Giáo án NLS Tiếng Anh 12 Global Success Unit 10 Getting started: Learning for life

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

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

UNIT 10: LIFELONG LEARNING

LESSON 1: GETTING STARTED

I. OBJECTIVES

1. Knowledge and skills

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

• Understand the concept of lifelong learning and set the context for the unit.
• Identify and use vocabulary related to lifelong learning (e.g., boost, brush up, maintain, informed).
• Recognize the grammar point of the unit: Reported speech for orders, requests, offers, and advice.
• Improve reading and listening skills for specific information.

2. Competences

General competences: 

• Self-control and independent learning; 
• Communication and collaboration (working in pairs/groups to complete tasks). 

Specific competences: 

• Read and listen to a conversation about learning for life. 
• Deduce the meaning of words from context. 
• Match reported speech sentences. 

Digital competences:

• [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.

• [5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.

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

3. Attributes

• Hard work: Actively participate in class activities and embrace a proactive attitude towards self-education. 
• Love for learning: Appreciate the value of continuous education at any age and respect older generations' efforts in acquiring new skills.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan. 
• Computer, projector/smart TV, audio speakers (Track 75). 
• Collaborative brainstorming platform (e.g., Mentimeter), collaborative document (e.g., Google Docs,...), interactive drag-and-drop digital tool (e.g., Wordwall,...), interactive platform (e.g., Liveworksheets or Google Forms).

2. Students' aids

• Textbook, notebooks, pens, colored pencils. 
• Personal digital devices (smartphones, tablets, or laptops) with Internet access.

III. PROCEDURES

1. WARM-UP 

a. Objective: To create a friendly and lively atmosphere, activate prior knowledge, and lead naturally into the unit's topic. 

b. Content: "Mystery Picture & Word Web" game leading to topic-related discussion questions. 

c. Product: Students brainstorm words related to the previous unit (Career paths) and engage with the new topic (Lifelong learning). 

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 provides a QR code/link to a collaborative brainstorming platform (e.g., Mentimeter).

- Teacher calls out the topic of Unit 9 (Career paths) and gives them two minutes to input as many topic-related words as they can.

- Next, Teacher shows a "Mystery Picture" on the projector (an elderly person happily using a modern laptop) and asks lead-in questions.

Step 2: Students perform learning tasks

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

- Students use their smartphones or tablets to access the platform, interact in real-time, and input their vocabulary.

- Students observe the picture and answer the teacher's questions.

Step 3: Reporting and Discussion

- Teacher reviews the digital word cloud on the screen, counts the correct words and declares the winner.

- Teacher asks deeper questions: What do you think lifelong learning involves? How important is it?

- Expected vocabulary on the board: career, path, promotion, qualification, experience, etc.

- Answers to Teacher's questions:

+ What can you see? An older woman using a laptop.

+ Does she look happy? Yes, she seems to enjoy it.

Step 4: Evaluation

- Teacher confirms the value of their answers, draws their attention to the unit overview on page 128, and introduces the language/skills points.

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

[2.1.NC1a]: Students use multiple digital technologies (smartphones, interactive platforms) to interact with the teacher and peers during the brainstorming phase.

2. PRESENTATION

LEARNING FOR LIFE 

Activity 1: Listen and read.

a. Objective: To introduce some vocabulary and the grammar point to be learnt in the unit.

b. Content: Students look at the picture, listen to Track 75, and read the conversation between Mark and his Grandma along.

c. Product: Students understand the context, underline key phrases related to lifelong learning, and practice reading aloud.

d. Organization:

Activity 2: Read the conversation again. Decide whether the following statements are true (T) or false (F).

a. Objective: To check Ss' comprehension of the conversation details. 

b. Content: Students read 4 statements and decide whether they are T or F. 

c. Product: Correct T/F answers and ability to correct the false statements. 

d. Organization: