Giáo án NLS Tiếng Anh 11 Global Success Unit 1 Communication: Offering help and responding; CLIL: Bacteria and viruses
Giáo án NLS Tiếng Anh 11 Global Success Unit 1 Communication: Offering help and responding; CLIL: Bacteria and viruses. 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: ..../..../.....
UNIT 1: A LONG AND HEALTHY LIFE
LESSON 7: COMMUNICATION AND CULTURE / CLIL
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Offer help and respond to offers in daily life situations.
- Understand the differences between bacteria and viruses, and learn related content vocabulary (CLIL - Biology).
- Relate what they have learnt about bacteria and viruses to real-life situations.
2. Competences
General competences:
- Self-control and independent learning: listen and read for specific information, complete tasks independently.
- Communication and collaboration: work in pairs to role-play conversations and discuss biological facts.
Specific competences:
- Identify and use useful expressions for offering help and responding.
- Analyze and compare scientific facts (bacteria vs. viruses) through reading comprehension.
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.
- [5.2.NC1c]: Use different methods to adapt and customize digital environments to meet personal needs.
- [6.2.NC1b]: Adapt AI systems to meet specific needs.
3. Attributes
- Hard work: Actively participate in class activities, role-plays, and discussions.
- Responsibility: Be aware of how to protect themselves and others from infectious diseases, and practice healthy habits.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Digital platforms prepared: Padlet/Jamboard, Google Forms/Quizizz.
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones/tablets with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
EVERYDAY ENGLISH
Activity 1: Listen and complete the conversation with the expressions in the box. Then practise it in pairs.
a. Objective: To provide a model conversation in which speakers offer help and respond to offers, and review useful expressions.
b. Content: Students listen to a conversation between Tam and a trainer and fill in the blanks.
c. Product: Completed conversation with the correct expressions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students if they have ever been to the gym or know how to use fitness equipment. - Teacher provides a link to a digital learning platform (hoclieu.vn) containing the listening track and gap-fill exercise. - Teacher tells students to listen to a conversation between a teenager, Tam, and a trainer. Remind them to complete the gaps with expressions A-D in the box. - Teacher gives students time to skim the conversation and explains words like treadmill or workout. - Teacher plays the recording. Step 2: Students perform learning tasks - Students access to the link with their phones, listen to the conversation with earphones, and submit their gap-fill answers digitally. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher projects the real-time results from the platform on the screen. - Teacher plays the recording again, pausing after each blank to confirm. - Teacher puts students into pairs to practise the conversation. Step 4: Evaluation - Teacher confirms the correct answers and corrects students' pronunciation during pair work. - Teacher moves on to the next content. | Students' answers: 1. A (Can I help you with that?) 2. C (Thank you very much.) 3. B (Is there anything else I can do for you?) 4. D (Thanks, but I think I'm fine now.)
| [5.2.NC1c]: Students scan a QR code and use a digital assessment tool to independently control their listening pace and submit answers. |
Activity 2: Work in pairs. Use the model in 1 to make similar conversations for these situations.
a. Objective: To help students practise offering help and responding to offers in different contexts.
b. Content: Students role-play based on two situations (doing squats at the gym, buying fresh spinach at the supermarket).
c. Product: Students' role-play conversations.
d. Organization:
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CLIL
Activity 1: Read the text and complete the comparison table below.
a. Objective: To help students learn about the difference between bacteria and viruses through CLIL (Biology) and learn content vocabulary.
b. Content: Students read a text about bacteria and viruses and fill in a comparison table.
c. Product: A completed comparison table with correct details.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks lead-in questions: Do you know what bacteria and viruses are? What is the similarity/difference? - Teacher introduces new vocabulary: organism, infectious, food poisoning, antibiotics, germs, infect. - Teacher asks students to read the text and complete the table. - Teacher asks students to ask their AI Chatbot for "One more scientific difference between bacteria and viruses" and verify if the AI's answer aligns with textbook biological concepts. Step 2: Students perform learning tasks - Students read the text independently find information to fill in the table, prompt the AI, and evaluate the AI's output. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher allows students to share answers in pairs and extra fact generated by AI. - Teacher calls students to provide answers for each row of the table. Step 4: Evaluation - Teacher gives the correct answers, explains reading strategies and discusses the accuracy of the AI-generated facts. - Teacher moves on to the next content. | Suggested answers: 1. Living or not when entering the human body? - Bacteria: Living - Viruses: Not living 2. Which is smaller? - Bacteria: ✗/Bigger - Viruses: ✓/Smaller 3. Examples of diseases they can cause: - Bacteria: Tuberculosis or food poisoning - Viruses: Common cold, flu, AIDS, and Covid-19 4. How to treat/prevent diseases caused by them? - Bacteria: Antibiotics - Viruses: Vaccines
| [1.2.NC1b]: Students generate scientific facts using AI and critically cross-check the AI's information against their textbook to verify its accuracy. |
Activity 2: Discuss in pairs. What would you say to these people?
a. Objective: To help students relate what they have learnt about bacteria and viruses to real-life situations.
b. Content: Students read statements from Anne and Joe and discuss appropriate responses based on the reading text.
c. Product: Logical and scientifically correct responses to the characters.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate the core vocabulary regarding biology and everyday English expressions in a clear, basic context.
b. Content: Students complete two basic exercises: a gap-fill task focusing on core vocabulary and a matching task focusing on offering help and responding.
c. Products: Students' correct answers for both exercises.
d. Organization:
Mission 1: Complete the sentences and match.
Task 1: Complete the sentences with the words from the box.
Step 1: Teacher assigns learning tasks
- Teacher writes or projects WORKSHEET 1 on the board:
WORKSHEET 1
| Complete the sentences using the basic words in the box: |
vaccines / antibiotics / viruses / treadmill / help / bacteria 1. I want to change the speed on this __________, but I don’t know how. 2. Can I __________ you with anything, Madam? 3. Tuberculosis and food poisoning are infectious diseases caused by __________. 4. __________ are often used to treat infections caused by bacteria. 5. The common cold, flu, and Covid-19 are caused by __________. 6. Doctors recommend getting __________ to protect ourselves from some dangerous diseases. |
- Teacher sets a time limit of 4 minutes.
Step 2: Students perform learning tasks
- Students work individually to read the sentences and fill in the blanks.
- The teacher observes and ensures students are focused on the task.
Step 3: Reporting and Discussion
- Teacher invites some students to read their completed sentences aloud:
- treadmill
- help
- bacteria
- Antibiotics
- viruses
- vaccines
- Other students check and confirm the answers.
Step 4: Evaluation
- Teacher gives feedback, corrects pronunciation, and praises good work.
- Teacher moves on to Task 2.
Task 2: Match the situations/offers in column A with the suitable responses in column B.
Step 1: Teacher assigns learning tasks
- Teacher distributes or projects WORKSHEET 2.
WORKSHEET 2
| Match the sentences offering help (1-5) with the suitable responses (A-E). | |
| Column A | Column B |
1. Let me show you how to do squats properly. 2. Is there anything else I can do for you? 3. Can I give you a hand with those heavy bags? 4. Do you need help finding the fresh spinach? 5. Let me help you clean up the kitchen. | A. Thanks, but I think I'm fine now. B. Oh, please. I'm really struggling to do them. C. That's very kind of you. Let's do it together. D. Yes, please. I can't find it anywhere. E. Thanks for your help. They are really heavy!
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- Teacher asks students to work in pairs and complete the task in 4 minutes.
Step 2: Students perform learning tasks
- Students work in pairs, read the sentences carefully, and match them logically based on the expressions learned in Activity 1 and 2.
- The teacher observes, guides, and supports the weaker pairs (if necessary).
Step 3: Reporting and Discussion
- Teacher invites some pairs to stand up and role-play the matched sentences (One reads A, one reads B).
- Expected answers: 1 - B 2 - A 3 - E 4 - D 5 - C
- Other students listen and check their own answers.
Step 4: Evaluation
- Teacher gives feedback, corrects any pronunciation mistakes during the role-play, and summarizes the structures.
- Teacher moves on to the Mission 2.
Mission 2: Complete the quiz (optional).
Step 1: Teacher assigns learning tasks
- Teacher sends link the quiz on website kenhhoctap 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
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