Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Looking back; Project: Generational differences among us

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: THE GENERATION GAP

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES 

1. Knowledge and skills 

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

• Revise contracted forms of modal verbs and other auxiliary verbs.
• Review words and phrases related to the topic of the generation gap.
• Review the use of modal verbs: must, have to, and should.
• Develop research, collaboration skills, and practice giving an oral presentation about generational differences. 

2. Competences 

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and teacher.
• Communication and collaboration: work in pairs or groups to complete learning tasks and deliver a project presentation. 

Specific competences:

• Identify and pronounce contracted forms correctly in sentences.
• Apply vocabulary and grammar to solve exercises.
• Synthesize survey results and present them confidently in front of the class.
• Assess peers and self-assess using provided checklists. 

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.
• [3.1.NC1a]: Apply methods for creating and editing content in different formats. 
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Respect: Understand and respect the differences between generations in a family.
• Hard work: Actively participate in class activities and thoroughly prepare for the project.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers (Track 15).
• Digital collaborative boards (Padlet/Miro), Gen AI tools (ChatGPT/Gemini), and digital quiz platforms (Quizizz/Google Forms).

2. Students' aids

• Textbook, notebooks, pens.
• Prepared project products (slides/posters/survey results).
• Smartphones/tablets with internet connection.

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION 

LOOKING BACK 

Pronunciation - Listen and circle what you hear: contracted or full forms. Practise saying these conversations in pairs.

a. Objective: To help Ss revise contracted forms.

b. Content: Ss listen to Track 15, identify the forms, and role-play.

c. Product: Correct identification of contracted/full forms and fluent role-play.

d. Organization:

Vocabulary - Solve the crossword. Use the words or phrases you have learnt in this unit.

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

b. Content: Ss read clues and fill in the crossword puzzle.

c. Product: A completed crossword with correct vocabulary.

d. Organization:

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Grammar - Choose the correct answer A, B, C, or D.

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

b. Content: Ss read 5 sentences and choose the correct modal verb to complete them.

c. Product: Correct answers for 5 multiple-choice questions.

d. Organization:

3. PRACTICE

a. Objective: To deeply consolidate the vocabulary and grammar (modal verbs) learned in Unit 2 through written, analytical exercises (Non-multiple choice).

b. Content: Students complete a 2-task Practice Mission suitable for Grade 11 level.

c. Products: Correct answers for Error Identification and Word Formation tasks.

d. Organization:

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4. APPLICATION

Project - Generational Differences Among Us

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

b. Content: Groups present their survey results on generational differences.

c. Product: Oral presentations and completed peer/self-assessment checklists.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher reminds Ss that the focus of this lesson is the final product: an oral presentation of their survey results.

- Teacher gives Ss a few minutes to finalize their digital presentation slides (e.g., on Canva, Prezi, or PowerPoint).

- Teacher provides digital checklists (via Google Forms) for peer and self-assessment. Teacher explains the criteria thoroughly.

Step 2: Students perform learning tasks

- Groups finalize their slides, ensuring multimedia elements are integrated effectively.

- Invited groups (2-3 groups) come to the front and give their presentations.

Step 3: Reporting and Discussion

- The rest of the class listens, submits peer-assessments via the digital form, writes comments, and asks questions at the end.

- Presenters complete their self-assessment forms after finishing.

Step 4: Evaluation

- Teacher gives praise and constructive feedback after each presentation.

- Teacher gives marks for their presentation as part of continuous assessment.

[3.1.NC1a]: Apply various ways to create and edit content in different formats.

* HOMEWORK

- Prepare for Unit 3: Getting Started.