Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Listening: Family conflicts

Planning: ..../..../..... 

Teaching: ..../..../.....

UNIT 2: THE GENERATION GAP

LESSON 5: LISTENING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Listen for specific information about family conflicts.
• Recognize and understand vocabulary related to the topic of generation gaps and family conflicts (e.g., appearance, hairstyle, tight jeans, eyesight, screen time).

2. Competences

General competences:

• Self-control and independent learning: listen and take notes independently to complete the listening tasks.
• Communication and collaboration: work in pairs or groups to discuss opinions on family rules and household arguments.

Specific competences:

• Develop listening comprehension skills through ordering and answering short questions.

Digital competences:

• [1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.4.NC1a]: Suggest different digital tools and technologies for collaborative processes. 
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Empathy: Learn to understand parents' perspectives and appropriately express their own opinions regarding generation gap issues to build a better family relationship.

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 12 + 13.
• Interactive digital tools (Padlet, Mentimeter, Quizizz/Google Forms, AI platforms).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones or tablets with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about family conflicts, create an engaging atmosphere, and lead into the main listening topic.

b. Content: Teacher organizes a quick brainstorming activity called "My Parents Complain About..."

c. Product: Students' vocabulary and short phrases related to common family complaints.

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 4 groups.

- Teacher asks students to work together and write down at least 3 things their parents often complain about regarding their habits or lifestyle within 2 minutes.

Step 2: Students perform learning tasks

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

- Students discuss in groups and submit their ideas via a digital collaborative board (eg., Padlet,...).

- Expected vocabulary on the board:

+ Messy bedrooms.

+ Playing games/using smartphones too much.

+ Staying up late.

+ Wearing weird clothes.

+ Not doing chores.

- The teacher observes and encourages the groups.

Step 3: Reporting and Discussion

- Teacher invites representatives from each group to read aloud their lists from the smart screen.

- Other students listen to see if they share the same problems.

Step 4: Evaluation

- Teacher writes some common ideas on the board (e.g., playing games too much, messy room, staying up late, clothes).

- Teacher leads into the new lesson: It seems we all have some disagreements with our parents. Today, we will listen to a conversation between Kevin and Mai about their family conflicts to see if they share the same issues as you.

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

[2.4.NC1a]: Propose and set up a digital collaborative platform (e.g., Padlet) to gather group ideas in real-time. 

2. PRESENTATION

Activity 1: Complete the following table about you. Work in pairs and compare your answers. 

a. Objective: To activate prior knowledge about the topic and get Ss involved in the lesson.

b. Content: Students look at the picture, guess why the people are arguing, and tick the correct information about themselves in a table.

c. Product: Students' predictions and completed tables with their personal information.

d. Organization:

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Activity 2: Listen to a conversation between Kevin and Mai. Number the things they talk about in the order they are mentioned.

a. Objective: To help Ss practise listening for specific information (ordering).

b. Content: Ss listen to a conversation between Kevin and Mai and number the things they talk about in the order they are mentioned.

c. Product: The correct sequence of the topics discussed.

d. Organization:

Activity 3: Listen to the conversation again and answer the following questions using no more than TWO words. 

a. Objective: To help Ss practise listening for specific information (answering questions).

b. Content: Ss listen to the conversation again and answer the questions using no more than TWO words.

c. Product: Correct short answers to the 5 questions.

d. Organization:

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Activity 4: Work in groups. Discuss the following questions: Do you agree with Mai’s mother and Kevin’s parents? Why/Why not? 

a. Objective: To give Ss an opportunity to use the language and ideas from the listening to express an opinion.

b. Content: Ss work in groups to discuss whether they agree with Mai's mother and Kevin's parents, and explain why.

c. Product: Students' discussions, spoken opinions, and short summaries.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the core vocabulary and sentence structures related to family conflicts learned in the lesson.

b. Content: Students complete two basic, exercise-oriented tasks in Mission 1 (Worksheet) to reinforce their understanding.

c. Products: Students' correct answers on the worksheet.

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the vocabulary and topic into a practical, real-life context outside the classroom.

b. Content: Students carry out a creative home task called "The Family Interview".

c. Product: A short interview report written in students' notebooks.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the home assignment: "The Family Interview".

- Task requirements: Tonight, interview your mother or father. Ask them: "What is the ONE thing about me that worries you the most?" Listen to their answer and record the interview on your smartphone. Then, use an AI speech-to-text tool to transcribe their answer. Then, write a short paragraph (about 40 - 50 words) reporting what they said and giving your own opinion on their worry. Do you think they are right? What will you do about it?

Step 2: Students perform learning tasks

- Students write down the requirements in their notebooks.

- Students use their smartphone voice recorders to capture the interview and apply a basic AI transcription tool to convert the audio to text.

- Teacher provides a short model: I interviewed my dad. He said he worries most about my sleep schedule because I stay up until 11 p.m. using my phone. I think he is right because I feel tired in the morning. I will try to turn off my phone at 10 p.m.

Step 3: Reporting and Discussion

- Teacher informs the class that in the next lesson, 3-4 random students will be called to the front to read their reports to the class.

Step 4: Evaluation

- Teacher summarizes the lesson's main points.

[6.2.NC1b]: Students utilize an AI-powered transcription tool to convert speech to text to create their report content.

HOMEWORK

- Complete the "Family Interview" Application task.

- Learn the new vocabulary (appearance, hairstyle, tight jeans, eyesight, conflict) by heart.

- Prepare for the next lesson: LESSON 6. WRITING.