Kênh giáo viên » Giáo án Tiếng Anh 12 Global Success cả năm

Giáo án NLS Tiếng Anh 12 Global Success Review 2 Language

Xem mẫu

Tải về

Giáo án NLS Tiếng Anh 12 Global Success Review 2 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.

Xem: => Giáo án Tiếng Anh 12 Global Success

............

Hướng dẫn tải về

Các tài liệu bổ trợ khác

Giáo án NLS Tiếng Anh 12 Global Success Review 2 Language

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

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

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

REVIEW 2

LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Review and practice different sounds and word stress patterns.
Identify stressed auxiliary or modal verbs and unstressed words in connected speech.
Review topic-related vocabulary from Units 4-5 (Urbanisation & The World of Work) through synonyms, antonyms, and gap-fill exercises.
Revise the present perfect, double comparatives, and compound/complex sentences.
Familiarize themselves with exam-style questions for vocabulary, pronunciation, and grammar.

2. Competences

General competences:

Self-control and independent learning: analyze language rules and complete tasks individually.
Communication and collaboration: work in pairs or groups to discuss and justify their answers.

Specific competences:

Apply grammar and vocabulary correctly in various academic and practical contexts.

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.
[6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

Hard work: Actively participate in review activities to prepare for upcoming tests.
Responsibility: Develop an awareness of future career choices and urbanization issues.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book.
Computer, projector/smart TV, audio speakers.
Interactive live-polling platforms (e.g., Mentimeter, Quizizz, Blooket), Generative AI tools (e.g., ChatGPT, Gemini, Copilot), and Collaborative digital platforms (e.g., Padlet, Google Classroom, Microsoft Teams).

2. Students' aids

Textbook, notebooks, pens.
Personal smartphones, tablets, or laptops connected to the Internet.
AI pronunciation apps (e.g., Elsa Speak, Google Voice) and Digital dictionaries (e.g., Cambridge, Oxford), Generative AI chatbots (e.g., ChatGPT, Gemini) and Digital grammar checkers (e.g., Grammarly).

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 different sounds and provide pronunciation exam practice.

b. Content: Ss choose the word with a different underlined sound and practice pronouncing the words.

c. Product: Ss' correct answers and accurate pronunciation of the target sounds.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- 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

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

- Ss do the activity individually.

- Students use their smartphones to speak the words into an AI pronunciation app (e.g., Elsa Speak, Google Voice) to check if the AI recognizes their pronunciation correctly.

Step 3: Reporting and Discussion

- Have Ss compare their answers in pairs.

- Check answers as a class.

- Have Ss work in pairs to practise saying the words.

Step 4: Evaluation & Extension

- Teacher confirms the correct answers.

- Extension: Put Ss in groups. Assign each group one of the sounds from the activity, e.g. /ə/. Give groups two minutes and have them come up with as many words containing the sound as they can, e.g. /ə/ aware, attack, community, actor.

- Teacher moves on to the next content.

Key:

1. D

2. B

[6.2.NC1b]: Monitoring AI voice recognition tools on smartphones to ensure they accurately evaluate personal pronunciation of target sounds.

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: Ss identify the word with a different main stress pattern.

c. Product: Ss' correct answers and accurate word stress placement.

d. Organization:

…………………………………………..

Activity 3: Mark the letter A or B to indicate the stressed auxiliary or modal verb. Listen and check. Then practise saying the sentences in pairs.

a. Objective: To help Ss identify stressed auxiliary or modal verbs in sentences.

b. Content: Ss read sentences, identify the stressed verbs, listen to the audio to check, and practice saying them.

c. Product: Ss' correct answers and natural sentence stress.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Ask Ss to read the sentences and identify the part of speech of the words in bold (e.g. 1A, 2A, 2B: auxiliary; 1B: modal verb).

- In weaker classes: Provide some examples of stressed auxiliary and modal verbs on the board and have Ss refer to the Language section in Unit 5.

Step 2: Students perform learning tasks

- Have Ss do the activity individually, then compare their answers in pairs.

- Play the recording (Track 38) from hoclieu.vn for Ss to listen, pausing after each sentence for Ss to check their answers.

Step 3: Reporting and Discussion

- Confirm the correct answers as a class.

Step 4: Evaluation

- Have Ss work in pairs to practise saying the sentences.

- Teacher moves on to the next content.

Key:

1. B

2. B

Activity 4: Read the following sentences. Underline the unstressed words in each one. Listen and check. Then practise saying the sentences in pairs.

a. Objective: To help Ss identify unstressed words in connected speech.

b. Content: Ss underline unstressed words, listen to verify, and practice reading aloud.

c. Product: Correct identification of unstressed words and fluent pronunciation.

d. Organization:

…………………………………………..

VOCABULARY

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

a. Objective: To help Ss review topic-related words from Units 4-5, and provide vocabulary exam practice.

b. Content: Ss choose synonyms for the underlined words in given sentences.

c. Product: Correct identification of synonyms.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

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

- Tell Ss to replace the underlined word with each of the four answer choices. Explain that words that change the meaning of the sentence cannot be the correct answers.

Step 2: Students perform learning tasks

- Ask Ss to do the activity individually.

- When encountering unknown words, students use Gen AI (e.g., ChatGPT/Gemini) on their smartphones to deduce the meaning of these words.

Step 3: Reporting and Discussion

- Check answers as a class.

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

Step 4: Evaluation & Extension

- Extension: Remind Ss that this is a question type they will encounter in the National Upper-secondary School Exam Paper. Put Ss in groups and have Ss take turns saying different words and coming up with their synonyms. Encourage groups to write them down, then share with the rest of the class.

- Teacher moves on to the next content.

Key:

1. A

2. C

3. D

4. A

[1.1.NC1a]: Adjusting search strategies and using AI prompts on smart devices to filter and evaluate the contextual meanings of synonyms.

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

a. Objective: To help Ss review topic-related words from Units 4-5, and provide vocabulary exam practice.

b. Content: Ss choose antonyms for the underlined words in given sentences.

c. Product: Correct identification of antonyms.

d. Organization:

…………………………………………..

Activity 3: Read the following passage and mark the letter A, B, C, or D to indicate the correct word or phrase that best fits each of the numbered blanks from 1 to 8.

a. Objective: To help Ss review topic-related words and phrases from Units 4-5, and provide vocabulary exam practice.

b. Content: Ss read a passage and select the best options to fill in the blanks.

c. Product: Correct vocabulary choices to complete the passage.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Ask Ss to read the text to get an overall idea.

- Tell them to put each option into the gap and read the sentence. They should then decide which one fits the sentence grammatically and logically.

Step 2: Students perform learning tasks

- Have Ss read each sentence more carefully and go through the four options.

- Tell them to choose an answer choice that makes a meaningful and grammatically correct sentence.

Step 3: Reporting and Discussion

- Check answers as a class.

Step 4: Evaluation & Extension

- Confirm the correct answers.

- Extension: Teacher uses a Generative AI tool (e.g., ChatGPT, Gemini,...) to instantly generate a similar short gap-fill passage based on Units 4-5 vocabulary and projects it on the screen for students to solve.

- Teacher moves on to the next content.

Key:

1. A

2. B

3. D

4. C

5. A

6. C

7. A

8. B

[6.2.NC1a]: Integrating Generative AI tools into existing workflows to rapidly generate similar gap-fill passages for extensive vocabulary practice.

GRAMMAR

Activity 1: Mark the letter A, B, C, or D to indicate the correct answer.

a. Objective: To help Ss revise the present perfect, double comparatives to show change, and compound and complex sentences, and provide exam practice.

b. Content: Ss choose the correct grammatical structure to complete each sentence.

c. Product: Correct identification of target grammar points.

d. Organization:

…………………………………………..

Activity 2: Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to each of the given sentences.

a. Objective: To help Ss revise the present perfect, double comparatives to show change, and compound and complex sentences, and provide exam practice.

b. Content: Ss identify the sentence that has the same meaning as the original sentence.

c. Product: Correct identification of equivalent sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

Step 1: Teacher assigns learning tasks

- Have Ss work in pairs. Ask them to read the first sentence carefully and try to work out the relationship between the two clauses. Elicit answers by asking questions such as: What does the phrase ‘as well as’ mean? Which two clauses does the conjunction connect?

Step 2: Students perform learning tasks

- Ask Ss to read the four answer choices in the first question and decide if there are any grammatically wrong sentences or sentences that do not make sense. Explain that they can be immediately eliminated.

- Encourage Ss to identify the connectives used to join the two clauses and discuss whether they are used to express the same meaning as the conjunction as well as.

Step 3: Reporting and Discussion

- Confirm the correct answer for question 1, and ask Ss to do the rest of the activity individually.

- Have Ss compare their answers in pairs.

Step 4: Evaluation

- Check answers as a class.

- Teacher confirms the key and clarifies any confusing structures.

- Teacher moves on to the next content.

Key:

1. D

2. B

3. C

4. B

5. A

6. D

3. PRACTICE

a. Objective: To deeply consolidate the vocabulary and grammar (Present Perfect, Double Comparatives, Compound/Complex Sentences) learned in Units 4-5 through intensive constructed-response tasks.

b. Content: Students complete a written mission consisting of two tasks: Error Identification & Correction, and Sentence Combining.

c. Products: Students' correctly identified/corrected errors and accurately combined sentences.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students synthesize and apply the target vocabulary and grammar (Units 4-5) in a meaningful, persuasive writing context, developing their critical thinking and advisory skills.

b. Content: Students carry out a creative writing assignment at home titled "Mission: The Advice Columnist".

c. Product: A well-structured advice letter (120-150 words) utilizing the target language accurately.

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