Giáo án NLS Tiếng Anh 11 Global Success Review 2 Skills
Giáo án NLS Tiếng Anh 11 Global Success Review 2 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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Planning: ..../..../.....
Teaching: ..../..../.....
REVIEW 2
SKILLS
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Listen for main ideas and specific information in a conversation about greenhouse gas emissions and technologies to slow down global warming.
- Discuss technologies to reduce global warming and their applications in Viet Nam.
- Read for main ideas and specific information in a text about an ASEAN youth programme.
- Write a proposal for a youth event to slow climate change in ASEAN countries.
2. Competences
General competences:
- Self-control and independent learning: actively listen, read, and formulate personal opinions.
- Communication and collaboration: work effectively in pairs or groups to discuss environmental solutions and complete tasks.
Specific competences:
- Apply reading and listening strategies (identifying keywords, predicting, scanning) in academic contexts.
- Synthesize information to produce a structured written proposal.
Digital competences:
- [1.1.NC1a]: Meet information needs.
- [1.2.NC1a]: Assess the reliability and credibility of data, information, and digital content sources.
- [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.
- [6.2.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Responsibility: Raise awareness of environmental protection, climate change, and sustainable lifestyles.
- Active citizenship: Be willing to participate in community and regional activities (like ASEAN Youth Forum initiatives).
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book.
- Computer, projector/smart TV, audio speakers.
- AI Image Generator (e.g., Midjourney, Copilot) and Digital Whiteboard (e.g., Padlet).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones/Tablets with internet connection.
- AI Chatbot access (e.g., Gemini, ChatGPT).
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
LISTENING
Activity 1: Listen to a conversation between Nick and Ann. What are they talking about?
a. Objective: To help Ss practise listening for the main idea.
b. Content: Students listen to a conversation and choose the correct main topic from three options (A, B, C).
c. Product: Students' correct choice of the main idea.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Focus Ss' attention on the picture in the textbook and ask what it shows (e.g., It shows that people can reduce CO2 emissions by recycling and using green energy...).
- T provides a link for students to access the audio track on their individual smartphones /tablets (hoclieu.vn). - Ask Ss to read the 3 options (A, B, C) and predict the topic. Step 2: Students perform learning tasks - Ss make notes of their guesses in their notebooks. - Ss use their digital devices to play the audio (Track 42). - Ss listen to the recording to check if their guesses are correct. Step 3: Reporting and Discussion - Call on some Ss to share their answers. - Ask Ss to give the clues that helped them work out the answer. Step 4: Evaluation - Confirm the correct answer. - Expected clues: Words repeated many times like greenhouse gases, CO2, or reduce. - Teacher moves on to the next content. | Key: B (Ways to reduce greenhouse gas emissions)
| [1.1.NC1a]: Meet information needs by accessing and navigating digital audio files independently in a digital learning environment. |
Activity 2: Listen again. Decide whether the following statements are true (T) or false (F).
a. Objective: To help Ss practise listening for specific information.
b. Content: Students read 5 statements, underline keywords, listen again, and decide if they are True or False.
c. Product: Students' correct T/F answers.
d. Organization:
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SPEAKING
Work in groups. Discuss if the following technologies mentioned in the listening can be used in Viet Nam. Think about how they can help slow global warming.
a. Objective: To give Ss an opportunity to use the ideas and language from the Listening in a group discussion and practise problem-solving skills.
b. Content: Discuss three specific technologies: Turning methane from cows into energy; Growing plants in the ocean; Keeping CO2 in storage sites.
c. Product: Students' discussions and presentations of their ideas.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to recap the 3 technologies mentioned in the Listening. - Put Ss into groups. Ask them to refer to the tips in Unit 4, page 47. - T instructs groups to use a Generative AI Chatbot (e.g., ChatGPT, Gemini) on their smartphones. - T guides Ss to write a clear prompt: "Suggest how [Technology] can be applied practically in Vietnam to slow global warming, providing real-life geographical or economic context." Step 2: Students perform learning tasks - Ss input the prompt into the AI Chatbot and read the generated responses. - Ss work in groups to critically evaluate the AI's suggestions: filter out unrealistic data, and combine the best AI ideas with their own background knowledge about Vietnam. - Teacher walks round the class and gives support if necessary. Step 3: Reporting and Discussion - Invite some groups to present a summary of their discussion to the class. - Encourage the rest of the class to ask questions. Step 4: Evaluation - Praise for good effort, interesting ideas, and fluent delivery. - Teacher moves on to the next content. | Suggested ideas: - Turning methane into energy can save the local environment and provide energy for dairy farm areas. - Growing ocean plants is highly applicable because Viet Nam has a long coastline; it removes carbon from the atmosphere.
| [6.2.NC1a]: Use customized AI applications (Chatbots) to brainstorm and solve specific problems regarding practical environmental solutions in Vietnam. [1.2.NC1b]: Evaluate the accuracy and reliability of AI systems by critically analyzing and filtering AI-generated suggestions before presentation.
|
READING
Activity 1: Read the text and choose the best title for it.
a. Objective: To help Ss practise reading for the main idea.
b. Content: Students read a text about ASEAN Youth Forum (AYF) and select the most appropriate title.
c. Product: Students' correct choice of the title.
d. Organization:
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Activity 2: Read the text again and answer each question below with no more than THREE words.
a. Objective: To help Ss practise reading for specific information.
b. Content: Students answer 5 questions based on the reading text using maximum three words per answer.
c. Product: Students' correct short answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to read the questions and underline the keywords. - Check whether Ss have got the right keywords. - T shares a collaborative digital workspace link (e.g., a shared Google Sheet or Padlet board) where groups will submit their short answers. Step 2: Students perform learning tasks - Ss collaborate to type their final short answers (NO MORE THAN THREE WORDS) directly into the shared digital workspace. Step 3: Reporting and Discussion - T projects the shared digital workspace on the screen showing all groups' answers in real-time. - Ask stronger Ss to explain their answers with evidence from the text. Step 4: Evaluation - Teacher checks and finalizes the answers. - Teacher moves on to the next content. | Key: 1. sustainable and caring 2. meetings and workshops 3. Youth: Open Space 4. all ASEAN countries 5. regional unity
| [2.4.NC1a]: Propose and use different digital tools for collaborative processes by co-locating group answers on a shared digital workspace. |
WRITING
Write a proposal (120-150 words) to Youth: Open Space for a youth event to slow climate change in ASEAN countries. Use the following notes and outlines to help you.
a. Objective: To help Ss practise writing a proposal for a youth event.
b. Content: Students use the provided notes/outline to write a structured proposal for "ASEAN Green Week".
c. Product: Students' written proposals.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate the vocabulary and sentence structures related to the topics of environment and ASEAN youth activities.
b. Content: Students complete one exercise mission containing two intensive written tasks.
c. Products: Students' correct answers for word formation and sentence rewriting.
d. Organization:
Mission 1: Language Workout (Worksheet)
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 10 minutes.
| Task 1: Give the correct form of the word in brackets to complete the sentences. |
1. The factory was fined for its excessive __________ of greenhouse gases into the atmosphere. (EMIT) 2. We must find more __________ ways to develop our economy without harming the planet. (SUSTAIN) 3. The new technology involves the capture and __________ of carbon dioxide deep underground. (STORE) 4. By planting more trees, we can significantly __________ the impact of global warming. (REDUCTION) 5. The ASEAN Youth Forum helps to strengthen regional __________ among young leaders. (UNITE) |
| Task 2: Rewrite the following sentences so that the meaning remains the same, using the words given. |
1. Cows release a large amount of methane into the atmosphere. (RELEASING) à A large amount of methane _________________________________________. 2. The main aim of the project is to collect CO2 from industrial areas. (DESIGNED) à The project ______________________________________________________. 3. If we don't adopt healthier lifestyles, we won't live in a cleaner environment. (UNLESS) à ________________________________________________________________. 4. I strongly advise you to consider our proposal for the ASEAN Green Week. (HIGHLY) à It is ____________________________________________________________. |
Step 2: Students perform learning tasks
- Students work individually on their devices to select and type the basic answers into the interactive worksheet.
- Teacher observes, ensures no one is copying, and provides minor scaffolding only if a student is completely stuck.
Step 3: Reporting and Discussion
- The platform automatically grades the basic exercises.
- Teacher calls on students to go to the board and write down their answers.
Step 4: Evaluation
- Teacher provides the final answer key, highlights common mistakes, and explains the grammar/vocabulary rules applied.
Task 1:
1. emissions
2. sustainable
3. storage
4. reduce
5. unity
Task 2:
1. A large amount of methane is released into the atmosphere by cows. (Or: A large amount of methane releasing into the atmosphere comes from cows.) Acceptable passive: is released.
2. The project is designed to collect CO2 from industrial areas.
3. Unless we adopt healthier lifestyles, we won't live in a cleaner environment.
4. It is highly recommended/advised that you consider our proposal for the ASEAN Green Week.
[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 lesson's vocabulary, ideas about climate change, and writing skills in a creative, reflective, and personal way.
b. Content: Students carry out a creative take-home project: "A Green Letter to the Future".
c. Product: A carefully written and creatively decorated letter (120-150 words) addressed to the future generation.
d. Organization:
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