Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Language: Contracted forms; Generational differences; Modal verbs: must, have to, and should

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Teaching: ..../..../..... 

UNIT 2: THE GENERATION GAP

LESSON 2: LANGUAGE

I. OBJECTIVES 

1. Knowledge and skills 

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

• Recognise and practise the pronunciation of contracted forms in sentences.
• Understand and use vocabulary related to generational differences.
• Recognise and properly use the modal verbs must, have to, and should. 

2. Competences

General competences: 

• Self-control and independent learning.
• Communication and collaboration in pair work and group work.

Specific competences:

• Listen and identify contracted forms.
• Match and apply vocabulary in context. 
• Apply grammar rules to talk about family rules and obligations. 

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes.
• [2.4.NC1b]: Apply different standards of conduct and best practices when using digital technologies and interacting in digital environments.
• [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 and empathy: Understand generational differences, share personal family rules openly, and respect cultural values and traditional views within families.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Audio tracks (Track 10, Track 11). 
• Digital collaborative board (e.g., Padlet), Generative AI tools (e.g., ChatGPT, Gemini), AI Quiz platforms.

2. Students' aids

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

III. PROCEDURES 

1. WARM-UP

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2. PRESENTATION

PRONUNCIATION – Contracted forms

Activity 1: Listen and repeat. Pay attention to the contracted forms in the following sentences. What are their full forms?

a. Objective: To help Ss recognise and practise contracted forms.

b. Content: Students listen to sentences, pay attention to contracted forms, find their full forms, and practice saying them.

c. Product: Students pronounce the contracted forms correctly and identify their full forms.

d. Organization:

Activity 2: Listen and circle what you hear: contracted or full forms. Then practise saying these conversations in pairs.

a. Objective: To help Ss recognise contracted and full forms, and practise saying them in conversations.

b. Content: Students read short conversations, listen to Track 11, circle the forms they hear, and practice speaking.

c. Product: Correctly circled forms and fluent role-play of the conversations.

d. Organization:

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VOCABULARY – Generational differences

Activity 1: Match the words to make phrases that mean the following.

a. Objective: To introduce words and phrases related to generational differences.

b. Content: Students match words from two columns to form meaningful phrases and read their definitions.

c. Product: Correctly matched vocabulary phrases.

d. Organization:

Activity 2: Complete the sentences using the correct forms of the phrases in 1.

a. Objective: To help Ss practise using the phrases from Activity 3 in meaningful contexts.

b. Content: Students use the newly learned phrases to fill in the blanks in 4 sentences.

c. Product: Completed sentences with appropriate vocabulary.

d. Organization:

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GRAMMAR – Modal verbs: must, have to, and should

Activity 1: Choose the correct modal verbs to complete the sentences.

a. Objective: To help Ss recognise the use of the modal verbs must, have to, and should.

b. Content: Students review the "Remember!" box and choose the correct modal verbs in sentences.

c. Product: Sentences with correctly chosen modal verbs.

d. Organization:

Activity 2: Work in pairs. Are these any rules in your family or things that you or your parents think are necessary? Share them with your partners. Use must, have to, and should.

a. Objective: To help Ss practise using modal verbs must, have to, and should in a speaking activity.

b. Content: Students talk about rules in their families or things their parents think are necessary.

c. Product: Short conversations using the target modal verbs.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the grammar (modal verbs) learned in the lesson through basic, focused exercises.

b. Content: Students complete a sentence-writing task using the correct modal verbs.

c. Products: Students' correct sentences written in their notebooks.

d. Organization:

Mission 1: Complete the sentences (Gap-fill writing) 

Step 1: Teacher assigns learning tasks

- Teacher writes 5 basic sentences on the board/projector.

Step 2: Students perform learning tasks

- Students work individually to write the complete words in their notebooks.

- The teacher observes, guides, and ensures students focus on the basic grammar structure.

Step 3: Reporting and Discussion

- Teacher invites 5 students to go to the board and write their answers.

- Other students check and comment on the answers on the board. 

Answers: 1. should / 2. have to / 3. shouldn't / 4. must / 5. should.

Step 4: Evaluation

- Teacher gives feedback, corrects any spelling/grammar mistakes, and praises good work.

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

a. Objective: To help students apply the grammar and vocabulary learned into a real-life, personal context outside the classroom.

b. Content: Students carry out a home interview task: "Generations Talk".

c. Product: A short written report (3-4 sentences) based on the interview.

d. Organization:

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