Kênh giáo viên » Giáo án Tiếng Anh 11 Global Success cả năm

Giáo án NLS Tiếng Anh 11 Global Success Unit 3 Listening: Living in a smart city

Xem mẫu

Tải về

Giáo án NLS Tiếng Anh 11 Global Success Unit 3 Listening: Living in a smart city. 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.

Xem: => Giáo án Tiếng Anh 11 Global Success

............

Hướng dẫn tải về

Các tài liệu bổ trợ khác

Giáo án NLS Tiếng Anh 11 Global Success Unit 3 Listening: Living in a smart city

Xem toàn bộ: Giáo án Tiếng Anh 11 Global Success cả năm

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

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

UNIT 3: CITIES OF THE FUTURE

LESSON 5: LISTENING

I. OBJECTIVES

1. Knowledge and skills

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

Understand the main idea and specific information in an interview about the disadvantages of living in a smart city.
Identify and use vocabulary related to city life and community (interact, privacy, sense of community, neighbourhood).

2. Competences

General competences:

Self-control and independent learning: listen and complete tasks independently.
Communication and collaboration: work in pairs or groups to discuss the disadvantages of smart cities and express personal opinions.

Specific competences:

Listen for the main idea and specific details in a conversation/interview.
Guess the meaning of words from context.

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.
[2.2.NC1a]: Share data, information, and digital content through a variety of appropriate digital tools.
[4.2.NC1a]: Apply different methods to protect personal data and privacy in digital environments.
[5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
[6.1.NC1a]: Analyze how AI works in specific applications.

3. Attributes

Hard work: Actively participate in class activities, focus on listening tasks.
Responsibility: Be aware of the potential social and privacy issues in modern cities and value human connections.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 11, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Audio tracks (Tracks 19 + 20).
Digital collaboration platform (e.g., Padlet/Mentimeter), interactive quiz tool (e.g., Google Forms/Quizizz).

2. Students' aids

Textbook, notebooks, pens, draft paper.
Smartphones/Tablets connected to the internet.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

Activity 1. Match the words and phrase with their meanings.

a. Objective: To introduce some words and phrases to help Ss understand the listening and get Ss involved in the lesson.

b. Content: Students read four vocabulary items and match them with their correct definitions.

c. Product: Students' correct matching answers and understanding of the key vocabulary.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher writes the four vocabulary items on the board (interact, privacy, sense of community, neighbourhood).

- Teacher has Ss guess if they relate to the advantages or disadvantages of smart cities.

- Teacher instructs students to use AI-powered dictionaries or search tools on their devices to verify the contextual meaning of these words.

- Teacher asks Ss to work individually or in pairs to do the matching.

Step 2: Students perform learning tasks

- Students read the definitions carefully and match them with the words/phrases.

- Students input the target vocabulary into their search engines, executing procedural queries to cross-reference the textbook's definitions.

- The teacher observes, guides, and supports weaker students by explaining the definitions.

Step 3: Reporting and Discussion

- Teacher calls on some students to share their answers.

- Other students comment and check. Step 4: Evaluation

- Teacher checks answers as a class and corrects pronunciation.

- Teacher can ask stronger students to make sentences with the words.

- Teacher moves on to the next content.

Students' answers:

1. c

2. d

3. b

4. a

Interact (v) /ˌɪntərˈækt/: tương tác

Privacy (n) /ˈprɪvəsi/: sự riêng tư

Sense of community (np) /sens əv kəˈmjuːnəti/: ý thức cộng đồng

Neighbourhood (n) /ˈneɪbəhʊd/: khu dân cư

[1.1.NC1b]: Students execute clear and procedural online searches using mobile browsers or AI tools to query, filter, and verify the correct English vocabulary definitions in a digital environment.

Activity 2. Listen to an interview and choose the correct answer A, B, or C.

a. Objective: To help Ss practise listening for main idea and specific information.

b. Content: Students listen to an interview with Ms Stevens and answer three multiple-choice questions.

c. Product: Students' correct choices based on the listening track.

d. Organization:

…………………………………………..

Activity 3. Listen to the interview again and complete the table. Use no more than THREE words for each answer.

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

b. Content: Students listen again and fill in the gaps with NO MORE THAN THREE WORDS.

c. Product: Completed table with the exact words from the audio.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read the text in the table and makes sure they understand the word limit.

- Teacher encourages Ss to guess what part of speech might fit each gap (e.g., 1 noun, 2 noun, 3 verb, 4 noun).

- Teacher plays the recording once (or twice if needed) from hoclieu.vn.

Step 2: Students perform learning tasks

- Students listen and fill in the blanks.

- The teacher observes and ensures students adhere to the word limit.

Step 3: Reporting and Discussion

- Teacher asks Ss to work with a partner to compare their answers.

- Teacher calls on some Ss to write their answers on the board or read them aloud.

Step 4: Evaluation

- Teacher checks answers.

- Teacher plays the recording again, pausing at key information if necessary. If time allows, teacher asks some extra comprehension questions.

- Teacher moves on to the next content.

Students' answers:

1. right to privacy

2. smart technologies

3. interact

4. sense of community

Extra Qs:

- Name of the programme? (Urban Lifestyle)

- How long has she lived there? (for a year)

Activity 4. Work in groups. Discuss the following questions: Do you agree with Ms Stevens? Which of the disadvantages she mentioned do you think is the most serious? Why?

a. Objective: To give Ss an opportunity to personalise the language and ideas from the listening in a speaking task.

b. Content: Students discuss whether they agree with Ms Stevens and which disadvantage is the most serious.

c. Product: A short summary of the group's discussion.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks lead-in questions: Do you agree with her? Do you think smart devices will be difficult to use?

- Teacher puts Ss into groups to discuss the disadvantages mentioned and agree on the most serious one.

- Teacher prompts students to explicitly discuss how smart city AI (e.g., facial recognition cameras, IoT sensors) functions and how these specific technologies threaten citizens' privacy.

Step 2: Students perform learning tasks

- Students work in groups, discussing and supporting their opinions with reasons.

- Students collaboratively analyze the mechanics of AI surveillance systems and debate strategies to protect personal data in highly digitized environments.

- The teacher walks around, observes, and provides language support.

Step 3: Reporting and Discussion

- Teacher invites some groups of Ss to present a summary of their discussion to the class.

- Other groups listen and ask questions.

Step 4: Evaluation

- Teacher praises Ss for their ideas and correct language use.

- Teacher gives constructive feedback on pronunciation and grammar.

- Teacher moves on to the next content.

Suggested answer:

We agree with Ms Stevens. The most serious problem is a lack of a sense of community. Without interaction, people will feel lonely and isolated, which can lead to health problems, especially for old people.

- A structured verbal argument detailing the technical risks of AI algorithms on social isolation and personal data breaches.

[6.1.NC1a]: Students analyze how AI and smart algorithms operate within smart city infrastructures (IoT, cameras) and evaluate their specific impact on community life.

[4.2.NC1a]: Students apply conceptual strategies to discuss the protection of personal data and privacy against potential threats in a modern smart city environment.

3. PRACTICE

a. Objective: To consolidate the target vocabulary learned in the lesson effectively through clear and focused exercises.

b. Content: Students complete a practice worksheet with two written tasks (Gap-filling and Matching).

c. Products: Students' correct answers on the worksheet.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the lesson's theme into a real-life context at home.

b. Content: Students carry out a home assignment: "A Tech-Interview with Parents/Grandparents".

c. Product: A short written paragraph summarizing the interview.

d. Organization:

…………………………………………..