Giáo án Tiếng Anh 11 Global Success
Giáo án Tiếng Anh 11 Global Success. Giáo án có tích hợp NLS (Năng lực số) - Đây là mẫu giáo án mới năm 2026, bộ GD&ĐT khuyến khích dùng. Giáo án là bản word tải về nhanh chóng. Giáo viên có thể: Thêm, bớt, chỉnh sửa dễ dàng theo ý mình.
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Teaching: ..../..../.....
UNIT 1: A LONG AND HEALTHY LIFE
LESSON 1: GETTING STARTED
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Understand and use words and phrases related to a healthy lifestyle (energy, habits, regular exercise, balanced diet).
- Identify and use the past simple and present perfect correctly in context.
- Read for main ideas and specific information in a conversation about healthy lifestyles.
2. Competences
General competences:
- Self-control and independent learning: listen 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 a healthy lifestyle.
- Identify and use vocabulary related to health and fitness.
Digital competences:
- [6.2.NC1a]: Students utilize AI applications and assistants to optimize linguistic processing and generate contextual solutions.
- [1.1.NC1b]: Students apply advanced information retrieval and search techniques to gather academic data in a digital environment.
- [3.1.NC1a]: Students apply digital configuration methods to design, edit, and format multi-modal content.
3. Attributes
- Hard work: Be ready and excited for the new lesson, actively participate in class activities.
- Responsibility: Take responsibility for their own health and develop healthy habits early.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 11, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Pictures of healthy and unhealthy activities.
- Website hoclieu.vn.
- Interactive polling tools (e.g., Kahoot, Mentimeter) and Generative AI tools (e.g., Gemini).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones, tablets, or laptops with internet access.
III. PROCEDURES
1. WARM-UP
a. Objective: To activate students' prior knowledge, raise their interest in the unit, and lead into the new topic "A long and healthy life".
b. Content: Teacher organizes a mini-game called "Healthy or Unhealthy?".
c. Product: Students successfully categorize activities as healthy or unhealthy and justify their answers.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher shows a series of pictures on the screen (e.g., eating fast food, jogging, sleeping late, eating fresh fruits) and asks student to determine them healthy or unhealthy.
- Teacher divides the class into 2 teams.
Step 2: Students perform learning tasks
- Students look at the pictures. When the teacher points to a picture, the fastest team to shout "Healthy!" or "Unhealthy!" gets a point.
- The teacher observes, guides, and supports the students.
Step 3: Reporting and Discussion
- Teacher asks follow-up questions: "Why is it healthy/unhealthy?"
- Students answer briefly (e.g., "Because jogging helps us be strong and fit").
Step 4: Evaluation
- Teacher declares the winning team and leads into the new lesson: "To have a long and healthy life, we need good habits. Today we will listen to a conversation between Mark and Nam about this topic."
2. PRESENTATION
Activity 1: Listen and read
a. Objective: To introduce the context, vocabulary, and grammar points of the unit.
b. Content: Students look at the picture, listen to the recording, and read the conversation silently along.
c. Product: Students understand the context and can read the conversation aloud with correct pronunciation.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to look at the picture, the heading, and the conversation, and asks questions: "Who are the speakers? What makes a healthy lifestyle? What do you think they are discussing?"
- Teacher asks Ss to access e-book on hoclieu.vn to listen independently. - Teacher has Ss underline words/phrases related to health and healthy lifestyles. - Teacher asks Ss to work in pair and compare the words and phrases they have underlined and discuss their meanings. - Teacher suggests using smartphones to look up new health-related vocabulary and phrases in digital dictionaries. Step 2: Students perform learning tasks - Students look at the picture and answer the teacher's questions. - Students listen to the audio and read the conversation silently. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher calls on two or three pairs of Ss to read the conversation aloud. - Teacher asks students what exactly Mark and Nam are talking about. Step 4: Evaluation - Teacher confirms the correct answer, corrects students' pronunciation if needed. - Teacher moves on to the next content. | Answers to Teacher's questions: + They are Nam and his friend Mark. + Eating healthily, exercising, etc. + They are discussing healthy lifestyles. - Students role-play the conversation clearly. - Main topic: Nam and Mark talk about Nam's grandfather's healthy habits and important life lessons. | [1.1.NC1b]: Students access the digital textbook and audio files directly on their mobile devices. |
Activity 2: Read the conversation again and decide whether the following statements are true (T) or false (F).
a. Objective: To check Ss' comprehension of the conversation.
b. Content: Students read 3 statements and decide whether they are True (T) or False (F).
c. Product: Students' correct True/False answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the conversation again and decide whether each statement is true (T) or false (F). - Teacher asks Ss to identify and underline the keywords in the statements first. - Teacher has Ss compare the information in the conversation with each statement. Step 2: Students perform learning tasks - Students read the statements carefully, refer back to the text, and tick T or F. - The teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Teacher has Ss work in pairs to discuss and compare their answers. - Teacher checks answers as a class. Encourage Ss to explain why the first statement is false and correct it. Step 4: Evaluation - Teacher gives the correct answers and explains. - Teacher moves on to the next content. | Students' answers: 1. F (In the past, Nam ate a lot of fast food and stayed up late) 2. T 3. T |
Activity 3: Fill in the blanks to make phrases from 1 with the following meanings.
a. Objective: To introduce words and phrases related to healthy lifestyles.
b. Content: Students look at the incomplete phrases and definitions, then find missing words in the conversation.
c. Product: Completed phrases with the correct words.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher has Ss look at the incomplete phrases and definitions. Explain that they are related to healthy lifestyles and are all in the conversation. - Teacher asks Ss to look for the missing words. - Teacher guides Ss to look up the meanings on their students. Step 2: Students perform learning tasks - Students work independently to read definitions and fill each blank. - Teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Students share answers in pairs. - Check answers as a class. Step 4: Evaluation - Teacher checks the answers, explains meanings, and has Ss further practise the target words by coming up with different collocations. - Teacher moves on to the next content. | Students' answers: 1. energy 2. habits 3. regular 4. balanced | [5.2.NC1b]: Students apply different digital tools to quickly solve vocabulary tasks and explore word meanings and pronunciations. |
Activity 4: Complete the text based on the conversation in 1. Use the correct forms of the verbs in brackets.
a. Objective: To help Ss identify the past simple and the present perfect.
b. Content: Students complete the sentences, using the correct verb form.
c. Product: Completed text with correct verb forms.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher tells Ss to read the summary. Focus attention on the verbs in brackets. - Teacher assk Ss to complete the sentences, using the correct verb form. Step 2: Students perform learning tasks - Ss complete the sentences. - Teacher observes, guides, and supports the students (if necessary). Step 3: Reporting and Discussion - Check answers as a class. - Elicit the verb tenses by asking questions about the items (e.g., What verb tense did you use here to show a past action? -> Past simple). - Teacher corrects errors and explains grammar points. - Teacher moves on to the next content. | Students' answers: 1. ate 2. has started 3. (has) given 4. visited 5. has just celebrated |
3. PRACTICE
a. Objective: To consolidate the vocabulary and grammar learned in the lesson.
b. Content: Students complete two practice exercises designed by the teacher.
c. Product: Students' correct answers for the two exercises.
d. Organization:
Mission 1: Complete WORKSHEET 1.
Step 1: Teacher assigns learning tasks
- Teacher distributes Worksheet 1 by uploading worksheet via kenhhoctap.vn.
| Choose the best answer A, B, or C to complete the sentences. |
1. Nam has given up bad ______, such as staying up late. A. habits B. energy C. diet 2. My grandfather exercises every morning and eats a ______ diet. A. regular B. balanced C. active 3. In the past, Nam ______ a lot of fast food. A. eats B. ate C. has eaten 4. He ______ eating healthy food since his grandfather's 90th birthday. A. started B. starts C. has started 5. Taking regular exercise is the key ______ a long and healthy life. |
- Teacher sets a time limit of 5 minutes.
Step 2: Students perform learning tasks
- Students access the link and work individually to submit the answers online.
- The teacher observes, guides, and supports the students.
Step 3: Reporting and Discussion
- Teacher invites some students to share their answers with the class:
1. A (habits)
2. B (balanced)
3. B (ate)
4. C (has started)
5. A (to)
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and praises good work.
(1.1.NC1b: Apply search techniques to retrieve the digital worksheet link and submit data online.)
Mission 2: Match the verbs in column A with the suitable words/phrases in column B.
Step 1: Teacher assigns learning tasks
- Teacher asks the students to work in groups of four.
- Teacher assigns the task: Match the verbs in column A with the suitable words/phrases in column B.
| Column A | Column B |
| 1. stay | A. regular exercise |
| 2. give up | B. a balanced diet |
| 3. eat | C. up late |
| 4. take | D. bad habits |
| 5. be full of | E. energy |
Step 2: Students perform learning tasks
- Students work in groups to match the phrases.
Step 3: Reporting and Discussion
- Teacher invites some students to share their answers with the class:
1 - C (stay up late)
2 - D (give up bad habits)
3 - B (eat a balanced diet)
4 - A (take regular exercise)
5 - E (be full of energy)
Step 4: Evaluation
- Teacher gives feedback, corrects mistakes, and praises good work.
4. APPLICATION
a. Objective: To help students apply the vocabulary and structures learned into a creative, real-life context.
b. Content: Students carry out a speaking task: "My Healthy Lifestyle Plan".
c. Product: Students' short presentation/interview about their health plans.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher asks students to work in pairs.
- Teacher assigns the task: Write down 2 unhealthy habits you want to give up and 2 healthy habits you want to start. Use the present perfect and past simple to explain why you want to change.
- Teacher guides Ss:
+ To use Generative AI to brainstorm ideas and correct their grammar.
+ To use digital design tools to quickly create a visual 1-slide summary of their plan.
Step 2: Students perform learning tasks
- Students write their ideas and practice talking to their partner.
- The teacher observes, guides, and supports the students.
Step 3: Reporting and Discussion
- Teacher invites 2-3 volunteer pairs to present their "Healthy Lifestyle Plan" in front of the class.
Example sentences:
+ In the past, I stayed up late to play games, but I have decided to stop.
+ I have started taking regular exercise in the park.
- Other students can comment or ask questions.
Step 4: Evaluation
- Teacher praises students' creativity, correct use of vocabulary, and accurate grammar.
- Teacher summarizes the lesson and assigns homework.
(6.2.NC1a: Students use Generative AI tools (e.g., Gemini) to brainstorm lifestyle ideas and refine their English grammar, syntax, and vocabulary before speaking.
3.1.NC1a: Students apply digital content creation tools (e.g., Canva, PowerPoint) to design a visually appealing digital infographic/slide for their "Healthy Lifestyle Plan" presentation.)
* HOMEWORK
- Review vocabulary and grammar points learned in the lesson.
- Complete the exercises in the Workbook.
- Prepare for the next lesson: Lesson 2 – Language.
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