Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Communication: Giving compliments and responding; Culture: New Year Festivals in ASEAN

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

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

UNIT 4: ASEAN AND VIET NAM

LESSON 7: COMMUNICATION AND CULTURE / CLIL

I. OBJECTIVES

1. Knowledge and skills

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

• Give compliments and respond to compliments naturally in everyday situations.
• Read for specific information about New Year Festivals in different ASEAN countries.
• Discuss the similarities and differences between New Year Festivals in Viet Nam and other ASEAN countries.

2. Competences

General competences:

• Self-control and independent learning: actively read and extract information.
• Communication and collaboration: work effectively in pairs to practice role-plays and discuss cultural topics.

Specific competences:

• Use specific conversational expressions for praising and acknowledging praise.
• Compare and contrast cultural practices across the ASEAN region.

Digital competences:

• [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
• [1.2.NC1b]: Evaluate different types of data, information, and digital content.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [3.1.NC1a]: Apply methods for creating and editing content in different formats.
• [3.3.NC1a]: Apply different copyright and licensing regulations to data, information, and digital content.
• [6.1.NC1a]: Analyze how AI works in specific applications.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Respect and appreciation for cultural diversity and traditions within the ASEAN community.
• Friendliness and positivity: develop a habit of giving genuine compliments to others.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• AI image generator tools (e.g., Midjourney, DALL-E) and Learning Management System (LMS).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops with internet connection.
• AI chatbots (e.g., ChatGPT, Gemini) and AI-integrated design platforms (e.g., Canva AI).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an engaging atmosphere, and smoothly lead into the topic of giving compliments and ASEAN festivals.

b. Content: Teacher organizes the "Compliment Relay & Picture Eliciting" activity.

c. Product: Students interact positively by complimenting each other and identifying the cultural picture.

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 starts the "Compliment Relay" using an interactive digital platform (e.g., Mentimeter or Slido) displayed on the smart board. Teacher gives a compliment to one student (e.g., "You have a beautiful smile!"). That student must say "Thank you" and immediately type a different compliment to another classmate on their smartphones to display in real-time on the smart board.

- After 5-6 turns, Teacher stops the relay and shows a vibrant picture of the Songkran Water Festival on the screen, asking: Which ASEAN country celebrates

this, and what festival is it?

Step 2: Students perform learning tasks

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

- Students quickly think of compliments and respond naturally.

- Students observe the picture and brainstorm the answer.

Step 3: Reporting and Discussion

- Students share their answers loudly regarding the picture.

- Teacher writes the responses on the board.

- Expected answer for the picture:

+ Country: Thailand.

+ Festival: Water Festival / New Year Festival (Songkran).

Step 4: Evaluation

- Teacher praises the class for their lovely compliments.

- Teacher confirms the picture (Songkran in Thailand) and leads into the lesson: Today, we will learn how to formally give and respond to compliments, and explore amazing New Year festivals across ASEAN.

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

[2.1.NC1a]: Use multiple digital technologies to interact by using smartphones to participate in the real-time compliment relay on the smart board.

2. PRESENTATION

EVERYDAY ENGLISH - GIVING COMPLIMENTS AND RESPONDING

Activity 1: Listen and complete the conversation with the expressions in the box. Then practise it in pairs.

a. Objective: To provide a model conversation and review expressions for giving compliments and responding.

b. Content: Students fill in the blanks using phrases A-D, listen to check, and role-play.

c. Product: Correct answers in the blanks; fluent role-play.

d. Organization:

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Activity 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One of you is Student A, the other is Student B. Use the expressions below to help you.

a. Objective: To help Ss practise giving compliments and responding in realistic contexts.

b. Content: Ss role-play two situations (an excellent report and organizing a workshop) using the provided useful expressions.

c. Product: Students' own conversations applying the target language.

d. Organization:

CULTURE - NEW YEAR FESTIVALS IN ASEAN

Activity 1: Read the text and complete the table below.

a. Objective: To help Ss learn specific details about New Year Festivals in ASEAN.

b. Content: Ss read a text about the Lunar New Year and Buddhist Calendar New Year, then extract information to complete a summary table.

c. Product: A completed table with correct information regarding countries, time, and activities.

d. Organization:

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Activity 2: Work in pairs. Discuss the similarities and differences between the New Year Festivals in Viet Nam and other ASEAN countries.

a. Objective: To help Ss relate what they have learnt about ASEAN New Year Festivals to their own culture.

b. Content: Ss use the completed table to discuss similarities and differences in pairs.

c. Product: Students' spoken comparison between Vietnamese Tet and other festivals.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the language functions (giving/responding to compliments) and vocabulary (ASEAN cultural festivals) learned in the lesson.

b. Content: Students complete 1 practical mission consisting of 2 diverse exercise-based tasks (gap-filling and sentence completion).

c. Products: Students' accurate completion of the worksheet.

d. Organization:

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4. APPLICATION

a. Objective: To encourage self-directed research, creativity, and the application of both cultural knowledge and English communication skills in a real-life context.

b. Content: Students perform the "ASEAN Cultural Ambassador" project at home.

c. Product: A mini-poster/infographic and a short preparation for a 1-minute speaking showcase in the next class.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the home assignment: "ASEAN Cultural Ambassador".

- Task: Choose ONE traditional festival from an ASEAN country (excluding Viet Nam). Create a colorful mini-poster or an infographic highlighting 3 unique activities of that festival using AI-integrated design tools (e.g., Canva AI). Prepare a 1-minute speech to introduce this festival to the class in the next lesson.

- Note for next class: After each presentation, the audience MUST use at least one structure learned today to give a compliment to the presenter, and the presenter must respond appropriately.

Step 2: Students perform learning tasks 

- Ss research online, design their digital posters using AI design tools on their computers, and ensure they apply proper copyright rules when crediting any AI-generated images or external online sources.

Step 3: Reporting and Discussion 

- Ss share their posters and deliver their 1-minute presentations.

- Peers listen actively and practice giving compliments (e.g., "Wow, well done! The poster is eye-catching.").

Step 4: Evaluation

- Teacher assesses the posters and spoken delivery, grading them based on creativity, vocabulary usage, and the natural flow of complimenting/responding.

[3.1.NC1a]: Apply ways to create and edit content in different formats by using AI-integrated design tools on computers to develop a visually appealing digital mini-poster.

[3.3.NC1a]: Apply different copyright and license rules to data, information and digital content by properly crediting AI-generated elements and external sources on the digital poster.

* HOMEWORK

- Review the target vocabulary and the structures for giving and responding to compliments.

- Complete the Application task: "ASEAN Cultural Ambassador" mini-poster.

- Prepare for the next lesson: Lesson 8 - Looking Back and Project.