Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Writing: An opinion essay about limiting teenagers' screen time
Giáo án NLS Tiếng Anh 11 Global Success Unit 2 Writing: An opinion essay about limiting teenagers' screen time. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 2: THE GENERATION GAP
LESSON 6: WRITING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand the structure and language of an opinion essay.
- Write an opinion essay (120-150 words) about limiting teenagers' screen time.
2. Competences
General competences:
- Self-control and independent learning, communication and collaboration (work in pairs to complete tasks and give peer feedback).
Specific competences:
- Brainstorming ideas, outlining, and structuring an opinion essay logically with clear reasons and examples.
Digital competences:
- [2.1.NC1a]: Choose simple digital technologies for interaction.
- [2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
- [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.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Responsibility: Be aware of screen time management and its impact on health and relationships.
- Understanding: Empathize with parents' viewpoints while expressing personal opinions respectfully.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Digital tools: Mentimeter/Slido, ChatGPT/Gemini, Google Docs/Padlet, Quizizz/Kahoot.
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones, tablets with internet connection.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Work in pairs. Complete the notes using the sentences (A-D) in the box.
a. Objective: To help Ss develop ideas for their writing.
b. Content: Ss read the four sentences and the notes, then complete the notes with suitable reasons and examples.
c. Product: Completed notes with correct letters.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the four sentences (A-D) and the notes. Go through each reason with its supporting examples, facts, or explanations. - Teacher explains that two of the sentences are reasons and the other two are supporting examples or further explanations. - Teacher instructs Ss to use AI tools (e.g., ChatGPT, Gemini) or search engines on their smartphones to brainstorm one additional reason or example about limiting screen time. Step 2: Students perform learning tasks - Teacher puts Ss into pairs. Have them work together to complete the notes. - Ss prompt Gen AI tools or apply search techniques on their devices to gather extra ideas and quickly evaluate the AI-generated responses. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher checks answers as a class. - Teacher asks Ss what text type the notes can be used for. Elicit 'opinion essay' and check if Ss understand the purpose of this text type (to say what you think of a topic and try to convince the reader). Step 4: Evaluation - Teacher confirms the correct answers. - Teacher moves on to the next content. | Students' answers: 1. B 2. C 3. A 4. D Text type: An opinion essay.
| [6.2.NC1a]: Optimise the use of AI tools (e.g., ChatGPT, Gemini) to brainstorm additional ideas and reasons efficiently. [1.1.NC1b]: Apply search techniques to retrieve data and facts about screen time impacts to support arguments. |
Activity 2: Read an opinion essay and match each paragraph with the correct description.
a. Objective: To familiarise Ss with the structure and language of an opinion essay.
b. Content: Ss read the model essay and match the paragraphs (1-4) with descriptions (A-D).
c. Product: Correct matching of paragraphs and descriptions.
d. Organization:
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Activity 3: Write an opinion essay (120 - 150 words) staking the opposite view. Use the suggested ideas in 1, the model in 2, and the outline below to help you.
a. Objective: To help Ss practise writing an opinion essay.
b. Content: Ss write a full opinion essay taking the opposite view using the suggested ideas.
c. Product: A complete 120-150 word essay.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the introduction to the opinion essay they are going to complete. Elicit that this essay defends the opposite view. - Remind Ss of the two reasons supporting this view in Activity 1. - Teacher creates a shared digital workspace (e.g., Google Docs, Padlet) and provides the link/QR code for Ss to write their essays collaboratively. Step 2: Students perform learning tasks - Have Ss work in pairs using their smartphones to co-author their first draft directly on the shared digital platform, using the outline notes. Step 3: Reporting and Discussion - Put Ss in pairs and ask them to review another pair's digital draft. - Teacher encourages Ss to utilise an AI grammar checker (e.g., Grammarly) to check for language errors before leaving constructive comments on their peers' digital drafts. Step 4: Evaluation - Teacher reviews Ss' digital essays live on the screen to mark and provide overall feedback. - Teacher shows a suggested answer on the projector for Ss to compare. - Teacher moves on to the next content. | Suggested answer: Digital devices play an essential part in teenagers’ lives nowadays. I strongly believe that parents should not strictly limit their children’s screen time for the following reasons. First of all, I think that by limiting the use of technology, parents will also limit what teens can benefit from it. In fact, teenagers can learn a lot of useful knowledge and necessary skills through online educational games and videos. In addition, when teenagers’ screen time is strictly controlled by their parents, the gap between parents and children may become wider. Teenagers may think that their parents are very mean and not fair to them, and may refuse to talk to them. In conclusion, I believe that it is not a good idea for parents to strictly limit their teenagers’ screen time. Teens can benefit from screen activities that encourage learning, and parents can develop a better relationship with their children if they do not control the time spent on electronic devices. | [2.4.NC1a]: Propose and use various digital tools (e.g., Padlet, Google Docs) for the collaborative writing and peer review process. [6.2.NC1a]: Optimise the use of AI tools (e.g., Grammarly) to check and improve the grammar and vocabulary of the draft. |
3. PRACTICE
a. Objective: To reinforce the essay structure, linking words, and key sentences in a basic, focused way.
b. Content: Students complete one mission consisting of two tasks designed for average to good students.
c. Products: Students' correct answers for the two tasks.
d. Organization:
Mission 1: Complete WORKSHEET 1.
Step 1: Teacher assigns learning tasks
- Teacher distributes WORKSHEET 1.
| Task 1: Fill in the blanks with the correct linking words from the box. (First of all / In conclusion / In addition) |
1. _____________, teenagers can learn a lot of useful knowledge through online educational videos. 2. _____________, strictly controlling screen time might make the gap between parents and children wider. 3. _____________, I believe that parents should not strictly limit their teenagers' screen time. |
| Task 2: Reorder the words to make complete sentences. |
1. play / an / Digital devices / essential part / teenagers' lives / in / nowadays. => ___________________________________________________________ 2. parents / I / believe / strongly / should not / their children's screen time / limit / strictly / that. => ____________________________________________________________ |
- Teacher sets a time limit of 5 minutes.
Step 2: Students perform learning tasks
- Students work individually to solve the exercise.
- 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:
Task 1: 1. First of all | 2. In addition | 3. In conclusion
Task 2:
1. Digital devices play an essential part in teenagers' lives nowadays.
2. I strongly believe that parents should not strictly limit their children's screen time.
- Other students can comment or offer alternative opinions.
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
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