Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Reading: Different generations

Planning: ..../..../.....

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

UNIT 2: THE GENERATION GAP

LESSON 3: READING

I. OBJECTIVES

1. Knowledge and skills

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

• Read for main ideas and specific information in an article about different generations.
• Guess the meaning of words from context.
• Express opinions and give reasons about the characteristics of different generations.

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 the learning tasks. 

Specific competences:

• Read for general and specific information.
• Identify and use vocabulary related to generation characteristics.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [1.2.NC1b]: Evaluate different types of data, information, and digital content.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [2.4.NC1b]: Apply different standards of conduct and best practices when using digital technologies and interacting in digital environments.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Respect: Respect the differences in characteristics, interests, and attitudes among different generations.
• Empathy: Understand and sympathize with the views of people from older or younger generations.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan. 
• Computer, projector/smart TV, audio speakers. 
• Pictures of different generations or items representing different eras.
• Digital collaboration tools (Padlet, Mentimeter) and AI Chatbot (e.g., Gemini/ChatGPT).

2. Students' aids

• Textbook, notebooks, pens. 
• Smartphones/tablets with Internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge and create a friendly, engaging atmosphere before starting the new lesson.

b. Content: Teacher organizes a quick activity "Era Items".

c. Product: Students' interest and initial ideas about the generation gap.

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 shows three pictures on the screen: a cassette tape, an early basic mobile phone, and a modern smartphone.

- Teacher asks students: Who in your family uses or used these items the most: your grandparents, your parents, or you?

- Teacher asks students to use an AI search tool or chatbot on their smartphones to quickly find the exact release year of the first Nokia mobile phone.

Step 2: Students perform learning tasks

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

- Students look at the pictures and think about the answers.

- Students open their AI apps, input basic text prompts, and retrieve the information.

- The teacher observes, guides, and supports the students (if necessary). 

Step 3: Reporting and Discussion

- Teacher calls on some students to share their answers.

- Other students can comment or offer alternative opinions (if any). 

Step 4: Evaluation

- Teacher leads into the new lesson: Different age groups grew up with different things. Today we will read about these different age groups, which we call 'generations'.

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

[6.2.NC1a]: Use AI ethically and responsibly to search for basic historical facts using text prompts on a smartphone.

2. PRESENTATION

Activity 1: Work in pairs. Look at the photos. Discuss what you know about the generation in each picture (e.g., age, characteristics, interests, life experiences).

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

b. Content: Students look at photos, discuss in pairs about what they know about each generation.

c. Product: Students' descriptions and guesses of the generations.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 2: Read the article. Match the highlighted words with their meanings.

a. Objective: To help Ss practise guessing the meaning of words from context.

b. Content: Students review strategies, read the text, and match the highlighted words with their meanings.

c. Product: Correct matching of words and meanings.

d. Organization:

Activity 3: Read the article again and choose the best title.

a. Objective: To help Ss practise reading for main ideas.

b. Content: Students elicit reading strategies, read the whole text once, and choose the best title.

c. Product: The correct title for the text.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 4: Read the article again. Tick (ü) the characteristics of each generation according to the article. 

a. Objective: To help Ss practise reading for specific information.

b. Content: Students read five statements, underline key information, and tick the correct generation.

c. Product: Correct generation ticked for each statement.

d. Organization:

Activity 5: Work in groups. Discuss the following questions: Did you agree with the descriptions of each generation? Why/Why not?

a. Objective: To help Ss use the language and ideas from the reading to express opinions and give reasons.

b. Content: Students discuss whether they agree or disagree with the descriptions in the text.

c. Product: Students' verbal opinions and arguments.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

3. PRACTICE

a. Objective: To consolidate the vocabulary and reading comprehension learned in the lesson.

b. Content: Students complete one mission consisting of two basic tasks focusing on vocabulary and main ideas to reinforce their understanding.

c. Products: Students' correct answers for the two tasks.

d. Organization:

Mission 1: Complete the tasks in WORKSHEET 1. 

Step 1: Teacher assigns learning tasks

- Teacher distributes WORKSHEET 1 and sets a time limit of 5 minutes. 

WORKSHEET 1

Step 2: Students perform learning tasks

- Students work individually to solve the exercises. 

- The teacher observes, guides, and supports the students (if necessary). 

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers with the class. 

- Key 

Task 1: 1. natives, 2. experienced, 3. hire, 4. Curious

Task 2: 1. T, 2. F, 3. T

Step 4: Evaluation

- Teacher gives feedback, corrects 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

…………………………………………..

…………………………………………..

…………………………………………..