Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Getting started: At the ASEAN Youth Volunteer Programme (AYVP) office
Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Getting started: At the ASEAN Youth Volunteer Programme (AYVP) office. 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 4: ASEAN AND VIET NAM
LESSON 1: GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Set the context for the listening and reading text about the ASEAN Youth Volunteer Programme (AYVP).
- Introduce the topic of the unit, the vocabulary related to ASEAN and volunteer work, and the grammar point (gerunds) to be learnt.
2. Competences
General competences:
- Self-control and independent learning: listen, read, and share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs or groups to complete the learning tasks.
Specific competences:
- Read and listen for specific information about the AYVP.
- Identify and use vocabulary related to ASEAN and volunteer work.
- Identify and understand the use of gerunds in sentences.
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.
- [3.1.NC1b]: Identify ways to express oneself through the creation of digital content.
- [6.2.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Hard work: Be ready and excited to learn about ASEAN, actively participate in class activities.
- Responsibility and awareness: Show interest in youth volunteering and the development of the ASEAN community.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Smartphones/Tablets, AI-powered interactive quiz platform, interactive digital whiteboard, Generative AI tools.
2. Students' aids
- Textbook, notebooks, pens.
- Personal digital devices (smartphones, tablets, or laptops) with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
AT THE ASEAN YOUTH VOLUNTEER PROGRAMME (AYVP) OFFICE
Activity 1: Listen and read.
a. Objective: To introduce some vocabulary and the grammar points to be learnt in the unit.
b. Content: Students look at the picture, listen to the recording, and read the conversation between Mai and Ms Pang.
c. Product: Students understand the context, underline words related to ASEAN, and can read the conversation aloud.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher sets the context by having students look at the picture and asking questions: "How can you describe the two people?", "Where are they?", "What are they doing?", "What does AYVP stand for?"
- Teacher plays the recording from hoclieu.vn twice (Track 26). Step 2: Students perform learning tasks - Students look at the picture and give answers (without teacher confirming yet). - Students listen to the audio, read along, and underline words/phrases that are related to ASEAN. - Students use AI-based dictionary applications (e.g., AI-powered Oxford/Cambridge dict) to look up the pronunciation and meaning of new words. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher puts students in pairs to compare the underlined words and phrases they have found and discuss their meaning. - Teacher confirms the answers to the initial questions. - Teacher calls on two students to read the conversation aloud. Step 4: Evaluation - Teacher confirms correct pronunciation and comprehension. - Teacher moves on to the next content. | - Answers to Teacher's questions: + A woman in a traditional Asian dress and a teenage girl in school uniform. + In an office with pictures on the wall and a bookcase. + They are sitting down and talking to each other. + AYVP stands for ASEAN Youth Volunteer Programme.
| [1.1.NC1b]: Applying search techniques to retrieve digital content in a digital environment by scanning QR codes and using AI dictionary apps. |
Activity 2: Read the conversation again and decide whether the following statements are true (T) or false (F).
a. Objective: To check students' comprehension of the conversation.
b. Content: Students read 4 statements and decide whether they are True (T) or False (F).
c. Product: Students' correct True/False answers.
d. Organization:
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Activity 3: Match each word with its definition.
a. Objective: To help students revise words related to ASEAN.
b. Content: Students match words (volunteer, qualified, development, goals) with their definitions.
c. Product: Completed matching exercise.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks students to read the words and definitions. - Teacher asks students to read the conversation quickly again, and find the sentences containing these words. Ask them to look for context clues to help them work out their meanings. - Teacher shares a QR code or link to an AI-generated interactive matching game (e.g., Wordwall or Quizlet created using AI prompts) on the smart TV. Step 2: Students perform learning tasks - Students use their personal smartphones or tablets to scan the QR code, access the interactive game, and digitally drag and drop the vocabulary words to their correct definitions. - The teacher observes and guides. Step 3: Reporting and Discussion - Teacher displays the live results, analytics, and leaderboard from the digital platform on the screen to review common mistakes. Step 4: Evaluation - Teacher checks the answers. - Extension: Teacher puts students in groups to come up with collocations (e.g., volunteer for/with, volunteer work, unpaid volunteer). - Teacher moves on to the next content. | Students' answers: 1. c (volunteer - someone who does a job without payment) 2. d (qualified - having the training or experience to do a particular job) 3. b (development - the process of becoming bigger and better) 4. a (goals - things that you hope to achieve)
| [6.2.NC1a]: Integrating AI tools into the existing learning process by using an AI-generated educational game platform on smart devices to interactively practice and assess vocabulary matching. |
Activity 4: Complete each of the sentences using a word or a phrase from 1.
a. Objective: To help students identify gerunds.
b. Content: Students complete the sentences with suitable verb forms (gerunds).
c. Product: Correctly completed sentences using gerunds.
d. Organization:
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3. PRACTICE
a. Objective: To consolidate the vocabulary (word formation) and grammar (gerunds) learned in the lesson through diverse exercises.
b. Content: Students complete one mission containing two different exercise formats (gap-fill with verb conjugation and word formation).
c. Products: Students' correct written answers for the two tasks.
d. Organization:
Mission 1: Complete the tasks below.
Step 1: Teacher assigns learning tasks
- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).
| Task 1: Put the verbs in brackets into the correct gerund form (V-ing) to complete the sentences. |
1. Ms. Pang suggested (check) ____________ the website to find out the themes for this year. 2. (Participate) ____________ in the ASEAN Youth Volunteer Programme is an unforgettable experience. 3. Are you keen on (propose) ____________ a new community project? 4. The organisation focuses on (help) ____________ young people in rural areas. 5. Mai thanked Ms. Pang for (spend) ____________ time with her. |
| Task 2: Use the correct form of the words in capitals to complete the sentences. |
1. Becoming a youth ____________ is a great way to help the ASEAN community. (VOLUNTARY) 2. To join the programme, you must be highly ____________ for the tasks. (QUALIFY) 3. One of our main ____________ is to protect the environment in Southeast Asia. (GOAL) 4. We need to work together for the sustainable ____________ of our region. (DEVELOP) |
- Teacher sets a time limit of 7 minutes.
Step 2: Students perform learning tasks
- Students work individually on their devices to select and type the basic answers into the interactive worksheet.
- The teacher observes, ensuring students are applying the grammar rules (gerunds after prepositions/certain verbs) and vocabulary context.
Step 3: Reporting and Discussion
- The platform automatically grades the basic exercises.
- Teacher calls 2 students to the board. Student A writes answers for Task 1, Student B writes answers for Task 2.
- The rest of the class provides peer feedback.
Step 4: Evaluation
- Teacher gives the correct answers:
Task 1: 1. checking | 2. Participating | 3. proposing | 4. helping | 5. spending
Task 2: 1. volunteer | 2. qualified | 3. goals | 4. development
- Teacher highlights why gerunds are used in Task 1 (after verbs like 'suggest', after prepositions like 'on', 'for', or as a subject).
[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.
Mission 2: Complete the quiz (optional).
Step 1: Teacher assigns learning tasks
- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-11-textbook-unit-4-asean-and-viet-nam-25086 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. Objective: To help students apply the vocabulary and structures learned into a realistic, creative context, and to prepare them for the end-of-unit project.
b. Content: Students carry out a writing task at home: "My AYVP Application Profile".
c. Product: A short, written profile applying for a volunteer position.
d. Organization:
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