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Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Looking back; Project: The colours of ASEAN

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Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Looking back; Project: The colours of ASEAN. 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 Looking back; Project: The colours of ASEAN

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

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

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

UNIT 4: ASEAN AND VIET NAM

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

Revise words with elision and practise saying them in sentences.
Revise and accurately use the vocabulary learnt in the unit related to ASEAN and Viet Nam.
Revise and correctly apply the use of gerunds as subjects and objects.
Develop research and collaboration skills, and practise giving an oral presentation about a member country of ASEAN.

2. Competences

General competences:

Self-control and independent learning: evaluate their own learning through self-assessment checklists.
Communication and collaboration: work in pairs or groups to complete the learning tasks and poster presentations.

Specific competences:

Deliver a clear and engaging oral presentation.
Provide constructive feedback using peer-assessment rubrics.

Digital competences:

[1.1.NC1a]: Meet information needs.
[1.2.NC1b]: Evaluate different types of data, information, and digital content.
[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.
[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.
[3.3.NC1a]: Apply different copyright and licensing regulations to data, information, and digital content.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Actively participate in class activities and thoroughly prepare for the project presentation.
Respect and Love: Show appreciation for the diverse cultures of ASEAN member countries and respect peers during presentations.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 11, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Interactive polling tool (Mentimeter/Kahoot), Digital gallery (Padlet), Online peer-assessment forms (Google Forms).

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with internet access.
AI Voice recognition apps (ELSA Speak / ChatGPT Voice), GenAI tools (ChatGPT/Gemini) for brainstorming/checking, Design apps (Canva/PowerPoint).
Digital Group project posters (prepared in advance and uploaded to Padlet).

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

PRONUNCIATION

Listen and underline words with elision. Then practise saying the sentences in pairs.

a. Objective: To help Ss revise words with elision.

b. Content: Ss read the sentences, underline words with elision, and practise saying them.

c. Product: Students correctly identify words with elision and pronounce them naturally in sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read the sentences and underline the words with elision first.

- Teacher calls on two Ss to write their underlined words on the board and explain which vowel sound is omitted.

- Teacher plays the recording (Track 32) from hoclieu.vn, pausing after each sentence.

Step 2: Students perform learning tasks

- Ss work individually to underline the words.

- Ss on the board write their answers and explain.

- Ss listen to the recording to check their answers.

- Ss use AI Voice Assistants (like ELSA Speak or ChatGPT Voice feature) on their devices. They read the sentences into the app and prompt the AI: Check my pronunciation and see if I correctly elided the sounds in words like 'history' or 'probably'.

Step 3: Reporting and Discussion

- Teacher plays the recording again for Ss to repeat the sentences.

- Teacher puts Ss in pairs and has them practise saying the sentences.

Step 4: Evaluation

- Teacher confirms the answers and provides corrective feedback on pronunciation.

- Teacher reminds Ss to pronounce the words with and without elision of the sounds during explanation.

- Teacher moves on to the next content.

Key + Audio script – Track 32:

1. There are no c(o)rrect answers on her test paper.

2. He's going to fly to Bangkok t(o)night.

3. The participants were prob(a)bly excited about the palace hist(o)ry.

4. I b(e)lieve that members expressed diff(e)rent opinions about the issue.

[6.2.NC1a]: Integrate AI voice recognition tools into existing workflows to self-assess and improve English pronunciation and elision.

VOCABULARY

Choose the correct words to complete the sentences.

a. Objective: To help Ss revise words they have learnt in the unit.

b. Content: Ss choose the correct words to complete the sentences.

c. Product: Completed sentences with appropriate unit vocabulary.

d. Organization:

…………………………………………..

GRAMMAR

Circle the underlined part that is incorrect in each of the following sentences. Then correct it.

a. Objective: To help Ss revise the use of gerunds.

b. Content: Ss find the mistake in each sentence individually, then compare and correct them.

c. Product: Accurately identified mistakes and corrected sentences using proper gerund forms.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to find the mistake in each sentence individually first.

Step 2: Students perform learning tasks

- Ss analyze the sentence structures (prepositions, subjects, objects) to locate grammatical errors.

- Ss input the incorrect sentence into a GenAI tool (like ChatGPT) with the prompt: "Identify the grammar mistake in this sentence and explain the rule."

- Ss must read the AI's explanation and critically evaluate if it aligns with the rules learnt in class (gerunds as subjects/objects).

Step 3: Reporting and Discussion

- Teacher has Ss compare answers and correct the mistakes in pairs.

- Teacher calls some Ss to explain their corrections.

Step 4: Evaluation

- Teacher confirms answers as a class, briefly reviewing the rules for gerunds as subjects and objects after prepositions/verbs.

- Teacher moves on to the next content.

Key:

1. C (discuss -> discussing)

2. A (Organise -> Organising)

3. B (to translate -> translating)

4. B (participate -> participating)

[1.2.NC1b]: Critique and evaluate the technical accuracy of AI-generated grammar explanations to ensure they align with the learned curriculum.

3. PRACTICE

a. Objective: To consolidate vocabulary and grammar (gerunds) in comprehensive contexts without relying on multiple-choice formats.

b. Content: Students complete one mission consisting of a word-formation gap fill and a sentence transformation task.

c. Products: Students' correctly completed paragraphs and rewritten sentences.

d. Organization:

Mission 1: Complete the Language Challenge Worksheet.

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 10 minutes.

Task 1: Fill in the blanks with the correct form of the word in brackets.

Last month, our school organized a trip to a local ASEAN festival. It was truly an (1. eye-open) _________ experience for everyone. Many students made a great (2. contribute) _________ by setting up traditional food stalls. The principal praised our strong (3. leader) _________ skills in managing the event. Through this festival, we learned a lot about the diverse (4. culture) _________ values of our neighboring countries.

Task 2: Rewrite the sentences using a gerund.

1. It is very interesting to explore different cultures in ASEAN.

-> Exploring ____________________________________________________.

2. My sister's job involves the translation of important documents about ASEAN events.

-> My sister's job involves ________________________________________.

3. It is not easy to organise an international workshop.

-> Organising ___________________________________________________.

4. He wants to participate in the upcoming youth competition, and he is thinking about it.

-> He is thinking of ______________________________________________.

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 and provides support for weaker students if they struggle with sentence structures.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites 4 students to write their answers for Task 1 on the board, and 4 other students to write their rewritten sentences for Task 2.

Step 4: Evaluation

- Teacher corrects the answers on the board, explains the rules for word forms and gerund structures, and gives feedback.

- Expected Keys:

Task 1: 1. eye-opening | 2. contribution | 3. leadership | 4. cultural

Task 2:

1. Exploring different cultures in ASEAN is very interesting.

2. My sister's job involves translating important documents about ASEAN events.

3. Organising an international workshop is not easy.

4. He is thinking of participating in the upcoming youth competition.

[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.