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Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Language: Elision of vowels; ASEAN; Gerunds as subjects and objects

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Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Language: Elision of vowels; ASEAN; Gerunds as subjects and objects. 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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Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Language: Elision of vowels; ASEAN; Gerunds as subjects and objects

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

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

UNIT 4: ASEAN AND VIET NAM

LESSON 2: LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Recognise and practise words with the elision of vowels in connected speech.
Understand and use words and phrases related to ASEAN (e.g., cultural exchange, current issues, contribution, leadership skills) and identify suffixes -ion and -ship.
Form and correctly use gerunds as subjects and objects in sentences.

2. Competences

General competences:

Self-control and independent learning: listen and complete tasks, take notes, and study actively.
Communication and collaboration: work in pairs or groups to complete pronunciation, vocabulary, and grammar tasks.

Specific competences:

Apply pronunciation rules of vowel elision in fluent speaking.
Use context clues to figure out vocabulary meanings and fill in blanks.
Transform and construct sentences using gerunds accurately.

Digital competences:

[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[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 and actively participate in class activities.
Responsibility: Develop awareness of regional current issues and the importance of youth contribution to ASEAN.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 11, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers (for audio tracks 27 & 28).

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops with internet access

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

PRONUNCIATION – ELISION OF VOWELS

Activity 1: Listen and repeat. Pay attention to the elision of the vowels in the words in the second column.

a. Objective: To help Ss recognise and practise words with elision.

b. Content: Ss listen to Track 27 and repeat words paying attention to elided vowels.

c. Product: Ss correctly pronounce the words with elision (history, different, tonight, correct, police, dictionary).

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher writes the words on the board and asks individual Ss to read them out loud.

- Teacher points out a word (e.g., history) and asks Ss how many syllables they can hear (two).

- Teacher plays the recording (Track 27) from hoclieu.vn.

- Teacher asks Ss to read the explanation in the Remember! box about elision.

Step 2: Students perform learning tasks

- Ss listen to the words and repeat, paying attention to the second column of words pronounced with elision.

- Students integrate an AI-powered voice recognition application (e.g., Google Voice Typing, ELSA Speak) on their smartphones into their learning workflow.

- Ss speak the words into the app to test if the AI correctly transcribes their pronunciation with vowel elision.

- Ss read the Remember! box to understand the phenomenon.

Step 3: Reporting and Discussion

- Teacher says a word with elision and has the class or individual Ss say it again.

- Teacher explains that these words retain their dictionary transcription in careful slow speech.

Step 4: Evaluation

- Teacher corrects pronunciation if needed and praises good efforts.

- Teacher moves on to the next content.

- Ss correctly pronounce:

1. hist(o)ry /'hɪstri/

2. diff(e)rent /'dɪfrənt/

3. t(o)night /t'naɪt/

4. c(o)rrect /k'rekt/

5. p(o)lice /p'li:s/

6. diction(a)ry /'dɪkʃənri/

[6.2.NC1a]: Integrate AI tools into existing workflows.

Activity 2: Listen and repeat. Pay attention to the words with elision.

a. Objective: To help Ss recognise and practise words with elision in context.

b. Content: Ss listen to Track 28 and read sentences containing words with elision.

c. Product: Ss can read the sentences fluently with correct vowel elision.

d. Organization:

…………………………………………..

VOCABULARY - ASEAN

Activity 1: Match the word and phrases with their meanings.

a. Objective: To introduce words and phrases related to ASEAN.

b. Content: Ss match 4 vocabulary items with their meanings and focus on suffixes -ion and -ship.

c. Product: Correct matching and understanding of the suffixes.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to work independently or in pairs to read and match the items.

- Teacher draws attention to the words contribution and leadership, asking Ss to identify the suffixes (-ion/-tion and -ship).

Step 2: Students perform learning tasks

- Ss do the matching task.

- Ss listen to the teacher's explanation of how -ion forms nouns from verbs and -ship forms nouns from other nouns.

- Students use generative AI chatbots (e.g., ChatGPT, Gemini) on their mobile devices to prompt for further examples of how suffixes "-ion" and "-ship" change word meanings, critically cross-checking the AI's output with their textbook to verify accuracy.

Step 3: Reporting and Discussion

- Teacher calls on one student to read an item aloud and another to read its meaning.

- Teacher calls out words (e.g., create, friend) and has Ss create nouns using the two prefixes.

Step 4: Evaluation

- Teacher checks answers and confirms the correct keys.

- Teacher moves on to the next content.

Keys:

1. b

2. c

3. d

4. a

Cultural exchange (np) /ˈkʌltʃərəl ɪksˈtʃeɪndʒ/: sự trao đổi văn hóa

Current (adj) /ˈkʌrənt/: hiện tại, đương đại

Issue (n) /ˈɪʃuː/: vấn đề

Contribution (n) /ˌkɒntrɪˈbjuːʃn/: sự đóng góp, cống hiến

Leadership skills (np) /ˈliːdəʃɪp skɪlz/: kĩ năng lãnh đạo

- Word formation examples: creation, friendship, membership.

[1.2.NC1b]: Take responsibility for decisions and results produced by AI systems, ensuring compliance with legal regulations and ethical standards.

Activity 2: Complete the sentences using the word and phrases in 1.

a. Objective: To help Ss practise using the words and phrases in meaningful contexts.

b. Content: Ss complete 4 sentences using the vocabulary from Activity 3.

c. Product: Completed sentences with correct vocabulary based on context clues.

d. Organization:

…………………………………………..

GRAMMAR – GERUNDS AS SUBJECTS AND OBJECTS

Activity 1: Rewrite the following sentences using gerunds.

a. Objective: To help Ss practise using gerunds as subjects and objects.

b. Content: Ss read explanations, then rewrite 5 sentences using gerunds.

c. Product: Correctly rewritten sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher elicits the name of -ing forms (gerunds) and their uses.

- Teacher asks Ss to read the Remember! box.

- Teacher explains phrasal verbs followed by gerunds (e.g., look forward to).

Step 2: Students perform learning tasks

- Ss do the rewriting activity individually, then work in pairs to compare answers.

- Students type their rewritten sentences into an AI grammar-checking tool (e.g., Grammarly) on their laptops/smartphones to receive instant analytical feedback on their grammatical structure regarding gerunds.

Step 3: Reporting and Discussion

- Teacher checks answers by asking individual Ss to write them on the board.

Step 4: Evaluation

- Teacher confirms the correct answers and highlights the verb phrases changed to gerunds.

- Teacher moves on to the next content.

Gerunds as subjects and objects:

A gerund is a verb form that ends in -ing and functions as a noun. It can be used as:

- the subject of a sentence.

- a complement after the verb be.

- an object after some verbs such as like, enjoy, mind, involve, suggest, etc. or after prepositions.

Keys:

1. Applying for ASEAN scholarships online is more convenient for students.

2. My sister's hobby is listening to music in her free time.

3. Do you mind helping me translate the documents for the workshop?

4. They succeeded in starting a youth programme in Southeast Asia.

5. Participating in the conference last year was an unforgettable experience for Maria.

[6.2.NC1a]: Integrate AI tools into existing workflows.

Activity 2: Work in pairs. Take turns to make sentences about your partner using gerunds. He/She should tell you if they are true.

a. Objective: To help Ss practise using gerunds in a speaking activity.

b. Content: Ss write prompts and take turns making sentences guessing true facts about their partners.

c. Product: Meaningful spoken sentences using gerunds.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To deeply consolidate the vocabulary and grammar (Gerunds & Word Formation) learned in the lesson without using multiple-choice questions.

b. Content: Ss complete a 2-task worksheet focusing on word formation (suffixes) and sentence transformation (gerunds).

c. Products: Students' correctly written answers on the worksheet.

d. Organization:

Mission 1: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher sets a time limit of 7 minutes and asks students to work individually.

Task 1: Fill in the blanks with the correct form of the word in brackets. Add the suffix -ion or -ship where necessary.

1. Good _______________ (LEADER) is required to manage a regional youth volunteer campaign successfully.

2. We highly appreciate your generous _______________ (CONTRIBUTE) to our ASEAN cultural fund.

3. Building strong _______________ (FRIEND) among students from different countries is our main goal.

4. The council will hold a meeting to discuss _______________ (CURRENT) issues like climate change.

Task 2: Rewrite the sentences so that they have the same meaning, using a Gerund (V-ing) as a subject or an object.

1. It is very useful for young people to learn about different ASEAN cultures.

à Learning .....................................................................................................

2. He is highly interested in the idea of organising a sports event for students.

à He looks forward to ...................................................................................

3. It is an unforgettable experience to represent your country in the competition.

à Representing ...............................................................................................

4. Could you please help me prepare the presentation about Viet Nam?

à Would you mind ..........................................................................................

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 walks around, observes, and offers guidance to weaker students.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher calls 4 students to write their answers for Task 1 on the left side of the board, and 4 students for Task 2 on the right side.

Step 4: Evaluation

- Teacher gives feedback, corrects any spelling or grammar mistakes, and provides the final keys:

Task 1: 1. leadership, 2. contribution, 3. friendship, 4. current

Task 2:

1. Learning about different ASEAN cultures is very useful for young people.

2. He looks forward to organising a sports event for students.

3. Representing your country in the competition is an unforgettable experience.

4. Would you mind helping me prepare the presentation about Viet Nam?

[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.