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Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Speaking: Discussing necessary qualifications for joining a programme

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Giáo án NLS Tiếng Anh 11 Global Success Unit 4 Speaking: Discussing necessary qualifications for joining a programme. 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 Speaking: Discussing necessary qualifications for joining a programme

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

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

UNIT 4: ASEAN AND VIET NAM

LESSON 4: SPEAKING

I. OBJECTIVES

1. Knowledge and skills

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

Give opinions about necessary qualifications for joining a programme.
Use appropriate expressions to state opinions, ask for opinions, and express agreement or disagreement.

2. Competences

General competences:

Self-control and independent learning: form personal opinions and prepare logical arguments.
Communication and collaboration: work effectively in pairs and groups to discuss, negotiate, and rank ideas.

Specific competences:

Use target language to express opinions clearly and fluently.
Synthesize ideas and present them logically to an audience.

Digital competences:

[1.1.NC1a]: Meet information needs.
[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.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Confidence: Be confident in expressing personal viewpoints and speaking English in front of peers.
Global Awareness: Develop an understanding of the qualities needed to participate in international and ASEAN exchange programmes.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 11, Teacher's Book.
Computer, projector/smart TV.
Shared digital platform links (Padlet, Quizizz/Google Forms, Google Drive/Zalo group).

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops with internet access.
Generative AI apps (e.g., ChatGPT), voice recording apps, and video editing apps (e.g., CapCut).

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

DISCUSSING NECESSARY QUALIFICATIONS FOR JOINING A PROGRAMME

Activity 1: Read the types of skills and experience participants in the SSEAYP should have. Match them with the possible reasons.

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

b. Content: Students read a list of 6 skills/experiences and match them with 6 corresponding reasons.

c. Product: Correct matching of skills and reasons.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Remind Ss of the second news item from the Reading section. Say, e.g. The Ship for Southeast Asian and Japanese Youth Programme is looking for participants. Do you think they will need any skills or experience to take part in the programme? Brainstorm some ideas and write the relevant ones on the board.

- Then have Ss go through the list of skills and experience, and the list of reasons, and check understanding.

- In weaker classes, do the first item as a class. Ask, Why do you think participants need to understand the current issues in ASEAN countries? (Because they will have to discuss them and offer solutions to them.).

- Ask Ss to work individually and do the matching.

Step 2: Students perform learning tasks

- Students read the phrases and independently match them.

- Students use their tablets or laptops to apply advanced search strategies on a search engine (e.g., Safari, Google,...) to fact-check and verify the background information and actual requirements of the SSEAYP programme.

- The teacher walks around, observes, and provides help if necessary.

Step 3: Reporting and Discussion

- Check answers as a class.

Step 4: Evaluation

- Teacher confirms the correct answers and explains any new vocabulary.

- Teacher moves on to the next content.

Suggested answers:

1. c

2. a

3. e

4. f

5. b

6. d

[1.1.NC1a]: Students adjust search strategies using advanced keywords on their devices to verify information and find the most relevant data about the SSEAYP programme.

Activity 2: Use the sentences in the box to complete the conversation. Then practise it in pairs.

a. Objective: To provide a model conversation in which speakers give opinions about the skills or experience SSEAYP participants need.

b. Content: Students complete a dialogue using sentences from the box, learn expressions in the Tips! box, and do an extension activity.

c. Product: The completed conversation and proper usage of expressions to ask for and give opinions.

d. Organization:

…………………………………………..

Activity 3: Work in pairs. Talk about the most important skill or experience for SSEAYP participants. Use the ideas in 1, and the model and tips in 2 to help you.

a. Objective: To give Ss an opportunity to express their opinions about the skills and experience SSEAYP participants need.

b. Content: Students work in pairs to plan and role-play a conversation expressing opinions.

c. Product: Pair conversations formulating clear opinions and reasons.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Explain the task and remind Ss of the model and tips in 2.

- Put Ss in pairs and have them plan their conversations. Encourage them to use the ideas in 1.

- In weaker classes, model the conversation with a student.

Step 2: Students perform learning tasks

- Have Ss practise their conversations in pairs. Walk round and offer help if necessary.

- Students use a voice recording application on their smartphones to record their pair discussions. They then upload the audio file to the class's shared digital folder (e.g., Google Drive) or Zalo group.

Step 3: Reporting and Discussion

- Teacher plays the recordings in front of the class.

Step 4: Evaluation

- Praise pairs who formulate their opinions clearly, give reasons, express agreement or disagreement, and speak fluently.

- Teacher moves on to the next content.

Suggested answer:

A: What do you think is the most important skill or experience to join SSEAYP?

B: I think the participants need to have teamwork skills.

A: Why do you think so?

B: Because they will have a lot of activities and work in groups or teams, so having teamwork skills will help them a lot. Don't you agree?

A: I don't agree with you. The ship will visit some ASEAN and Asian countries, so understanding different cultures is the most important thing.

[2.1.NC1a]: Students adapt to multiple digital technologies to achieve the most appropriate interaction by recording their pair discussions on smartphones and sharing them via cloud storage.

Activity 4: Work in groups. Discuss the skills and experience SSEAYP participants should have. Rank them in order of importance (1 - most important to 6 - least important). Report to the whole class.

a. Objective: To give Ss an opportunity to have a group discussion and rank ideas in order of importance.

b. Content: Students work in groups to discuss, negotiate, and rank the necessary skills and experiences.

c. Product: A finalized group ranking and a representative's report to the class.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To deeply consolidate the target language (expressions of giving/asking for opinions) through intensive, exercise-based written tasks.

b. Content: Students complete a custom worksheet containing two written tasks (gap-fill without choices and sentence transformation).

c. Products: Students' correct 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).

Task 1: Fill in each blank with ONE suitable word to complete the expressions of opinion.

1. In my ___________, understanding different cultures is the most important skill.

2. What's your ___________ on this issue?

3. I'm afraid I have to ___________ with you. Teamwork is much more important.

4. Why do you ___________ so?

5. I completely ___________ with that point.

Task 2: Use the given prompts to write complete and meaningful sentences expressing opinions. You may need to add or change some words.

1. I / strongly / believe / have / community work experience / be / essential / because / it / show / practical skills.

à _____________________________________________________________.

2. you / agree / me / that / be / confident speaker / be / necessary / present ideas?

à _____________________________________________________________.

3. most / important / thing / be / speak / English / fluently.

à _____________________________________________________________.

- Teacher sets a time limit of 7 minutes for Ss to work independently.

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, guides, and supports the students if they struggle with vocabulary or sentence structures.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites some students to read their answers aloud for Task 1.

- Teacher calls 3 students to write their answers for Task 2 on the board.

- Other students observe and offer comments or corrections.

Step 4: Evaluation

- Teacher gives feedback, corrects any grammatical errors on the board, and praises good work.

- Expected answers:

Task 1: 1. opinion, 2. opinion / view, 3. disagree, 4. think, 5. agree). (Expected answers

Task 2:

1. I strongly believe that having community work experience is essential because it shows practical skills.

2. Do you agree with me that being a confident speaker is necessary to present ideas?

3. The most important thing is to speak English fluently.

[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 lesson's target language in a creative, real-life context that develops their digital and presentation skills.

b. Content: Students carry out a take-home task: "My SSEAYP Video Pitch".

c. Product: A 1-minute video of students officially applying for the programme and expressing their qualifications.

d. Organization:

…………………………………………..

Trên chỉ là 1 phần của giáo án. Giáo án khi tải về có đầy đủ nội dung của bài. Đủ nội dung của học kì I + học kì II

Giáo án Tiếng Anh 11 Global Success cả năm