Giáo án NLS Tiếng Anh 11 Global Success Unit 3 Speaking: Discussing cities of the future

Planning: ..../..../..... 

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

UNIT 3: CITIES OF THE FUTURE

LESSON 4: SPEAKING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Talk about different features of future cities (Transport, Infrastructure, Living conditions).
• Use *Wh-*questions to maintain and keep a conversation going. 

2. Competences 

General competences:

• Self-control and independent learning: actively participate in speaking tasks.
• Communication and collaboration: work effectively in pairs or groups to discuss ideas and complete the learning tasks. 

Specific competences:

• Formulate questions and provide answers about future life, AI technologies, and smart infrastructure. 

Digital competences:

• [1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
• [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.
• [3.1.NC1a]: Apply methods for creating and editing content in different formats.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Responsibility: Think about sustainable living and eco-friendly choices for future cities.
• Hard work: Actively engage in speaking activities and group discussions.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV. 
• Links to digital tools (Mentimeter, Padlet, Google Drive/Classroom).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets or laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, encourage personal opinions, and smoothly introduce the three main features of future cities (transport, infrastructure, living conditions).

b. Content: Students complete a short mission called "My Future City Checklist" and share their priorities.

c. Product: Students' selected priorities and their simple explanations.

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 displays a QR code on the smart TV linked to an online live poll (e.g., Mentimeter, Google Forms,...) showing the "My Future City Checklist".

MISSION: MY FUTURE CITY CHECKLIST

Imagine your city in 2050. Choose the TWO most important things you want to have:

1. [ ] Eco-friendly public transport (e.g., smart buses)

2. [ ] Smart sensors on the streets

3. [ ] Robot helpers in every home

4. [ ] Flying cars

- Teacher asks students to work individually: "Look at the list. Which two things do you think are the most necessary? Why? You have 1 minute to choose."

Step 2: Students perform learning tasks

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

- Students use their smartphones to scan the QR code. They read the items on their screens, think independently, and submit their 2 top choices digitally.

- The teacher observes and makes sure everyone understands the vocabulary.

Step 3: Reporting and Discussion

- Teacher asks students to turn to their partner and say their choices: "I choose number... because..."

- Teacher calls 3-4 volunteer students to share their answers with the whole class. (Expected simple answers: I choose 1 and 3 because I want clean air and I don't like doing housework.)

Step 4: Evaluation

- Teacher praises students' ideas and leads smoothly into the lesson: You all have very interesting choices. Ideas like eco-friendly transport, smart sensors, and robot helpers are actually the main features of future cities. Today, in Lesson 4, we will learn how to discuss these features in detail.

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

[2.1.NC1a]: Students use their smartphones to access an online polling application and interact with the live voting system.

2. PRESENTATION

Activity 1: Work in pairs. Complete the diagram with the ideas below. 

a. Objective: To introduce more ideas for the main speaking task and get Ss involved in the lesson.

b. Content: Students read the statements and match them to the correct aspect of cities of the future (Transport, Infrastructure, Living conditions).

c. Product: Students' correct answers for the diagram.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 2: Match the questions with the answers to make a conversation. Then practise it in pairs. 

a. Objective: To provide a model conversation in which speakers discuss one aspect of future cities and practise using *Wh-*questions to keep the conversation going.

b. Content: Students match the questions with the correct answers and role-play the conversation.

c. Product: Correct matching and smooth pair role-play.

d. Organization:

Activity 3: Work in pairs. Ask and answer questions about one of the features of future cities in 1. Use the model and the tips in 2 to help you.

a. Objective: To give Ss an opportunity to talk about one of the features of future cities.

b. Content: Students choose one aspect (transport, infrastructure, or living conditions) to make their own conversations.

c. Product: Students' role-play conversations using *Wh-*questions.

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

Activity 4: Work in groups. Discuss what the cities of the future will be like and present your group's ideas to the whole class.

a. Objective: To give Ss an opportunity to have a group discussion about cities of the future and report their discussion to the class.

b. Content: Students discuss what future cities will be like and present their ideas.

c. Product: Students' group presentations.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the core vocabulary and reinforce the structure of using *Wh-*questions before moving to free practice.

b. Content: Students complete one practical mission consisting of 2 basic tasks focusing on vocabulary fill-in and matching.

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

d. Organization:

…………………………………………..

…………………………………………..

…………………………………………..
 

4. APPLICATION

a. Objective: To help students apply the vocabulary and conversational skills into a creative, independent context at home.

b. Content: Students carry out a creative home task: "Future City Voice Note".

c. Product: A short audio recording describing a feature of their dream future city.

d. Organization:

Step 1: Teacher assigns learning tasks

- Task: Imagine you are currently living in a city of the future. Record a short 1-minute voice message to a friend describing ONE feature you like most about your city (Transport, Infrastructure, or Living conditions). Use at least 3 vocabulary words from today's lesson.

Step 2: Students perform learning tasks

- Students plan their ideas and record their voice note at home.

Step 3: Reporting and Discussion

- In the next lesson, the teacher will collect the audio files and randomly select 2-3 recordings to play for the class.

- Students must upload the audio files to the class's shared digital folder (Google Drive) or digital wall (Padlet) before the next lesson.

Step 4: Evaluation

- Teacher summarizes the main points of the speaking lesson.

- Assigns the voice note as homework.

[2.2.NC1a]: Students share their recorded digital audio files with the class via a suitable shared cloud platform.

HOMEWORK

- Complete the "Future City Voice Note" mission.

- Review the vocabulary about cities of the future.

- Prepare for the next lesson: Lesson 5 - Listening.