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Giáo án NLS Tiếng Anh 12 Global Success Review 1 Language

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Giáo án NLS Tiếng Anh 12 Global Success Review 1 Language. 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 12.

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Giáo án NLS Tiếng Anh 12 Global Success Review 1 Language

Xem toàn bộ: Giáo án Tiếng Anh 12 Global Success cả năm

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

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

REVIEW 1

LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Review diphthongs and word stress, and apply pronunciation exam tips.
Review topic-related words and phrases from Units 1-3 (Life stories, Urbanisation, Green living), including finding synonyms and antonyms.
Revise the use of past simple and past continuous, articles, verbs with prepositions, non-defining relative clauses, and phrasal verbs.
Apply strategies for multiple-choice questions (MCQs) in Pronunciation, Vocabulary, and Grammar sections.

2. Competences

General competences:

Self-control and independent learning: actively review previous knowledge and evaluate personal progress.
Communication and collaboration: work effectively in pairs or groups to complete the learning tasks and discuss exam strategies.

Specific competences:

Deduce the meaning of words from context.
Analyze sentence structures to identify grammatical errors and combine sentences logically.

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.
[3.3.NC1a]: Apply different copyright and licensing regulations to data, information, and digital content.
[5.2.NC1b]: Apply different digital tools and available technological solutions to address those needs.
[5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
[6.1.NC1a]: Analyze how AI works in specific applications.
[6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Be diligent in reviewing lesson content and practicing exam-oriented tasks.
Responsibility: Show awareness of environmental issues and social development through language tasks.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book, Lesson Plan.
Computer, projector/smart TV.
Generative AI tools (ChatGPT/Gemini), pronunciation analysis apps (ELSA Speak), grammar checkers (Grammarly), and online dictionaries with AI text-to-speech features (Cambridge/Oxford).

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets with Internet access.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

PRONUNCIATION

Activity 1: Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation.

a. Objective: To help Ss review diphthongs and provide pronunciation exam practice.

b. Content: Students pronounce words and choose the word with the different underlined diphthong.

c. Product: Students' correct answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher has Ss pronounce all words, paying attention to the underlined sounds.

- Teacher explains that if any two words share the same underlined sound, neither of them can be the correct answer. If they don't, one of them is the correct answer.

Step 2: Students perform learning tasks

- Ss work individually to mark their answers.

- Teacher asks Ss to use an AI pronunciation coach app (e.g., ELSA Speak) or an online dictionary (e.g., Cambridge, Oxford,...) on their smartphones to input the words and listen to the exact diphthong sounds.

- The teacher observes, guides, and supports.

Step 3: Reporting and Discussion

- Teacher has Ss compare their answers in pairs.

- Teacher checks answers as a class and has Ss work in pairs to practise saying the words.

- Students play the AI-generated audio aloud from their devices to justify their choices to their partners.

Step 4: Evaluation

- Teacher confirms answers.

- Extension: Revise all the diphthongs Ss have learnt so far: /eɪ/, /əʊ/, /ɔɪ/, /aɪ/, /aʊ/, /ɪə/, /eə/, and /ʊə/. Put Ss in groups. Call out or write a diphthong on the board. Have groups race to write as many words with that diphthong as they can in one minute. The winner is the group with the most correct words.

- Teacher moves on to the next content.

Key:

1. A

2. B

3. A

4. C

[5.2.NC1b]: Students integrate AI-powered pronunciation apps (e.g., ELSA Speak) into their learning workflow to independently verify the phonetic transcriptions of diphthongs.

Activity 2: Mark the letter A, B, C, or D to indicate the word which differs from the other three in the position of the main stress.

a. Objective: To help Ss review word stress and provide pronunciation exam practice.

b. Content: Students identify the word with a different stress pattern.

c. Product: Students' correct answers.

d. Organization:

…………………………………………..

VOCABULARY

Activity 1: Mark the letter A, B, C, or D to indicate the word CLOSEST in meaning to the underlined word.

a. Objective: To help Ss review topic-related words from Units 1-3, and provide vocabulary exam practice.

b. Content: Students find the synonym for the underlined word in each sentence.

c. Product: Students' correct answers and explanations.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher goes through Exam tips: Read the whole sentence focusing on the underlined word. Check its form (suffixes, prefixes). Work out meaning from context. Replace it with the choices.

- Ask Ss to read each sentence to get a general understanding of its meaning.

Step 2: Students perform learning tasks

- Students use their devices to access an interactive quiz platform (hoclieu.vn) to complete the exact same sentences digitally.

- For difficult words, students write a prompt for an AI chatbot (e.g., Gemini): Explain how option A, B, C, or D acts as a synonym for the underlined word in this specific context.

Step 3: Reporting and Discussion

- Students submit their answers digitally and review their instant automated feedback on the platform.

- Confirm the correct answers and ask Ss to explain their choices.

Step 4: Evaluation

- Extension: Put Ss in groups and have them take turns saying different words and coming up with their synonyms. Encourage groups to write them down, then share their lists with the rest of the class.

- Teacher moves on to the next content.

Key:

1. A

2. D

3. C

4. B

[5.3.NC1a]: Students apply digital tools to solve problems by participating in an interactive online quiz to test their vocabulary in context.

[6.1.NC1a]: Students analyze how Generative AI tools process vocabulary context by prompting the AI to find synonyms and evaluating its contextual explanation.

Activity 2: Mark the letter A, B, C, or D to indicate the word OPPOSITE in meaning to the underlined word.

a. Objective: To help Ss review topic-related words and phrases from Units 1-3, and provide vocabulary exam practice.

b. Content: Students find the antonym for the underlined word.

c. Product: Students' correct answers.

d. Organization:

…………………………………………..

Activity 3: Mark the letter A, B, C, or D to indicate the correct answer.

a. Objective: To help Ss review topic-related words and phrases from Units 1-3, and provide vocabulary exam practice.

b. Content: Students choose the correct word/phrase to fill in the blanks.

c. Product: Students' correct answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Ask Ss to read each sentence to get a general understanding.

- Have Ss look through the four answer choices, put each one into the gap and read the sentence to decide which one fits grammatically and logically.

Step 2: Students perform learning tasks

- Students use their devices to access an interactive quiz platform (hoclieu.vn) to complete the exact same sentences digitally.

Step 3: Reporting and Discussion

- Students submit their answers digitally and review their instant automated feedback on the platform.

Step 4: Evaluation

- Extension: Put Ss in pairs. Have each student write their own multiple-choice question. Ask Ss to swap their questions and choose the correct answer. Invite some pairs to read their questions for the class.

- Teacher moves on to the next content.

Key:

1. C

2. B

3. D

4. C

5. B

6. A

7. C

8. B

[5.3.NC1a]: Students apply digital tools to solve problems by participating in an interactive online quiz to test their vocabulary in context.

GRAMMAR

Activity 1: Mark the letter A, B, C, or D to indicate the underlined part that needs correction in each of the following sentences.

a. Objective: To help Ss revise the use of the past simple and past continuous, articles, verbs with prepositions, and non-defining relative clauses referring to a whole sentence.

b. Content: Students identify grammar errors in the sentences.

c. Product: Students' correct answers and corrections.

d. Organization:

…………………………………………..

Activity 2: Mark the letter A, B, C, or D to indicate the sentence that best combines each pair of sentences.

a. Objective: To help Ss revise the use of the past simple and past continuous and non-defining relative clauses referring to a whole sentence, and provide exam practice.

b. Content: Students choose the sentence that logically and grammatically combines the given pair.

c. Product: Students' correct answers.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher goes through Exam tips: Read the two sentences, study their relationship (addition, contrast, subordination). Read answer choices, eliminate grammatically incorrect ones.

- Have Ss work in pairs. Ask them to read the first pair and try to work out the relationship. Elicit answers by asking questions (e.g., What does 'This' refer to? Is there a cause-and-effect relationship?).

Step 2: Students perform learning tasks

- Ask Ss to read the four choices in Q1 and eliminate wrong sentences. Encourage Ss to identify connectives (which, but, as, that).

- Confirm the correct answer for Q1, ask Ss to do the rest individually, then compare in pairs.

- Students use a collaborative document (e.g., Google Docs) on their smartphones to type their combined sentences and share them with their partners.

Step 3: Reporting and Discussion

- Students track edits and leave digital comments on their peers' combined sentences within the shared document.

- Check answers as a class.

Step 4: Evaluation

- Extension: Put Ss in pairs. Ask each student to write at least six simple sentences on a given topic (e.g., eco-friendly habits). Have Ss swap sentences and combine them into compound/complex sentences.

- Teacher moves on to the next content.

Key:

1. A

2. B

3. C

4. A

[2.4.NC1a]: Students propose and use collaborative digital platforms (e.g., Google Docs) to co-construct and peer-review combined sentences.

Activity 3: Mark the letter A, B, C, or D to complete each of the given sentences.

a. Objective: To help Ss revise the use of phrasal verbs and provide exam practice.

b. Content: Students choose the correct preposition/adverb to complete the phrasal verb.

c. Product: Students' correct answers.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To deeply consolidate the vocabulary and grammar learned in Units 1-3 through rigorous, non-multiple-choice exercises suitable for Grade 12 students.

b. Content: Students complete a 2-task mission focusing on Word Formation and Sentence Transformation.

c. Products: Correctly modified word forms and accurately rewritten sentences maintaining the original meaning.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students creatively integrate the vocabulary (Life Stories, Urbanisation, Green living) and grammar structures (relative clauses, phrasal verbs) into a cohesive, inspiring writing task at home, developing their public speaking and creative writing skills.

b. Content: Students write a short script for a "TEDx Talk" that combines the themes of the three units.

c. Product: A well-written, inspiring speech script (approx. 150 words) using the target language.

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 12 Global Success cả năm