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Giáo án NLS Tiếng Anh 11 Global Success Review 1 Language

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Giáo án NLS Tiếng Anh 11 Global Success Review 1 Language. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 11.

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Giáo án NLS Tiếng Anh 11 Global Success Review 1 Language

Xem toàn bộ: Giáo án Tiếng Anh 11 Global Success cả năm

Planning: ..../..../.....

Teaching: ..../..../.....

REVIEW 1

LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

By the end of the lesson, students will be able to:

Review strong and weak forms, contractions, and consonant-to-vowel linking.
Review topic-related words and phrases from Units 1–3 (A long and healthy life, The generation gap, Cities of the future).
Review the past simple and the present perfect tenses.
Review linking verbs, stative verbs in the continuous form, and modal verbs (must, have to, should).

2. Competences

General competences:

Self-control and independent learning: actively participate in review tasks and self-correct mistakes.
Communication and collaboration: work effectively in pairs or groups to complete the learning tasks.

Specific competences:

Apply phonological, lexical, and grammatical knowledge to solve linguistic exercises.

Digital competences:

[1.1.NC1a]: Meet information needs.
[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
[2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
[3.1.NC1a]: Apply methods for creating and editing content in different formats.
[5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Be diligent in reviewing past lessons and completing assigned tasks.
Responsibility: Take charge of one's own learning progress and actively contribute to pair/group work.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 11, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Printed worksheets.

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets/Laptops with internet connection.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

PRONUNCIATION

Listen and complete the conversation. Then underline the weak forms of the auxiliary verbs, circle the contracted forms, and mark the consonant-to-vowel linking with (‿). Practise saying the conversation in pairs.

a. Objective: To help Ss review strong and weak forms, contractions and consonant-to-vowel linking, and provide further pronunciation practice.

b. Content: Students listen to Track 23, complete the text, identify phonetic features, and practice in pairs.

c. Product: Students' completed conversations with correctly marked pronunciation features and accurate pair-reading.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- In weaker classes, teacher quickly revises the three pronunciation points by asking Ss questions, such as: In what positions do we pronounce auxiliary verbs in their strong forms and in what position in their weak forms? What are contracted forms? When does consonant-to-vowel linking occur?

- Teacher plays the recording from hoclieu.vn for Ss to listen.

Step 2: Students perform learning tasks

- Ss listen and do the activity individually.

- Then have them compare their answers in pairs.

Step 3: Reporting and Discussion

- Teacher plays the recording again, pausing after each sentence for Ss to check their answers.

- Teacher writes the marked sentences on the board if necessary.

- Have Ss work in pairs to practise the conversation.

- Teacher instructs students to use an AI pronunciation app (e.g., Elsa Speak or dictation feature on smartphones) to read the dialogue and check if the AI accurately catches their linked sounds and weak forms.

Step 4: Evaluation

- Teacher checks and corrects pronunciation.

- Extension: Ask Ss to choose a text from previous units. Have them mark any weak/strong/contracted forms and linked sounds, and practise it in pairs.

- Teacher moves on to the next content.

Key + Audio script – Track 23:

A: What**'s‿it like living in‿a skyscraper?

B: It's** great. I can**‿enjoy the best views‿of the city from my sofa.

A: Do you have‿a balcony?

B: No, I don't. But‿**I have huge windows.

[6.2.NC1a]: Students integrate an AI voice-recognition application on their smartphones into their learning workflow to evaluate their pronunciation, weak forms, and linked sounds.

VOCABULARY

Activity 1: Choose the correct answer A, B, C, or D to complete each of the following sentences.

a. Objective: To help Ss review topic-related words and phrases from Units 1–3 and provide further vocabulary practice.

b. Content: Students choose the correct option to complete six sentences.

c. Product: Students' correct multiple-choice answers.

d. Organization:

…………………………………………..

Activity 2: Solve the crossword. Use words or phrases you have learnt in Units 1, 2, and 3. The first letters are given to help you.

a. Objective: To help Ss review topic-related words and phrases from Units 1–3, and provide further vocabulary practice.

b. Content: Students read clues and fill in the crossword puzzle with target vocabulary.

c. Product: A correctly completed crossword puzzle.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to do the activity individually.

- Teacher permits students to use online smart dictionaries (e.g., Cambridge, Oxford,...) on their tablets/phones if they struggle with the clues.

Step 2: Students perform learning tasks

- Ss read the clues and complete the crossword.

- Students use search techniques on their devices to find synonyms or definitions that fit the crossword boxes.

- Then Ss compare answers in pairs.

Step 3: Reporting and Discussion

- Ask individual Ss to share their answers with the class.

Step 4: Evaluation

- Teacher confirms the correct answers.

Extension: Put Ss into two teams. Call out target words and phrases from the previous three units and have the teams make sentences. Give 30 seconds for Ss to write each sentence on a piece of paper. They can read each one before you move to the next word/phrase, or read all sentences at the end of the game. Give each team a point for each correct sentence. The winner is the team with the higher score.

- Teacher moves on to the next content.

Key:

1. skyscraper (Down)

2. dwellers (Down)

3. treatment (Across)

4. values (Across)

5. screen time (Across)

6. strength (Across)

[1.1.NC1a]: Students apply search techniques to retrieve information by using online smart dictionaries on their tablets to look up vocabulary matching the crossword clues.

GRAMMAR

Activity 1: Complete the sentences with the correct forms of the verbs in brackets.

a. Objective: To help Ss review the past simple and the present perfect, and provide further grammar practice.

b. Content: Students complete sentences with the correct forms of the verbs in brackets.

c. Product: Sentences completed with accurate verb tenses.

d. Organization:

…………………………………………..

Activity 2: Choose the correct words or phrases.

a. Objective: To help Ss review linking verbs, and stative verbs in the continuous form, and provide further grammar practice.

b. Content: Students choose the correct verb forms (linking/stative/action) to complete the sentences.

c. Product: Correct choices of verb forms in context.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Ask Ss to do the activity individually.

- After choosing the answers, teacher asks pairs to use a Generative AI tool (e.g., ChatGPT, Gemini,...) to generate 2 more examples for each stative verb used in continuous form and evaluate if the AI's examples make sense in human context.

Step 2: Students perform learning tasks

- Ss read the sentences and choose the correct verb forms.

- Ss prompt the AI and critically review the generated sentences, noting any unnatural phrasing.

Step 3: Reporting and Discussion

- Check answers by having individual Ss read the complete sentences.

Step 4: Evaluation

- Teacher confirms the correct answers.

- Extension: Put Ss into two teams. Have Team 1 write sentences using stative verbs describing feelings, emotions, thoughts, or senses, e.g. I think I need a holiday. Team 2 should write sentences using stative verbs in the continuous form, e.g. I'm seeing my cousin tomorrow. Then have teams swap their sentences and try to write new sentences using the same verb, but changing its meaning to an action or a state, e.g. I'm thinking about my next holiday. I don't see the house now.

- Teacher moves on to the next content.

Key:

1. angry

2. I'm thinking; stressed

3. Do you remember

4. is getting; do you think

[1.2.NC1b]: Students evaluate the accuracy and reliability of AI systems by prompting a Generative AI on their laptops to create complex sentences with stative verbs, and critically reviewing the outputs.

Activity 3: Choose the correct answer A, B, C, or D to complete each of the following sentences.

a. Objective: To help Ss review modal verbs must, have to, and should, and provide further grammar practice.

b. Content: Students select the correct modal verb to complete each sentence.

c. Product: Sentences completed with correct modal verbs.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate and deepen the grammatical structures (tenses, stative verbs, modal verbs) through structured, written exercises rather than multiple choice.

b. Content: Students complete a 2-task mission focusing on verb conjugation and sentence transformation.

c. Products: Students' correctly written verbs and transformed sentences.

d. Organization:

Mission 1: Complete WORKSHEET 1

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher sets a time limit of 8 minutes.

Task 1: Put the verbs in brackets into the correct form.

1. My grandfather (not/use) ______________ a smartphone before, so this is his first time.

2. I (see) ______________ the doctor this afternoon because I feel unwell.

3. The city government (build) ______________ this eco-park in 2018.

4. This soup (taste) ______________ delicious. Did you add some special herbs?

Task 2: Rewrite the sentences keeping the same meaning, using the modal verbs provided.

1. It is a good idea for you to cut down on fast food. (SHOULD)

➔ You ___________________________________________________________.

2. It is necessary for construction workers to wear hard hats on site. (MUST)

➔ Construction workers _____________________________________________.

3. I am obliged to finish this assignment before 10 PM tonight. (HAVE TO)

➔ I _______________________________________________________________.

4. It is not necessary for you to pay for the tickets. They are free. (DON'T HAVE TO)

➔ You ____________________________________________________________.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher walks around, monitors, and provides hints if students struggle with sentence transformations.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites 4 students to the board to write their answers for Task 1, and another 4 students for Task 2.

Step 4: Evaluation

- Teacher gives feedback, corrects any grammatical or spelling mistakes, and explains the rationale behind the correct answers.

- Expected answers:

Task 1: 1. has not used / hasn't used; 2. am seeing / 'm seeing; 3. built; 4. tastes.Task 2:

1. You should cut down on fast food.

2. Construction workers must wear hard hats on site.

3. I have to finish this assignment before 10 PM tonight.

4. You don't have to pay for the tickets.

[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/muc-luc/trac-nghiem-tieng-anh-11-global-success for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.NC1a]: Choose simple digital technologies to interact.

4. APPLICATION

a. Objective: To help students apply the vocabulary, grammar, and themes learned into a creative, personalized context through a home-based writing task.

b. Content: Students complete a mini writing task titled "A Letter to the Past."

c. Product: A short paragraph (100-120 words) written by students at home, applying target vocabulary and grammar.

d. Organization:

…………………………………………..

Trên chỉ là 1 phần của giáo án. Giáo án khi tải về có đầy đủ nội dung của bài. Đủ nội dung của học kì I + học kì II

Giáo án Tiếng Anh 11 Global Success cả năm