Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Speaking: Talking about different generations
Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Speaking: Talking about different generations. Với năng lực số được tích hợp, tiết học sẽ giúp học sinh làm quen và ứng dụng công nghệ, tin học. KHBD này là file word, tải về dễ dàng. Là mẫu giáo án mới nhất năm 2026 để giáo viên dạy tốt môn English 11.
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UNIT 2: THE GENERATION GAP
LESSON 4: SPEAKING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Start a conversation or discussion about the different generations of a family.
- Talk about generational differences among their family members.
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:
- Introduce more ideas for the speaking tasks.
- Use specific expressions to start a conversation, present a topic, and ask for opinions.
- Discuss the most common generation gaps in their families and report to the whole class.
Digital competences:
- [2.1.NC1a]: Choose simple digital technologies for interaction.
- [2.4.NC1a]: Propose appropriate digital tools and technologies to support collaborative processes.
- [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
- Hard work: Be ready and excited to actively participate in class activities.
- Love and respect: Show understanding and respect towards the different ways of thinking among family members.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones or tablets with internet connection.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Put the sentences (A-D) in order to complete the conversation. Then practise it in pairs.
a. Objective: To introduce more ideas for the speaking tasks; to provide a model conversation in which speakers discuss generational differences among their family members and introduce ways to start a conversation or discussion.
b. Content: Students read the jumbled lines, put them in order, study the Tips box, and practice the conversation.
c. Product: Students find the correct order and role-play the conversation clearly.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to read the jumbled speakers' lines and the beginning and end of the conversation. - Check comprehension of any words and phrases that Ss may find difficult. - Ask Ss to study the Tips box. - Focus their attention on the beginning of the conversation and ask which of the ways Kevin has used. - In stronger classes, brainstorm more expressions for presenting the topic and asking for opinions. - In weaker classes, provide them for Ss as prompts and write them on the board. Step 2: Students perform learning tasks - Have Ss work in pairs to put the conversation in the correct order. - Walk round the class and offer help. - Ask Ss to practise the conversation in pairs. - After finishing, teacher allows students to use an AI pronunciation tool (e.g., Elsa Speak or a simple Text-to-Speech website) on their smartphones to listen to the intonation of the correct conversation. Step 3: Reporting and Discussion - Check answers as a class. - Invite some pairs to read the conversation aloud. Step 4: Evaluation - Teacher gives feedback and corrects students' pronunciation if needed. - Teacher moves on to the next content. | Key: 1. C 2. D 3. A 4. B - Ways Kevin used: the second – ask your partner for personal information related to the topic. - Presenting the topic: Today, we'll discuss/talk about... Our discussion today will focus on... - Asking for opinions: What's your opinion about...? How do you feel about...? - Students role-play the conversation clearly.
| [6.2.NC1a]: Integrate AI tools into existing workflows |
Activity 2: Work in pairs. Talk about the different generations of your family. Use the model and tips in 1, and the ideas below to help you.
a. Objective: To give Ss an opportunity to personalise the model conversation and talk about the different generations of their families.
b. Content: Students use the suggested ideas to role-play a conversation about their own families.
c. Product: A well-structured pair conversation about family generations.
d. Organization:
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Activity 3: Work in groups. Discuss the following question and then report to the whole class: What are the most common generation gaps in your families?
a. Objective: To give Ss an opportunity to take part in a group discussion about generational differences, then report their discussion to the whole class.
b. Content: Students form groups, discuss the prompt, take notes, and present a group report.
c. Product: A group report on the most common generation gaps.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Ask Ss to form groups and have a group discussion about the most common generation gaps in their families. Teacher provides a link to a shared Google Doc for outlining. - In weaker classes, provide a detailed plan for their discussion: + Group members take turns talking about differences/generation gaps in their families. + Groups decide on the most common generation gaps. + Groups list them with some examples/facts. + Groups prepare an outline of their report and decide how to present it. Step 2: Students perform learning tasks - Have each group choose a group leader whose role is to keep the discussion going and ensure that everyone has a chance to speak. - One designated student uses a laptop/smartphone to type the group's outline into the shared Google Doc. They use the AI grammar-check feature (e.g., Grammarly) integrated into the browser to correct basic errors. - Remind group members that they need to listen without interrupting their classmates, wait for their turn to speak, take notes, and contribute ideas. - Walk round to offer help, if necessary, and encourage quiet group members to get involved. Step 3: Reporting and Discussion - Invite some groups to report the results of their discussion and answer any questions from the rest of the class. Step 4: Evaluation - Teacher gives feedback, corrects mistakes, and praises good work. - Teacher moves on to the next content. | Report sample: In our group, the most common generation gap is the technology generation gap, i.e. the way technology or electronic devices are perceived or used by different generations. Our grandparents and parents often think that we use laptops and smartphones for playing games or posting content on social media. That's why they often control our screen time.
| [2.4.NC1a]: Select the most appropriate digital tools and technologies to co-construct and create data, resources, and knowledge. [6.2.NC1a]: Integrate AI tools into existing workflows. |
3. PRACTICE
a. Objective: To consolidate the vocabulary and expressions learned in the lesson. b. Content: Students complete a basic worksheet consisting of 2 written tasks to reinforce sentence structures without being overloaded with new vocabulary.
c. Products: Students' correct answers for the two tasks.
d. Organization:
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4. APPLICATION
a. Objective: To help students apply the speaking topics and structures learned into a real-life context at home.
b. Content: Students carry out a task called: "A Short Family Interview".
c. Product: A short written note of the interview with a family member.
d. Organization:
Step 1: Teacher assigns learning tasks
- Task: At home, act as a reporter and interview one older family member (your parent or grandparent). Ask them: "What was your strictest family rule when you were my age?"
- Write down a short paragraph (3-4 sentences) comparing their past rule with your current rules at home to highlight the generation gap.
Step 2: Students perform learning tasks
- Students take notes of the homework requirements.
- Students use the voice recorder or video camera on their smartphones to record a 1-minute interview at home. They then upload the media file to the class's shared cloud folder (e.g., Google Drive).
Step 3: Reporting and Discussion
- Students will present their interview findings at the beginning of the next class.
Step 4: Evaluation
- Teacher summarizes the lesson and assigns homework.
[3.1.NC1a]: Apply ways to create and edit content in different formats.
HOMEWORK
- Review the expressions for starting a conversation and asking for opinions.
- Complete the mission in Application (A Short Family Interview).
- Prepare for Lesson 5 – Listening.
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