Giáo án NLS Tiếng Anh 11 Global Success Unit 1 Looking back; Project: Healthy habits posters

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 1: A LONG AND HEALTHY LIFE

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES 

1. Knowledge and skills 

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

• Review and practice strong and weak forms of auxiliary verbs.
• Revise words and phrases related to health and fitness they have learnt in the unit.
• Review and practice the past simple and the present perfect tense.
• Develop research and collaboration skills, and practice giving a poster presentation about healthy habits. 

2. Competences

General competences: 

• Self-control and independent learning (self-assess using checklists).
• Communication and collaboration (work in groups to complete tasks and present posters).

Specific competences: 

• Apply grammatical rules to identify and correct errors.
• Speak clearly and effectively in a group presentation. 

Digital competences:

• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [3.1.NC1a]: Apply methods for creating and editing content in different formats. 
• [5.2.NC1b]: Apply different digital tools and available technological solutions to address those needs.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Responsibility: Be responsible for their own health, develop and maintain a healthy lifestyle.
• Hard work: Actively participate in class review activities and complete the project.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book.
• Computer, projector/smart TV, audio speakers.
• Audio recording (Track 8).
• Links to digital platforms (Google Forms for checklists, Quizizz for vocabulary, Padlet for diaries).

2. Students' aids

• Textbook, notebooks, pens.
• Prepared posters for the project.
• Smartphones/Tablets with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' vocabulary related to the unit and create an engaging atmosphere before the review lesson.

b. Content: Teacher organizes a quick "Word Association" activity based on the keyword "HEALTHY".

c. Product: Students recall and write down basic vocabulary words from the unit.

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 writes the word "HEALTHY" in the center of the board.

- Teacher asks Ss to work in pairs. T instructs Ss to use a Generative AI tool (e.g., ChatGPT, Gemini) on their smartphones to brainstorm simple habits or phrases related to a healthy life they learned in Unit 1. 

Step 2: Students perform learning tasks

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

- Ss work in pairs. Ss input prompt commands into the AI tool (e.g., "Give me 5 English phrases about healthy habits for high school students") and select the best words to write down (e.g., work out, balanced diet, cut down on).

- T observes and guides Ss on how to prompt AI effectively.

Step 3: Reporting and Discussion

- Teacher invites some pairs to read their words aloud.

- Other students can add more words to the list. 

Step 4: Evaluation

- Teacher praises the students for their good memory and leads into the lesson: "You remember the vocabulary very well. Today, we will review the pronunciation, vocabulary, and grammar of Unit 1, and present our healthy habits posters."

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

[6.2.NC1a]: Students use Generative AI tools (ChatGPT/Gemini) in their daily learning to quickly generate and explore vocabulary related to a healthy lifestyle.

2. PRESENTATION 

LOOKING BACK 

Pronunciation - Circle the common pronunciation of the underlined auxiliary verbs. Then listen and check. Practise saying the conversation in pairs.

a. Objective: To help Ss review strong and weak forms of auxiliary verbs.

b. Content: Ss read the conversations, circle the correct pronunciation, listen to check, and role-play.

c. Product: Correct choices of strong/weak forms and accurate pronunciation in role-play.

d. Organization:

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Vocabulary - Fill in each gap with ONE word. Use the words you have learnt in this unit.

a. Objective: To help Ss revise words and phrases they have learnt in this unit.

b. Content: Ss skim sentences and fill in the blanks with appropriate unit vocabulary.

c. Product: Completed sentences with correct vocabulary.

d. Organization:

Grammar - Circle the underlined part that is  incorrect in each of the following sentences. Then correct it. 

a. Objective: To help Ss review the past simple and the present perfect.

b. Content: Ss identify and correct grammatical errors in the sentences.

c. Product: Correctly identified errors and accurate grammatical corrections.

d. Organization:

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3. PRACTICE

a. Objective: To deeply consolidate the core grammar (Past Simple vs. Present Perfect) and vocabulary learned in the unit through contextualized exercises and sentence transformation.

b. Content: Students complete two written tasks: putting verbs into the correct tense in a paragraph and rewriting sentences.

c. Products: Students' correct verb conjugations and accurately transformed sentences.

d. Organization:

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4. APPLICATION

PROJECT

Healthy Habits Posters 

a. Objective: To provide an opportunity for Ss to develop research and collaboration skills, and to practise giving a poster presentation.

b. Content: Groups present their posters, answer questions, and conduct peer/self-assessment.

c. Product: Poster presentations and completed assessment checklists.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher gives groups a few minutes to set up their digital posters (designed previously using digital tools like Canva and AI image generators) on the projector/smart TV.

- Teacher shares a Google Forms link for peer and self-assessment, going through the criteria to make sure Ss are familiar with them.

Step 2: Students perform learning tasks

- Groups display their digital posters on the screen. Group representatives present their topics.

- The rest of the class studies the posters, asks questions, and uses their smartphones to fill in the peer-assessment checklists on Google Forms.

Step 3: Reporting and Discussion

- Teacher gives Ss enough time to study all posters.

- Ss sit down and vote for the best poster.

Step 4: Evaluation

- Group representatives complete their self-assessment checklists.

- Teacher gives final marks and comments as part of continuous assessment.

[3.1.NC1a]: Students apply digital design tools like Canva to create and edit multimedia posters.

[6.2.NC1a]: Students integrate Gen AI tools to generate images and refine text for their digital posters.

[5.2.NC1b]: Students apply digital survey tools like Google Forms on their smartphones to conduct peer and self-assessment.

* HOMEWORK

- Prepare for Unit 2: Getting Started.