Giáo án NLS Tiếng Anh 12 Global Success Review 2 Skills

Planning: ..../..../..... 

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

REVIEW 2

SKILLS

I. OBJECTIVES 

1. Knowledge and skills 

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

• Practise listening for main ideas and specific information about a city.
• Develop ideas and discuss the impact of urban development on people's lives.
• Practise reading for main ideas, specific information, vocabulary, referents, and inference about part-time jobs for students.
• Practise writing a job application letter of 150-180 words.

2. Competences

General competences: 

• Self-control, independent learning, communication, and collaboration through pair work and group discussions.

Specific competences: 

• Effectively synthesize and apply vocabulary and grammatical structures related to urbanisation and career preparation in all four macro-skills (Listening, Speaking, Reading, Writing).

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [1.2.NC1b]: Evaluate different types of data, information, and digital content.
• [1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
• [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.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Hard work: Actively participate in class activities and complete all assigned tasks regarding academic and career preparation.
• Responsibility: Develop an awareness of urban issues and take responsibility for future career readiness.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital polling tool (e.g., Mentimeter or Slido), cloud-based word processor (e.g., Google Docs, MS Word,...), interactive platform (e.g., Liveworksheets or Google Forms), and cloud folder (Google Drive/OneDrive)

2. Students' aids

• Textbook, notebooks, pens, highlighters.
• Smartphones, Tablets, or Laptops connected to the Internet.
• Collaborative document (e.g., Google Docs), Generative AI tool (e.g., ChatGPT/Gemini), presentation slide (Canva/MindMeister), and AI transcription tool (e.g., Otter.ai or built-in voice-to-text), 

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

LISTENING

Activity 1: Listen to a talk about a city. What is it about? 

a. Objective: To help Ss practise listening for the main idea.

b. Content: Students listen to an audio track and choose the correct main idea from three options.

c. Product: Students' correct choice of the main idea.

d. Organization:

Activity 2: Listen again and complete the notes with no more than TWO words for each answer.

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

b. Content: Students listen to the track again and fill in the blanks with no more than TWO words.

c. Product: Completed notes with the correct specific vocabulary.

d. Organization:

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SPEAKING

Activity 1: Work in pairs. Discuss the impact of urban development on people’s life and complete the following table. 

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

b. Content: Students work in pairs to discuss and complete a table regarding the positive and/or negative impacts of urban development on people's lives.

c. Product: Completed tables with relevant impacts.

d. Organization:

Activity 2: Discuss in groups. Which change in 1 do you think has the most  positive impact, and which one has the most negative impact on urban life? Then report the group’s answers to the class.

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

b. Content: Students decide which change has the most positive/negative impact and prepare a summary report.

c. Product: Group reports presented to the class.

d. Organization:

READING

Activity 1: Read the text. Match each section (A-C) with a heading (1-5). There are TWO extra headings. 

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

b. Content: Students read a text about part-time jobs and match sections (A-C) with headings (1-5).

c. Product: Correct matching of headings to text sections.

d. Organization:

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Activity 2: Read the text again. Mark the letter A, B, C, or D to indicate the correct answer.

a. Objective: To help Ss practise reading for specific information, vocabulary, referent and inference.

b. Content: Students read the text again to mark the letter A, B, C, or D to indicate the correct answer.

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

d. Organization:

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WRITING

Work in pairs. Read the advert below and write a letter of application (150-180 words) to the Human Resource Department.

a. Objective: To help Ss practise writing a job application letter.

b. Content: Students read a job advert for an English tutor and write a letter of application (150-180 words) to the Human Resource Department.

c. Product: A complete, well-structured job application letter.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and grammatical structures associated with urbanisation and future careers.

b. Content: Students complete one integrated mission containing two rigorous written tasks (Word Formation and Sentence Transformation).

c. Products: Accurate written answers demonstrating vocabulary and grammar mastery.

d. Organization:

Mission 1: Advanced Language Consolidation

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 12 minutes for this mission.

Step 2: Students perform learning tasks

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

- The teacher walks around, providing targeted scaffolding to students who struggle with the sentence structures.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher calls 10 students to write their answers on the board sequentially.

Step 4: Evaluation

- Teacher validates the correct answers and explains grammatical rules (e.g., nominalisation after "Because of" and "Despite", passive expectations).

- Answer Key:

Task 1: 1. urbanisation, 2. educational, 3. confidence, 4. equipped, 5. frequent.

Task 2:

1. Because of the continuous growth of the city population, rents and home prices are getting higher.

2. Doing part-time jobs while studying helps/allows students to gain important skills.

3. Thanks to having air-conditioning, the modern buses are very comfortable.

4. Despite the increase in/the presence of more supermarkets and shopping centres, traditional markets are still important.

5. Building more universities is expected to attract more young people.

[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 connect the reading topic (benefits of part-time jobs) with real-world experiences, developing students' interviewing, information synthesizing, and report writing skills.

b. Content: Students conduct a mini-interview at home with someone they know about their past part-time job experience and write a short summary report.

c. Product: A short written report (100-150 words) summarizing the interviewee's real-life experiences.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the home project: "Real-world Experience: A Mini-Interview".

- Task requirements:

1. Find an older person (an older sibling, a cousin, a parent, or a university student). Interview them about their very first part-time job.

2. Use the following 3 guiding questions for the interview:

+ What was your first part-time job and what were your main responsibilities?

+ What essential skills (e.g., communication, teamwork, time management) did you gain from this job?

+ How did this experience help you in your later life or current career?

3. Students use their smartphones to record the audio of their mini-interview. They integrate an AI transcription tool (e.g., Otter.ai or built-in voice-to-text) to transcribe the interview and write a short summary report in English (about 100-150 words). Finally, they format their summary report and organize the audio, transcript, and report into a structured cloud folder (Google Drive/OneDrive).

Step 2: Students perform learning tasks 

- Students conduct the interview, take notes of the key details, and write the report.

Step 3: Reporting and Discussion 

- In the next lesson, groups share their digital reports and select the most inspiring story to present briefly to the class.

Step 4: Evaluation

- Teacher actively listens to the presentations, provides positive feedback on their vocabulary usage, and corrects any major pronunciation or grammatical errors.

[6.2.NC1a]: Integrate AI transcription tools into the interview workflow to convert speech to text efficiently.

[1.3.NC1a]: Adjust the management of data (audio, transcript, report) to organize, store, and retrieve them easily in a structured cloud environment.

* HOMEWORK

- Complete the "Real-world Experience: A Mini-Interview" project. 

- Review vocabulary and grammar structures from Review 2. 

- Prepare for Unit 6: Lesson 1 – Getting Started.