Giáo án NLS Tiếng Anh 11 Global Success Unit 3 Language: Linking final consonants to initial vowels; Cities and smart living; Stative verbs in the continuous form, Linking verbs
Giáo án NLS Tiếng Anh 11 Global Success Unit 3 Language: Linking final consonants to initial vowels; Cities and smart living; Stative verbs in the continuous form, Linking verbs. 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 3: CITIES OF THE FUTURE LESSON
LESSON 2: LANGUAGE
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Recognise and practise linking between a final consonant and an initial vowel in connected speech.
- Understand and use words and phrases related to cities and smart living.
- Understand and correctly use stative verbs in the continuous form and linking verbs.
2. Competences
General competences:
- Self-control and independent learning: actively participate in reading, speaking, and completing tasks.
- Communication and collaboration: work effectively in pairs or groups to complete the learning tasks.
Specific competences:
- Linguistic competence: applying new vocabulary and grammar points into practical exercises and speaking.
Digital competences:
- [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
- [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.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Hard work: Be ready to learn about future city concepts and actively participate in class activities.
- Awareness: Develop an awareness of urban problems and future developments.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book (images provided), Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Digital platforms/tools prepared: Padlet/Mentimeter links, Generative AI accounts (ChatGPT/Gemini), Google Classroom/Forms.
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones/Tablets/Laptops connected to the Internet.
III. PROCEDURES
1. WARM-UP
a. Objective: To activate students' prior knowledge about city life, create an engaging atmosphere, and smoothly lead into the vocabulary section.
b. Content: Teacher organizes a quick brainstorming activity called "City Life: Pros & Cons".
c. Product: Students' vocabulary related to life in a big city.
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 provides a link/QR code to a shared digital board (e.g., Padlet) with 2 columns: "Good things" and "Bad things" about living in a city.
- Teacher asks students to work in pairs and think of 2 things for each column in 2 minutes.
Step 2: Students perform learning tasks
- Students watch the AI-generated video and answer the questions about it.
- Students brainstorm in pairs and input their ideas onto the digital board.
- The teacher observes and encourages students to use simple English words.
Step 3: Reporting and Discussion
- Teacher invites some pairs to share their ideas (e.g., Good: modern buildings, hospitals, schools. Bad: traffic, pollution, noise).
Step 4: Evaluation
- Teacher summarizes the ideas on the board and leads into the lesson: You mentioned modern buildings and traffic. Today, we will learn specific words to talk about these things and explore the language of future cities.
[2.1.NC1a]: Choose simple digital technologies for interaction.
[2.4.NC1a]: Students use their smartphones to access a collaborative digital board to propose and organize basic ideas efficiently.
2. PRESENTATION
PRONUNCIATION - Linking final consonants to initial vowels
Activity 1: Listen and repeat. Pay attention to the linking (‿) between the words in the sentences.
a. Objective: To help Ss recognise and practise linking between a final consonant and an initial vowel.
b. Content: Students read the 'Remember!' box, listen to Track 17, and repeat the sentences paying attention to the linking.
c. Product: Students know how to link sounds and can read the sentences naturally.
d. Organization:
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Activity 2: Listen and mark (‿) the consonant and vowel sounds that are linked. Then practise saying the sentences.
a. Objective: To help Ss recognise and practise linking between a final consonant and an initial vowel.
b. Content: Students mark the linking sounds in 4 sentences, then listen to Track 18 to check.
c. Product: Correctly marked linking sounds in the sentences.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the sentences and put a mark (‿) between the sounds they think are linked. Step 2: Students perform learning tasks - Students work individually to mark the linking. - Teacher plays the recording (Track 18) from hoclieu.vn for Ss to check answers. Step 3: Reporting and Discussion - Teacher plays the recording again, pausing after each sentence for Ss to repeat. - Teacher asks Ss to say the linked words aloud. Step 4: Evaluation - Teacher confirms the correct answers on the board and reminds Ss that linking can happen even with punctuation in fast speech. - Teacher moves on to the next content. | Key + Audio script - Track 18: 1. Traffic jams‿are the city's biggest problem, especially during rush‿hour. 2. This‿is the most beautiful city I've‿ever visited. 3. Would you like‿a guided tour of the city this‿afternoon? 4. The Fine‿Art Museum was built‿in the new urban‿area last year.
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VOCABULARY - Cities and smart living
Activity 1: Match the words and phrases with their meanings.
a. Objective: To introduce words and phrases related to cities and smart living.
b. Content: Students match 5 terms (city dweller, traffic jam, urban centre, roof garden, skyscraper) with their definitions.
c. Product: Correct matching pairs.
d. Organization:
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Activity 2: Complete the sentences using the correct forms of the words and phrases in 1.
a. Objective: To help Ss practise using the words and phrases in meaningful contexts.
b. Content: Students read 5 sentences and fill in the blanks with the vocabulary from Activity 1.
c. Product: Completed sentences with appropriate words/phrases.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher tells Ss to read the sentences carefully and use context clues to decide the correct word/phrase. Step 2: Students perform learning tasks - Students work in pairs to complete the sentences. Step 3: Reporting and Discussion - Teacher calls Ss to read out the word/phrase they used for each blank and explain their choice. Step 4: Evaluation - Teacher confirms the answers, ensuring Ss use correct forms (e.g., plural forms). - Teacher moves on to the next content. | Key: 1. Traffic jam 2. city dwellers 3. roof gardens 4. skyscraper 5. urban centres
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GRAMMAR - Stative verbs in the continuous form
Activity 1: Choose the correct forms of the verbs to complete the following sentences.
a. Objective: To give Ss an opportunity to practise stative verbs in the continuous form.
b. Content: Students read the Remember! box, then choose the correct verb form (simple or continuous) in 3 sentences.
c. Product: Correct verb forms chosen based on whether they describe a state or an action.
d. Organization:
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Linking verbs
Activity 2 Find and correct the mistakes in the following sentences.
a. Objective: To give Ss an opportunity to practise linking verbs.
b. Content: Students read the Remember! box about linking verbs (followed by adjectives/nouns), then find and correct mistakes in 3 sentences.
c. Product: Sentences corrected accurately using adjectives/nouns instead of adverbs/verbs.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher explains linking verbs (be, seem, look, become, etc.) and what follows them (adjectives/nouns). - Teacher asks Ss to work independently to find and correct mistakes. Step 2: Students perform learning tasks - Students identify the error after the linking verb and correct it. Step 3: Reporting and Discussion - Students compare answers in pairs. - Teacher calls individual Ss to read out the corrected sentences. Step 4: Evaluation - Teacher gives the correct answers and explains grammar rules (e.g., seem + adj, looks + adj, sounds like + noun / sounds + adj). - Teacher moves on to the next content. | Key: 1. excitingly -> exciting (after linking verb seems) 2. beauty -> beautiful (after linking verb looks) 3. solve -> solution (after a good, need a noun)
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Activity 3: Work in pairs. Talk about future developments in your neighbourhood. Use stative verbs in continuous form and linking verbs.
a. Objective: To help Ss practise stative verbs in the continuous form and linking verbs in a speaking activity.
b. Content: Students brainstorm ideas and work in pairs to talk about future developments in their neighbourhoods using the target grammar.
c. Product: Students' short conversations accurately applying stative verbs in the continuous form and linking verbs.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has Ss read the instructions and the example to make sure they understand the context. - In weaker classes, teacher models a short conversation with a student. - Teacher instructs students to use a Generative AI tool (e.g., ChatGPT, Gemini) to brainstorm innovative ideas for future city developments if they need inspiration. Step 2: Students perform learning tasks - Students quickly list ideas (e.g., building a new road, designing more green spaces, creating more walking and cycle paths) and prompt the AI tool to generate ideas. - Students select the best ideas work in pairs, talking about their neighbourhoods using stative verbs in the continuous form and linking verbs. Step 3: Reporting and Discussion - Teacher invites some Ss to report back to the class about their discussions. Step 4: Evaluation - Teacher gives feedback, praises creative ideas, and corrects any grammatical mistakes related to stative/linking verbs. - Teacher moves on to the next content. | Example conversation: A: The government is thinking of building a new skyscraper here. B: Yes, and our city will look more modern. Suggested ideas: - building a new shopping centre. - designing more green spaces. - creating more walking and cycle paths.
| [6.2.NC1a]: Integrate Generative AI tools (e.g., ChatGPT, Gemini) into the brainstorming workflow to generate creative ideas for future neighborhood developments. |
3. PRACTICE
a. Objective: To consolidate the core vocabulary and grammar (stative/linking verbs) learned in the lesson through basic, focused exercises.
b. Content: Students complete one mission with two basic writing/filling tasks.
c. Products: Students' correct answers written on their worksheets or notebooks.
d. Organization:
Mission 1: Complete the Language Worksheet.
Step 1: Teacher assigns learning tasks
- Teacher writes the tasks on the board or distributes a small handout.
TASK 1: Complete the sentences using the exact words from the box. (Vocabulary focus) skyscraper, traffic jams, city dweller, roof garden, urban centre |
1. As a ______________, he is used to the noise of the streets. 2. We were late for school because of the terrible ______________ this morning. 3. They are building a new 80-storey ______________ in the middle of our city. |
| TASK 2: Write the correct form of the verb in brackets (Simple or Continuous) to complete the sentences. (Grammar focus) |
1. The soup (taste) ______________ really delicious. Who cooked it? 2. I (think) ______________ about moving to the countryside next year. 3. She (look) ______________ very tired today. She should rest. 4. Teacher sets a time limit of 6 minutes. |
Step 2: Students perform learning tasks
- Students work individually to complete both tasks. Teacher reminds them to apply the basic rules just learned.
- The teacher observes and supports weaker students.
Step 3: Reporting and Discussion
- Teacher invites some students to stand up and read their answers.
Key Task 1: 1. city dweller, 2. traffic jams, 3. skyscraper.
Key Task 2: 1. tastes, 2. am thinking, 3. looks.
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes on the board, and reinforces the basic rules.
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
a…………………………………………..
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