linking words and phrases.
 b. Content:
 - Task 1: Listen and read (p.100)
 - Task 2: Who suggests the following ideas? Tick (✓ ) the correct box. (p.101)
 - Task 3: Find five social issues in 1. use the pictures and hints below to help you. (p.101)
 - Task 4: Complete the summary with words from task 1. (p.101)
 c. Expected outcomes:
 - Students can thoroughly understand the content of the text and complete the tasks 
 successfully.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS - Elicit what type of linking words and phrases there are, i.e., to 2. However
show contrast (although, however), and to indicate reasons 3. because
(because).
 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 practice speaking skills.
 - To help Ss memorize the basic knowledge on the effect of social issues.
 b. Content:
 - Discussion
 c. Expected outcomes:
 - Students can plan activities for a campaign to raise people's awareness about a social issue.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Discussion 
- Teacher divides the class into groups of 4 and ask Ss the Students’ own creativity.
question: Can you think of other social issues that directly 
affect teenagers? What can we do to stop them or help the 
victims?
- Ss work in groups to discuss the questions. 
- Ss raise hands to share their ideas.
- Teacher listens and gives feedback if necessary.
 e. Assessment
 - Teacher’s observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. CONSOLIDATION (3 mins)
 a. Wrap-up
 - T asks Ss to talk about what they have learnt in the lesson.
 b. Homework
 - Do exercises in the workbook
 - Prepare for Lesson 2 - Unit 9.
 - Prepare materials for the project in lesson 8.
 Board Plan UNIT 9: SOCIAL ISSUES
 Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
 1. Knowledge
 - Use intonation in choice questions appropriately to speak with a natural rhythm.
 - Understand and use words and phrases related to social issues.
 - Use linking words and phrases correctly.
 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 aware of social issues that people might face.
II. MATERIALS 
- Grade 11 textbook, Unit 9, Language
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
Language analysis 
We use linking words and phrases to connect ideas, clauses, or sentences.
Below are some common linking words and phrases:
To add ideas and information Besides (this/that), 
 Moreover, 
 In addition (to + noun or gerund), 
To contrast ideas However, 
 Although , 
 In spite of/ Despite (noun or gerund), 
 By contrast, 
To give reasons Because , 
 Because of (noun or gerund), 
 As/Since , .
To show results As a result, 
 As a consequence, 
 Therefore, 
Assumption - Task 2: Mark the intonation in these questions. Then listen and check. Practise saying them 
 in pairs. (p.101)
 c. Expected outcomes:
 - Students can ask choice questions with a natural rhythm.
 d. Organisation
 TEACHER’S AND STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and repeat. Pay attention to the intonation. Practise saying the questions in pairs. 
(5 mins)
- Tell Ss that they are going to listen to some sentences Students’ performance
from Getting started. 
- Play the recording and have Ss pay attention to the 
rising tone and the falling tone in each intonation pattern. 
- Play the recording again and have Ss repeat. 
- Ask Ss to read the notes in the Remember! box. Check 
understanding by asking individual Ss to list the choices 
before and after the word ‘or’ in each question. 
- Ss practise saying the questions in pairs.
Task 2: Mark the intonation in these questions. Then listen and check. Practise saying them in 
pairs. (7 mins)
- Ask Ss to read quickly through the questions. Check Answer key:
understanding. 1. Is peer pressure good ↗or bad↘? 
- Have Ss work in pairs to take turns to read each 
question aloud. Ask them to pay attention to the rising 2. Is this a social ↗or environmental 
and falling tones on the choices. issue↘? 
- Ask Ss to mark the falling and rising tones in each 
question. 3. Should our campaign focus on crime↗, 
- Check answers by asking Ss to draw the correct arrows overpopulation↗, or climate change↘?
for each question on the board.
- Have Ss practise them in pairs. 4. Do you talk to your parents↗, share 
 problems with your friends↗ or ask your 
 teachers for advice↘? 
 e. Assessment
 - Teacher checks students’ pronunciation and gives feedback. 
 - Students in class listen and give feedback on their friends’ performance.
 3. ACTIVITY 2: VOCABULARY (12 mins)
 a. Objectives: 
 - To introduce words and phrases related to social issues.
 - To help Ss practise the words in meaningful contexts.
 b. Content:
 - Task 1: Find five words in the word search and write them next to the correct definition. 
 Use the glossary (page 130-131) to help you. (p.102) - Encourage Ss to study the Remember! box. Tell them that Answer key:
 there are several types of linking words/phrases with different 1. As a result/ As a consequence/ 
 Therefore 
 meanings, i.e. to add ideas and information, to contrast ideas, 
 2. However
 to give reasons, and to show results. Explain different 
 3. Moreover/ In addition/ Besides
 sentence structures, e.g. Some words/phrases are followed by 
 4. However/ In spite of this/ Despite this
 a clause, while others are followed by nouns or gerunds. Some 
 are used to connect two dependent clauses of a sentence, 
 while others can be used to connect two sentences or 
 independent clauses. Give some examples to illustrate these 
 differences.
 - Ask Ss to fill in the blanks using linking words or phrases. 
 Tell them to pay attention to the meaning of each sentence and 
 the linking words/phrases.
 - Check answers as a class by having individual Ss read aloud 
 the completed sentences and explaining why they have used 
 the linking word or phrase, e.g. 1. I used ‘As a result’ here 
 because the second sentence gives the result of the action in 
 the first sentence (i.e. some people become violent after 
 drinking alcohol).
 Task 2. Work in pairs. add more sentences to each item. use different linking words and/or 
 phrases. (7 mins)
 - Have Ss read instructions and example, and make sure they Suggested answer:
 understand the contexts and what they have to do. 2. Many people live in poverty. As a 
 - In weaker classes, model the first one with a student. result, they cannot afford basic things in 
 - Put Ss in pairs. Have them first think of ways to expand the life such as food, clothes, and 
 education. Therefore, we should 
 ideas, e.g. by explaining the consequences or adding related
 organise some charity events to help 
 ideas or examples. them.
 - Walk round the class to offer help. 3. Awareness campaigns help to draw 
 - Invite some Ss to report back to the class. people’s attention to social issues. 
 However, more should be done to 
 ensure that people will actually take 
 actions about these issues. Therefore, I 
 suggest we should set up some helplines 
 to support people in need to deal with 
 social issues in the long term.
 e. Assessment
 - Teacher’s observation on Ss’ performance.
 - Teacher’s feedback and peers’ feedback.
 4. CONSOLIDATION (3 mins)
 a. Wrap-up
 - T asks Ss to talk about what they have learnt in the lesson.