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Giáo án NLS Tiếng Anh 11 Global Success Review 1 Skills

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Giáo án NLS Tiếng Anh 11 Global Success Review 1 Skills. 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 Skills

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

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

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

REVIEW 1

SKILLS

I. OBJECTIVES

1. Knowledge and skills

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

Revise and practice listening for main ideas and specific information about life expectancy.
Develop speaking skills by discussing features of future cities and things that help people live long and healthy lives.
Revise reading for main ideas and specific information about the generation gap.
Write an opinion essay about whether parents comparing their childhood to their children's experiences is a good idea.

2. Competences

General competences:

Self-control and independent learning: actively listen, read, and formulate personal opinions to share with partners and the teacher.
Communication and collaboration: work effectively in pairs or groups to complete discussion and peer-review tasks.

Specific competences:

Apply listening strategies (identifying paraphrases and distractors) and reading strategies (skimming for headings, scanning for keywords).
Construct logical arguments and organize ideas cohesively in an opinion essay.

Digital competences:

[1.1.NC1a]: Meet information needs.
[1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
[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.
[6.1.NC1a]: Analyze how AI works in specific applications.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Actively participate in all skill-based activities and complete writing assignments diligently.
Empathy and Understanding: Develop a better understanding of generational differences and respect different perspectives.
Health Awareness: Appreciate the importance of a healthy lifestyle and the potential of future sustainable cities.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 11, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Interactive digital platforms (Quizizz, Padlet, Google Classroom, Liveworksheets).

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, stimulate their interest, and seamlessly connect the three main themes of Review 1 (Healthy Life, Future Cities, Generation Gap).

b. Content: Teacher organizes a "Theme Interconnection" activity.

c. Product: Students can logically link vocabulary and concepts from the three previous units.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher asks the students to watch an AI-generated video designed to support the lesson and answer the questions that appear in the video.

- Teacher displays three main phrases on a digital whiteboarding platform (e.g., Padlet or Miro): "LONG LIFE", "SMART CITY", and "PARENTS & CHILDREN".

- Teacher asks students to work in small groups of 3-4. They have 3 minutes to use AI-powered mind-mapping tools (e.g., GitMind, Taskade) on their smartphones/tablets to draw lines connecting these three concepts and write 1-2 sentences explaining how they are related.

Step 2: Students perform learning tasks

- Students watch the AI-generated video and answer the questions about it.

- Students discuss in groups, input prompts into the AI tool to brainstorm vocabulary, and digitally write down their connective sentences on the shared online board.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher invites 2-3 groups to read their sentences aloud.

- Expected ideas: "Living in a smart city with green spaces helps parents and children have a long life." / "Parents and children might have a generation gap when using AI technology in a smart city."

- Other students listen and vote for the most logical connection.

Step 4: Evaluation

- Teacher praises the students' ideas, summarizes the connections, and leads into the lesson: Today, we will review all our skills based on these three fascinating topics in Review 1.

[2.1.NC1a]: Choose simple digital technologies for interaction.

[6.2.NC1a]: Integrate Generative AI tools (e.g., GitMind, Taskade) on smartphones/tablets into the brainstorming workflow to generate ideas and visually map connections between themes.

[2.4.NC1a]: Select the most appropriate digital collaboration tools (e.g., Padlet, Miro) to co-construct the conceptual connections in real-time.

2. PRESENTATION

LISTENING

Activity 1: Listen to a talk about life expectancy. Put the information in the order you hear it.

a. Objective: To help students practice listening for main ideas.

b. Content: Students listen to the audio and number the points (A-D) in the correct chronological order.

c. Product: Students' correct chronological order of the information.

d. Organization:

…………………………………………..

Activity 2: Listen again and choose the correct answer A, B, or C.

a. Objective: To help students practice listening for specific information.

b. Content: Students read 5 questions, listen to the audio again, and choose the correct options.

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

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher has students read through the questions and options. Make sure students understand the questions.

- Teacher elicits tips for multiple-choice questions (e.g., be careful about distractors, pay attention to paraphrases and synonyms like over = more, get access to = is available, break bad habits = stop doing things that are bad).

- Teacher plays the recording from hoclieu.vn.

- Teacher launches a live interactive polling session (e.g., Quizizz, Slido) for the multiple-choice questions.

Step 2: Students perform learning tasks

- Students listen carefully and submit their chosen answers directly through the interactive polling platform on their smartphones/tablets.

- The teacher observes, guides, and supports the students (if necessary).

Step 3: Reporting and Discussion

- Teacher asks students to check their answers in pairs.

- Teacher displays the real-time analytics from the polling tool on the smart TV to show the class's overall performance.

Step 4: Evaluation

- Teacher confirms the correct answers as a class.

- Teacher moves on to the next content.

Students' answers:

1. A

2. C

3. B

4. B

5. C

[2.1.NC1a]: Adapt to multiple digital technologies by using an interactive live-polling platform (e.g., Quizizz, Slido) on smartphones/tablets to submit multiple-choice answers and instantly interact with the class data.

SPEAKING

Activity 1: Work in pairs. Discuss what future cities should have so that city dwellers can live a long and healthy life. Fill in the diagram.

a. Objective: To help students develop ideas for the speaking task.

b. Content: Students discuss suggestions in a diagram and add more ideas to complete it.

c. Product: Completed diagrams with suitable ideas for future cities.

d. Organization:

…………………………………………..

Activity 2: Work in groups. Compare your diagrams. Discuss which is the most important thing that will help people to live a long and healthy life in the cities of the future.

a. Objective: To give students an opportunity to take part in a group discussion, then report their discussion to the whole class.

b. Content: Students discuss in groups to agree on the most important feature and summarize their discussion.

c. Product: Group discussion summaries presented to the class.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher has students work in groups to discuss the most important thing for living a long and healthy life in future cities.

- Teacher asks groups to upload their digital diagrams to a shared class Padlet wall.

Step 2: Students perform learning tasks

- Students discuss, negotiate, and prepare a short report based on the sample expressions (e.g., In our group, we all agree that...).

- Students review other groups' diagrams on the Padlet wall to compare ideas and digitally vote for the most impactful feature using the 'Like' or 'Star' function.

- Teacher walks round the class to offer help if necessary.

Step 3: Reporting and Discussion

- Teacher invites some groups to present a summary of their group discussion to the class.

- Students use the interactive smartboard to navigate through the Padlet wall while presenting.

Step 4: Evaluation

- Teacher gives feedback on pronunciation, fluency, and content coherence.

- Teacher moves on to the next content.

Students actively use phrases for discussing and reporting (e.g., I totally agree, I can't agree more, In our group we all agree that...).

[2.4.NC1a]: Select the most appropriate digital collaboration tools (e.g., Padlet) to co-construct a gallery of diagrams and seamlessly compare ideas across groups using an interactive smartboard.

READING

Activity 1: Read the text. Match the headings (1-3) with the paragraphs (A-C).

a. Objective: To help students practice reading for main ideas.

b. Content: Students read three paragraphs about the generation gap and match them with appropriate headings.

c. Product: Students' correct matching of headings to paragraphs.

d. Organization:

…………………………………………..

Activity 2: Read the text again and decide whether the following statements are true (T) or false (F).

a. Objective: To help students practice reading for specific information.

b. Content: Students analyze 5 statements, locate information in the text, and determine if they are True or False.

c. Product: Students' correct T/F answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks students to read through the statements and checks understanding of vocabulary.

- Teacher tells students to underline key information in each statement.

Step 2: Students perform learning tasks

- Students underline keywords. Teacher checks the keywords (e.g., 1. three reasons, parents and children; 2. changes, get closer; etc.).

- Students read the text again to decide T or F.

- Students use the 'Find' search function (Ctrl+F or Command+F) on their digital devices to scan the text for specific keywords rapidly and efficiently.

Step 3: Reporting and Discussion

- Teacher has students compare their answers in pairs.

- Teacher calls students to give answers and correct the false statements.

Step 4: Evaluation

- Teacher checks answers as a class and gives explanations.

- Teacher moves on to the next content.

Students' answers:

1. T

2. F (they see things differently)

3. F (busy schedules prevent them from spending time together)

4. T

5. T

[1.1.NC1b]: Explain and demonstrate how to access and navigate the most relevant information by using the 'Find' search function on digital texts to accurately verify True/False statements.

WRITING

Write an opinion essay (120-150 words) on the following topic. You may use the ideas in the reading to help you.

a. Objective: To help students practice writing an opinion essay.

b. Content: Students write an essay regarding whether it is a good idea for parents to compare their own childhood to their children's experiences.

c. Product: A well-structured opinion essay of 120-150 words.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate vocabulary, grammar, and reading comprehension skills related to the Review 1 themes (Generation Gap, Future Cities, Health) through intensive, non-multiple-choice tasks.

b. Content: Students complete a two-task mission focusing on Word Formation and Error Correction based on paragraph contexts.

c. Products: Correctly formed words and successfully identified/corrected errors in the provided texts.

d. Organization:

Mission 1: Language in Context Analysis

Step 1: Teacher assigns learning tasks

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

- Teacher explains the requirements:

+ Task 1: Word Formation. Provide the correct form of the word in brackets to complete the sentences.

+ Task 2: Error Correction. Find and correct 4 grammatical or lexical mistakes in the provided paragraph about Future Cities.

- Teacher sets a time limit of 10 minutes for both tasks.

TASK 1: Complete the sentences with the correct form of the words in brackets.
1. The physical and mental ________ of city dwellers should be the top priority of city planners. (HEALTHY) 2. Many parents complain about the lack of ________ with their teenage children due to busy schedules. (INTERACT) 3. Advanced technology and smart sensors will make future cities more ________ and safe. (SUSTAIN) 4. ________ diseases are a major concern when discussing life expectancy in developed countries. (AGE) 5. The ________ gap between parents and children can lead to serious misunderstandings. (GENERATE)
TASK 2: Find and correct 4 mistakes in the following paragraph.
In the future, I believe smart cities will vastly improving our living standards. With the help of AI technologies, city dwellers will not have to worrying about traffic jams or high crime rates. Furthermore, city planners will build more green spaces, which encourages people to walking and cycle safely. However, we must ensure that older generations do not feel isolating in these highly technological environments. To bridge this gap, communities should organise activities where young people can teach the elderly how to use modern devices.

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 observes, walks around, and provides subtle hints for weaker students (e.g., pointing out the part of speech needed).

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher calls students to write their answers on the board.

- Expected Answers

Task 1: 1. health | 2. interaction | 3. sustainable | 4. Age-related | 5. generational Task 2:

1. improving -> improve (after modal verb 'will')

2. worrying -> worry (after 'have to')

3. walking -> walk (encourage sb to do sth)

4. isolating -> isolated (feel + adjective of feeling)

- Other students can comment, agree, or explain why a different answer might be incorrect.

Step 4: Evaluation

- Teacher confirms the correct answers, explains the grammar rules behind the corrections, and praises students for their analytical skills.

[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 provide students with a creative, real-world task that integrates speaking, writing, and the core themes of the unit (Generations, Health, Future).

b. Content: Students conduct a real-life interview at home and prepare a "Cross-Generational Podcast/Vlog" script.

c. Product: A written interview script/summary and a short audio or video recording.

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