Giáo án NLS Tiếng Anh 12 Global Success Unit 1 Looking back; Project: Visual stories

Planning: ..../..../..... 

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

UNIT 1: LIFE STORIES WE ADMIRE 

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES 

1. Knowledge and skills 

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

• Review and correctly pronounce the diphthongs /eɪ/ and /əʊ/ in isolated words and connected speech.
• Revise core vocabulary related to life stories (e.g., devoted, genius, admired, achievements, attending).
• Review and accurately use the past simple and past continuous tenses.
• Present a visual story of a person's life, demonstrating research, design, and oral presentation skills.

2. Competences

General competences:

• Self-control and independent learning: evaluate their own learning progress via self-assessment checklists.
• Communication and collaboration: work in groups to present a visual story and assess peers.

Specific competences:

• Synthesize information to create an engaging oral and visual presentation.
• Listen to peer presentations and provide constructive feedback.

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]: Identify ways to express oneself through the creation of digital content.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Hard work: Actively participate in reviewing knowledge and preparing for the project presentation.
• Respect: Show admiration for historical figures, innovators, and inspiring individuals, while respecting classmates' presentation efforts.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Digital interactive platforms (e.g., Quizizz/Kahoot/Padlet), collaborative documents (e.g., Google Docs), and online survey tools (e.g., Google Forms).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets/Laptops with internet connection
• Prepared visual stories (digital posters, slides, or AI-generated comic strips) for the project exhibition. 

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' memory of core vocabulary from Unit 1 and create a focused, engaging atmosphere before starting the review lesson.

b. Content: Teacher organizes a quick "Word Jumble" (Unscramble the Words) mission.

c. Product: Students correctly unscramble, write, and pronounce 3 key vocabulary words from the unit.

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 divides the class into 2 teams.

- Teacher sets up the Word Jumble on a digital interactive platform (e.g., Quizizz or Jamboard) and projects it on the smart TV.

- Teacher explains the mission: Unscramble core words from unit Life Stories We Admire. Your team must work together to unscramble them. The fastest team to write the correct words on the board wins.

- The jumbled words on the board:

1. N I G E S U

2. M I R E D A

3. V O T E D E

Step 2: Students perform learning tasks

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

- Students use their smartphones to scan the QR code and join the interactive activity.

- Students work quickly with their teammates to figure out the correct words and submit their typed answers through the digital platform.

- The teacher observes and ensures fair play.

Step 3: Reporting and Discussion

- Teacher calls "Time's up!" and checks the answers on the board.

- Key answers:

1. GENIUS

2. ADMIRE

3. DEVOTE

- Teacher asks the whole class to read the correct words aloud together.

Step 4: Evaluation

- Teacher confirms the correct answers and corrects any spelling mistakes.

- Teacher declares the winning team and leads into the lesson: Excellent work! These are some of the important words we will look back at today, along with our grammar and project presentations.

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

[2.1.NC1a]: Students adapt to multiple digital technologies by using their smartphones and an interactive online platform to submit answers and interact in real-time.

2. PRESENTATION

PRONUNCIATION – Underline the words that contain the /eɪ/ sound and circle the ones with the /əʊ/ sound in the sentences below. Then listen and check. Practise saying these sentences in pairs.

a. Objective: To help students review the diphthongs /eɪ/ and /əʊ/.

b. Content: Students read sentences, identify words with the target sounds, listen to the audio, and practice saying them.

c. Product: Correct identification of the sounds and accurate pronunciation in connected speech.

d. Organization:

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VOCABUlARY – Replace each underlined word or phrase with ONE word you have learnt in this unit.

a. Objective: To help students revise core words they have learnt in this unit.

b. Content: Students replace underlined phrases with ONE word learned in the unit.

c. Product: Correct vocabulary words matched to their definitions.

d. Organization:

GRAMMAR – Circle the mistake in each sentences. Then correct it.

a. Objective: To help students review the past simple and the past continuous tenses, specifically focusing on error identification.

b. Content: Students circle the mistake in each sentence and correct it.

c. Product: Sentences with corrected grammar mistakes and a clear understanding of why the correction is needed.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar learned in the unit through a focused, basic written exercise.

b. Content: Students complete a 2-task worksheet focusing on core vocabulary and past tenses.

c. Products: Students' accurate written answers on the worksheet.

d. Organization:

Mission 1: Complete the Review Worksheet. 

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher emphasizes that the vocabulary is strictly focused on the core words of the unit and the grammar focuses on standard past tenses.

- Teacher sets a time limit of 7 minutes. 

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 observes, walks around, and provides minor support if students need clarification on the instructions. 

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to stand up and read their answers for Task 1, then Task 2.

- Other students check their own worksheets and provide peer correction. 

Step 4: Evaluation

- Teacher writes the correct answers on the board:

Task 1: 1. admired | 2. devoted | 3. genius | 4. attending | 5. achievements 

Task 2: 1. was reading | 2. were visiting | 3. was explaining | 4. met | 5. was

- Teacher provides brief explanations for the grammar rules applied in Task 2 to reinforce basic understanding.

[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 kenhhoctap for 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

PROJECT - Visual Stories 

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