Giáo án NLS Tiếng Anh 12 Global Success Review 1 Skills

Planning: ..../..../..... 

Teaching: ..../..../..... 

REVIEW 1

SKILLS

I. OBJECTIVES

1. Knowledge and skills

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

• Listen for main ideas and sequence, as well as specific information about traditional festivals and their environmental impacts.
• Discuss the purpose and eco-friendliness of festivals and propose ideas to make a local festival greener.
• Read for main ideas and specific information in biographical texts about Alexandre Yersin and Ton That Tung.
• Write a biography of approximately 180 words based on provided notes and reading details.

2. Competences

General competences: 

• Self-control and independent learning: listen and share personal opinions with partners and the teacher. 
• Communication and collaboration: work in pairs or groups to complete the learning tasks. 

Specific competences: 

• Apply integrated language skills (Listening, Speaking, Reading, Writing) to comprehend and produce information related to environmental awareness and historical biographies. 

Digital competences:

• [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
• [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.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Hard work: Actively participate in class activities and complete assigned tasks. 
• Responsibility: Raise awareness of reducing carbon footprints and adopting eco-friendly practices.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan. 
• Computer, projector/smart TV, audio speakers. 
• Digital collaboration tools (Padlet, Google Docs), Generative AI platforms (ChatGPT/Gemini).

2. Students' aids

• Textbook, notebooks, pens, draft paper. 
• Smartphones/Tablets/Laptops with internet connection.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge and create an engaging atmosphere regarding eco-friendly practices before starting the main lesson. 

b. Content: Teacher organizes a quick critical-thinking activity called "The Green Swap". 

c. Product: Students' spoken ideas on replacing traditional festival items with sustainable alternatives. 

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 introduces the activity "The Green Swap".

- Teacher gives a scenario: You are organizing a school music festival. Name 3 common items that create waste, and propose 1 green alternative for each within 2 minutes.

- Teacher provides a QR code/link to a collaborative digital board (e.g., Padlet or Jamboard) for students to post their ideas.

Step 2: Students perform learning tasks

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

- Students use their smartphones/tablets to access the digital board, type their ideas, and post them in real-time.

- Teacher observes and encourages creative thinking.

Step 3: Reporting and Discussion

- Teacher projects the live digital board on the smart TV.

- Classmates vote on the most practical idea.

- Expected answers:

+ Plastic water bottles à Reusable cups.

+ Paper tickets à E-tickets on smartphones.

+ Single-use food containers à Banana leaves or reusable bowls.

Step 4: Evaluation

- Teacher praises the students' ideas and leads into the lesson: Today, we will review how festivals around the world are applying these green ideas, and look at some inspiring historical biographies.

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

[2.4.NC1a]: Students access and interact on a shared digital board to collaborate, brainstorm, and vote on ideas in real-time.

2. PRESENTATION

LISTENING

Activity 1: Listen to a talk about three traditional festivals and their environment impact. Number the pictures of the festivals in the order they are mentioned.

a. Objective: To help Ss practise listening for main ideas and sequence.

b. Content: Ss look at three photos, guess the festivals, listen to a recording, and number the pictures in the order they are mentioned.

c. Product: Correct sequence of the pictures based on the listening track.

d. Organization:

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Activity 2: Listen again and decide whether the following sentences are true (T) or false (F). 

a. Objective: To help Ss practise listening for specific information. 

b. Content: Ss read five statements, listen to the recording again, and decide whether the sentences are True (T) or False (F). 

c. Product: Correct True/False answers and corrected false statements. 

d. Organization:

SPEAKING 

Activity 1: Work in pairs. Discuss the purpose and eco-friendliness of these festivals and traditions and complete the table below.

a. Objective: To help Ss develop ideas for the speaking task. 

b. Content: Ss work in pairs to discuss the purpose and eco-friendliness of the festivals from the listening and complete a table. 

c. Product: Completed table summarizing the festivals' purposes and environmental impacts. 

d. Organization:

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Activity 2: Work in groups. Choose a tradition or festival in your area. Discuss ideas about how to make this tradition or festival greener.

a. Objective: To give Ss an opportunity to take part in a group discussion, then report their discussion to the whole class. 

b. Content: Ss work in groups, choose a local tradition or festival, and discuss ideas on how to make it greener. 

c. Product: A group presentation summarizing their ideas for a greener festival. 

d. Organization:

READING 

Activity 1: Read the text about Alexandre Yersin. Mark the letter A, B, C or D to indicate the correct answer to each of the following questions.

a. Objective: To help Ss practise reading for main ideas and specific information. 

b. Content: Ss read a text about Alexandre Yersin and answer four multiple-choice questions. 

c. Product: Correct answers to the reading comprehension questions. 

d. Organization:

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Activity 2: Read the following passage about Ton That Tung’s contributions to the medicine in Viet Nam. Mark the letter A, B, C or D to indicate the correct word that best fits each blank.

a. Objective: To help Ss practise reading for specific information and develop ideas for their writing. 

b. Content: Ss read a passage about Ton That Tung and choose the best word (A, B, C, or D) to fit each blank. 

c. Product: Correct words chosen to complete the text. 

d. Organization:

WRITING 

Use the information about Ton That Tung below and details from 2 in Reading to write a biography (180 words) about Ton That Tung.

a. Objective: To help Ss practise writing a biography about someone's life. 

b. Content: Ss use provided notes and information from Reading Activity 2 to write a 180-word biography of Dr. Ton That Tung. 

c. Product: A well-structured biographical paragraph of about 180 words. 

d. Organization:

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3. PRACTICE

a. Objective: To consolidate vocabulary and grammar learned in the unit through deep processing exercises rather than simple multiple-choice questions. 

b. Content: Students complete two written tasks focusing on word formation and sentence transformation related to eco-friendliness and biographies. 

c. Products: Students' accurately written answers on their worksheets. 

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.

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.   

- Teacher observes and guides struggling students by pointing out grammar clues (e.g., finding the antecedent for the relative pronoun).

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises. 

- Teacher invites 5 students to come to the board and write their answers.

Task 1:

1. environmental

2. reusable

3. protection

Task 2:

1. Alexandre Yersin was a dedicated doctor who discovered a bacterium responsible for the disease.

2. Ton That Tung found a new surgery method which/that reduced bleeding and shortened the operation time.

Step 4: Evaluation

- Teacher verifies the answers, explains the grammatical rules applied, and praises students' efforts.

[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/muc-luc/trac-nghiem-tieng-anh-12-global-successfor 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 themes of environmental protection and biography writing into a creative, real-life context at home. 

b. Content: Students carry out a creative project: "The Green Legacy Profile". 

c. Product: A short written profile and a creative action plan presented in a mini-poster format.

d. Organization:

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