Giáo án NLS Tiếng Anh 11 Global Success Unit 8 Speaking: Learning basic life skills

Planning: ..../..../..... 

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

UNIT 8: BECOMING INDEPENDENT

LESSON 4: SPEAKING

I. OBJECTIVES

1. Knowledge and skills

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

• Give detailed instructions on learning some basic life skills.

• Use imperatives, modal verbs, and linking words to describe steps in a process.

2. Competences

General competences:

• Self-control and independent learning: recognize the importance of basic life skills for independent living.

• Communication and collaboration: work in pairs or groups to complete the speaking and writing tasks.

Specific competences:

• Provide clear, step-by-step instructions for tasks such as doing laundry, cleaning a room, and cooking rice.

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.

• [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

• Responsibility: Take responsibility for personal chores and develop self-reliance.

• Hard work: Actively participate in class activities and practice giving instructions.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 11, Teacher's Book, Lesson Plan.

• Computer, projector/smart TV.

2. Students' aids

• Textbook, notebooks, pens.

• Smartphones or tablets with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, personalize the topic of the lesson, and create an engaging atmosphere using a mission-based approach. 

b. Content: Teacher organizes a quick interview task called "Mission: The Independence Audit". 

c. Product: Students' verbal exchanges about the life skills they can or cannot perform. 

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 projects a "Mission Briefing" on the board with a checklist of 4 basic life skills: 1. Cook a basic meal (e.g., cook rice), 2. Do the laundry using a washing machine, 3. Iron a shirt, 4. Clean a bathroom.

- Teacher assigns the mission: Your mission is to find out how independent your partner is. Interview your partner to see how many of these skills they can confidently do.

Step 2: Students perform learning tasks

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

- Students work in pairs. They take turns asking questions like, "Can you do the laundry by yourself?" or "Do you know how to cook rice?" and check off the skills their partner possesses.

- Ss use a Generative AI tool (e.g., ChatGPT/Gemini) on your smartphone to generate 2 additional creative interview questions about independent living skills.

- The teacher observes, guides, and supports the students (if necessary). 

Step 3: Reporting and Discussion

- Teacher calls on a few students to report their findings: My partner, [Name], can do 3 out of 4 skills. He/She doesn't know how to iron a shirt.

- Other students can comment or offer alternative opinions (if any). 

Step 4: Evaluation

- Teacher summarizes the results (e.g., finding out which skill is the most/least common in the class).

- Teacher leads into the new lesson: It seems many of you already know how to do some of these tasks, but can you teach someone else how to do them? Today, your ultimate mission is to learn how to give clear, detailed instructions on these basic life skills.

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

[6.2.NC1a]: Students use a Generative AI tool on their smartphones to generate additional interview questions, integrating AI into their learning workflow.

2. PRESENTATION 

LEARNING BASIC LIFE SKILLS

Activity 1: Work in pairs. Discuss these questions.

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

b. Content: Students look at pictures of a man doing laundry, answer questions, and match the correct steps to do laundry. 

c. Product: Students' correct answers to the matching task and comprehension of the laundry process. 

d. Organization:

Activity 2: Read the following instructions on how to do laundry. Choose the correct answers.

a. Objective: To help Ss learn how to give detailed instructions on how to do the laundry. 

b. Content: Students read a short text, focus on the Tips box (imperatives, modal verbs, linking words), and choose the correct words to complete the instructions. 

c. Product: Students successfully identify correct language forms for giving instructions. 

d. Organization: