Giáo án NLS Tiếng Anh 11 Global Success Review 2 Language
Giáo án NLS Tiếng Anh 11 Global Success Review 2 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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Planning: ..../..../.....
Teaching: ..../..../.....
REVIEW 2
LANGUAGE
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Review word stress, sentence stress, and words with elision.
- Review topic-related words and phrases from Units 4 and 5 in meaningful contexts.
- Review the use of gerunds, to-infinitives, and present/past participle clauses.
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:
- Pronounce sentences with correct stress and elision naturally.
- Apply appropriate vocabulary related to ASEAN and Global Warming to complete sentences.
- Accurately use gerunds, to-infinitives, and participle clauses to rewrite or complete sentences.
Digital competences:
- [1.2.NC1b]: Evaluate different types of data, information, and digital content.
- [2.1.NC1a]: Choose simple digital technologies for interaction.
- [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.
- [6.2.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Hard work: Be fully engaged in all review activities.
- Responsibility: Develop awareness of global and regional issues (environmental protection and ASEAN cooperation) through the language reviewed.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Digital collaboration tools (Padlet/Miro) and GenAI (ChatGPT/Gemini).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones or tablets with internet access.
III. PROCEDURES
1. WARM-UP
a. Objective: To activate students' prior knowledge of vocabulary related to Units 4 and 5 (ASEAN and Global Warming) and foster quick thinking, teamwork, and vocabulary retrieval.
b. Content: Teacher organizes a brainstorming game called "The Alphabet Challenge".
c. Product: A comprehensive list of topic-related vocabulary words corresponding to different letters of the alphabet.
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 divides the class into 4 groups and provides a link to a shared digital board (e.g., Padlet).
- The Mission: In 4 minutes, groups must co-construct a digital list with at least one vocabulary word related to "ASEAN" or "Global Warming" starting with each letter of the alphabet.
- Teacher encourages groups to use Generative AI (e.g., ChatGPT, Gemini,...) to help brainstorm words for difficult letters (e.g., X, Y, Z), but they must ensure the AI's suggestions are relevant to the topics.
- Example: A - Agreement/ASEAN, B - Burning/Biodiversity, C - Carbon footprint/Cooperation, D - Deforestation...
- Teacher explains that the team with the most correct and relevant words wins.
Step 2: Students perform learning tasks
- Students watch the AI-generated video and answer the questions about it.
- Students collaborate on the digital board. They use GenAI tools to query challenging vocabulary and quickly add valid words to their shared list.
- The teacher observes, acts as a timekeeper, and ensures all group members are participating.
Step 3: Reporting and Discussion
- Teacher calls "Time's up!" and projects the digital board on the smart TV.
- Teacher goes through the alphabet quickly, asking groups to call out the words they have for challenging letters (e.g., E, G, P, R).
- Groups review each other's digital lists. They evaluate if the AI-assisted words are relevant and spelled correctly.
Step 4: Evaluation
- Teacher gives 1 point for each correct, topic-related word.
- Teacher counts the total points, declares the winning group, and gives them a small reward or a round of applause.
- Teacher leads into the new lesson: Look at how many words you have recalled from A to Z! You already have a strong foundation of Units 4 and 5. Today, we will use these words and review the pronunciation and grammar rules in Review 2.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.4.NC1a]: Students choose a shared digital board (e.g., Padlet) as the most appropriate digital tool to collaboratively co-construct their vocabulary list in real-time.
[6.2.NC1a]: Students integrate GenAI tools (e.g., ChatGPT, Gemini) into their brainstorming workflow to assist in finding topic-related vocabulary for challenging alphabet letters.
2. PRESENTATION
PRONUNCIATION
Activity 1: Read the following sentences. Underline the stressed words in each one. Then mark the stressed syllables in these words. Listen and check.
a. Objective: To help Ss review word stress and sentence stress and provide further pronunciation practice.
b. Content: Students read the sentences, mark the stress, then listen to the recording to check and repeat.
c. Product: Students' correct word and sentence stress markings.
d. Organization:
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Activity 2: Underline words with elision in the following sentences. Listen and check.
a. Objective: To help Ss review words with elision and provide further pronunciation practice.
b. Content: Students identify words with elision, listen, check, and participate in an extension writing and reading activity.
c. Product: Students accurately identify and pronounce words with elision; creative sentences with correct stress and elision.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the sentences and underline the words with elision in each one. Step 2: Students perform learning tasks - Ss work individually to find words with elision. - Teacher plays the recording from hoclieu.vn for Ss to listen and repeat, and check their answers. Step 3: Reporting and Discussion - Teacher calls on some Ss to write their answers on the board. Step 4: Evaluation - Teacher confirms correct answers. - Extension: Teacher puts Ss in pairs and asks each pair to think of at least three sentences. Ss input their sentences into an AI grammar/pronunciation checker (e.g., ChatGPT) with the prompt: "Identify any words with potential syllable elision in these sentences." - Pairs take turns to read out their sentences. - Teacher has the rest of the class write down the sentences and mark the sentence stress and any words with elision. - Teacher moves on to the next content. | Key + Audio script – Track 41: 5. The young ASEAN leaders had many diff(e)rent ideas. 6. It’s very easy to use digital cam(e)ras. 7. She’s giving a talk about the hist(o)ry of choc(o)late. 8. We’ll have our discussion on ASEAN in the libr(a)ry t(o)night.
| [1.2.NC1b]: Check and verify the accuracy of decisions made by AI systems regarding the identification of syllable elision in natural speech. |
VOCABULARY
Activity 1: What are the missing letters? Complete the sentences using the pictures to help you. The first sentence is done for you.
a. Objective: To help Ss review topic-related words and phrases from Unit 5.
b. Content: Students complete sentences based on pictures and initial letters, then play a vocabulary review game.
c. Product: Correctly spelled target vocabulary and active participation in the extension game.
d. Organization:
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Activity 2: Complete the sentences using these words and phrases.
a. Objective: To help Ss review topic-related words and phrases from Units 4 and 5 in meaningful contexts.
b. Content: Students choose suitable words/phrases to complete 5 sentences using context clues.
c. Product: Sentences completed with the correct target vocabulary.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has Ss work in pairs. - Teacher tells them to read the sentences carefully and decide which word or phrase can be used to complete each of the sentences. - Teacher explains that they have to use context clues to decide on the suitable word or phrase. - Teacher reminds Ss that they have learnt these words and phrases in Units 4 and 5. Step 2: Students perform learning tasks - Students collaborate in pairs to analyze the context and fill in the blanks. Pairs who finish early are instructed to use a GenAI chatbot (e.g., Gemini) with the prompt: "Generate 3 gap-fill sentences suitable for 11th-grade English students using the words: current issues, leadership skills, pollutants." - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher checks answers as a class. - Teacher has Ss call out the word or phrase they have chosen for each sentence first. - Fast-finishers project their AI-generated gap-fill sentences on the board to challenge the rest of the class. Step 4: Evaluation - Teacher asks individual Ss to read the whole sentences. - Teacher confirms the correct answers. - Teacher moves on to the next content. | Key: 1. current issues 2. greenhouse gas 3. leadership skills 4. contribution 5. Pollutants
| [6.2.NC1a]: Integrate generative AI text tools into the workflow to create additional contextual gap-fill exercises for peer practice. |
GRAMMAR
Activity 1: Put the verbs in brackets in the correct forms.
a. Objective: To help Ss review the use of gerunds, to-infinitives, and present participle clauses.
b. Content: Students conjugate verbs in brackets into their correct forms based on grammar rules.
c. Product: Correct verb forms (gerunds, to-infinitives, or participles) filled in the blanks.
d. Organization:
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Activity 2: Rewrite the sentences using gerunds or participle clauses.
a. Objective: To help Ss review the use of gerunds and participle clauses.
b. Content: Students read sentences carefully and choose the correct phrase to complete the rewritten sentences.
c. Product: Accurately completed rewritten sentences.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has Ss work in pairs. - Teacher tells them to read the sentences carefully and decide which word should be used to complete each sentence. Step 2: Students perform learning tasks - Students discuss in pairs to transform the clauses. - Once done, students input the original sentences into an AI paraphrasing tool (e.g., QuillBot,...) or chatbot and ask it to rewrite the sentence using a participle clause. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher calls on Ss to read their completed sentences. - Ss then share the alternative rewritten versions provided by the AI and discuss if the AI's phrasing is grammatically correct and sounds natural compared to the textbook's version. Step 4: Evaluation - Teacher confirms the correct answers with the whole class. - Teacher moves on to the next content. | Key: 1. Used in this way 2. Going on the ASEAN tour 3. Cutting down the trees 4. Warmed by the sun 5. preparing the guest list
| [6.2.NC1a]: Integrate AI paraphrasing tools into the workflow to explore and generate alternative sentence structures using participle clauses. |
Activity 3: Circle the underlined part that is incorrect in each of the following sentences. Then correct it.
a. Objective: To help Ss review the use of gerunds and participle clauses.
b. Content: Students find the grammatical mistake in each sentence and correct it.
c. Product: The incorrect parts are identified and corrected accurately.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate the vocabulary and grammar (participle clauses and verb forms) learned in the review lesson through structured exercises.
b. Content: Students complete a 2-task mission focusing on word formation and sentence transformation.
c. Products: Students' correct answers for the two written tasks.
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 explains the requirements for both tasks and sets a time limit of 8 minutes.
| Task 1: Complete the sentences using the correct word form of the words in brackets. |
1. The factory has made a great _______________ to reducing air pollution in the city. (CONTRIBUTE) 2. Deforestation and the burning of fossil fuels are heavily damaging the _______________. (ENVIRONMENTAL) 3. We need to develop our _______________ skills to prepare for future ASEAN youth programs. (LEADER) 4. High levels of exhaust _______________ from vehicles are causing severe health issues. (EMIT) |
| Task 2: Rewrite the following sentences using a Present Participle or Past Participle clause. |
1. Because the students were inspired by the youth conference, they started a recycling club. à __________________________________, the students started a recycling club. 2. The government planted thousands of trees. The government hoped to reduce carbon dioxide levels. à ___________________, the government hoped to reduce carbon dioxide levels. 3. The proposals which were discussed at the ASEAN summit focused on economic growth. à The proposals ____________________________ focused on economic growth. |
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 the class, and provides hints if students struggle with the participle transformations.
Step 3: Reporting and Discussion
- The platform automatically grades the basic exercises.
- Teacher invites students to write their answers on the board.
Task 1: 1. contribution; 2. environment; 3. leadership; 4. emissions.
Task 2:
1. Inspired by the youth conference, the students started a recycling club.
2. Planting thousands of trees, the government hoped to reduce carbon dioxide levels.
3. The proposals discussed at the ASEAN summit focused on economic growth.
Step 4: Evaluation
- Teacher gives feedback, breaks down the structural changes for Task 2 on the board to ensure deep understanding, and praises good work.
[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 pronunciation rules they have reviewed into a creative, real-life context outside the classroom.
b. Content: Students carry out a take-home task: "ASEAN Youth Voice Speech".
c. Product: A written short speech paragraph in the students' notebooks with pronunciation markings, to be presented in the next class.
d. Organization:
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