Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Getting started: What is a generation gap?

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: THE GENERATION GAP

LESSON 1: GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills 

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

• Set the context for the topic "The generation gap".
• Introduce and understand vocabulary related to families and the generation gap.
• Identify the modal verbs (must, have to, should) in context.

2. Competences

General competences:

• Self-control and independent learning: listen, read, and locate specific information in the conversation.
• Communication and collaboration: work in pairs or groups to complete the reading and vocabulary tasks. 

Specific competences:

• Read and listen for specific information about family structures and generational differences.
• Identify and use vocabulary related to family types and disagreements.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [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

• Respect: Respect parents and grandparents while understanding differences between generations.
• Empathy: Learn to accept differences within extended and nuclear families.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Live polling tool (e.g., Mentimeter/Wayground,...), collaborative workspace (e.g., Padlet).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets with internet access.

III. PROCEDURES

1. WARM-UP 

a. Objective: To create a friendly and lively atmosphere in the classroom and lead into the unit topic.

b. Content: Teacher organizes a "Board Race" game based on the previous unit, followed by lead-in questions about family.

c. Product: Students participate actively, recall previous vocabulary, and start thinking about family relationships.

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 2 teams and the board into two halves.

- Teacher calls out the topic of the previous unit (A long and healthy life) and gives students two minutes to write as many words connected to the topic as they can.

Step 2: Students perform learning tasks

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

- One student from each team stands in front of the board to write. Each word must be written by a different student (relay style).

- The teacher observes and cheers the students on. 

Step 3: Reporting and Discussion

- Teacher calls time out and has teams check each other's spelling.

- Teacher counts how many correct words each team has written and declares the winner. 

Step 4: Evaluation

- Teacher transitions to the new topic by asking lead-in questions: How many generations are there in your family? Do you and your parents like the same music or clothes? Do you ever argue about anything in your family?

- Teacher asks students to use an AI chatbot on their smartphones to quickly generate 3 common topics of arguments between teenagers and parents.

- Students use AI chatbots to generate ideas and read the results aloud.

- Teacher introduces Unit 2: The Generation Gap.

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

[6.2.NC1a]: Use AI chatbots to generate ideas and explore the topic of generation gaps.

2. PRESENTATION 

Activity 1: Listen and read 

a. Objective: To introduce some vocabulary and the grammar points to be learnt in the unit.

b. Content: Students focus on the title, elicit meanings, listen to the recording, and read the conversation along.

c. Product: Students understand the definition of 'generation gap' and can read the conversation.

d. Organization:

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Activity 2: Read the conversation again. Tick (✓) the true information about Mark and Mai. 

a. Objective: To check Ss' comprehension of the conversation.

b. Content: Students read 4 statements and decide which ones apply to Mark or Mai.

c. Product: Students' correct ticked answers.

d. Organization:

Activity 3: Find words or phrases in 1 that have the following meanings. 

a. Objective: To introduce words and phrases related to families.

b. Content: Students read definitions and scan the text to find the matching words.

c. Product: Correct matching of words to their definitions.

d. Organization:

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Activity 4: Choose the modal verbs used in 1 to complete the sentences.

a. Objective: To help Ss identify modal verbs must, have to, and should.

b. Content: Students read sentences and fill in the blanks with the correct modal verbs from the conversation.

c. Product: Completed sentences with correct modal verbs.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the target vocabulary learned in the lesson using a basic, focused exercise.

b. Content: Students complete a gap-fill task using the four core vocabulary words from the lesson.

c. Products: Students' correctly completed sentences.

d. Organization:

Mission 1: Complete WORKSHEET

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4. APPLICATION

a. Objective: To help students apply the lesson's theme to their real-life family contexts and prepare for the unit project.

b. Content: Students carry out a brief at-home interview task called "My Family's Generation". 

c. Product: A short written paragraph (3-4 sentences) summarizing their findings.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher assigns the homework mission: Tonight, interview one of your parents or grandparents. Ask them two questions: What was your favourite hobby when you were my age? and Did your parents let you choose your own clothes?

- Task: Record a short 1-minute audio or video clip summarizing the comparison between their teenage experience and yours.

Step 2: Students perform learning tasks

- Students note down the questions in their notebooks to complete at home.

- At home, students use their smartphones to record and edit the media clip.

Step 3: Reporting and Discussion

- Students upload their digital content to the class's shared online folder (e.g., Google Drive/Zalo group).

Step 4: Evaluation

- Teacher explains that a few clips will be showcased in the next lesson.

- Teacher praises students for their attention.

[3.1.NC1a]: Apply ways to create, edit, and upload digital audio/video content summarizing an interview.

* HOMEWORK

- Complete the "My Family's Generation" interview and recording task from the Application section.

- Review the vocabulary and modal verbs from the lesson.

- Prepare for Lesson 2: Language.