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Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Communication: Making introductions and responding to them; Culture: Culture shock

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Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Communication: Making introductions and responding to them; Culture: Culture shock. 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.

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Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Communication: Making introductions and responding to them; Culture: Culture shock

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

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

UNIT 2: A MULTICULTURAL WORLD

LESSON 7: COMMUNICATION AND CULTURE / CLIL

I. OBJECTIVES

1. Knowledge and skills

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

Use formal and informal expressions to make introductions and respond to them appropriately in various everyday situations.
Understand the concept of "culture shock" and identify appropriate/inappropriate behaviors in different cultures (the US, Japan, the UK, Singapore).
Discuss potential culture shocks foreigners might experience when visiting Viet Nam and suggest practical solutions to help them adapt.

2. Competences

General competences

Self-control and independent learning: Read texts and listen to conversations to extract specific information.
Communication and collaboration: Work effectively in pairs and groups to role-play conversations and discuss cultural topics.

Specific competences

Listening for specific expressions used in introductions.
Reading for specific information about behaviors related to culture shock.

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.
[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

Respect: Show respect for cultural diversity and different customs around the world.
Empathy: Develop empathy towards foreigners and tourists who might be experiencing culture shock in Viet Nam.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital platforms & AI Tools (Quizizz/Mentimeter, ChatGPT/Gemini, Azota/MS Teams).

2. Students' aids

Textbook, notebooks, pens.
Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about cultural differences and create an engaging atmosphere to lead into the new lesson.

b. Content: Teacher organizes an activity called "Greetings Around the World". Students match different greeting styles with the correct countries.

c. Product: Students' correct matching and a brief discussion about cultural diversity in communication.

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 small groups and provides a QR code/link to an interactive digital platform (e.g., Quizizz, Mentimeter).

- Teacher projects 4 pictures of greetings: 1. Bowing, 2. A firm handshake, 3. Giving cheek kisses, 4. The Wai (pressing palms together).

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- Teacher provides 4 countries: A. The US, B. Japan, C. France, D. Thailand. Asks students to match them in 2 minutes.

Step 2: Students perform learning tasks

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

- Groups use their smartphones/tablets to access the platform, quickly discuss, and submit their matching answers digitally.

- The teacher observes and encourages participation.

Step 3: Reporting and Discussion

- Teacher displays the live results from the platform on the smart TV.

Step 4: Evaluation

- Teacher confirms the correct answers (1-B, 2-A, 3-C, 4-D).

- Teacher leads into the new lesson: As you can see, different cultures have very different ways of greeting and communicating. Today, we will learn the exact English expressions to make introductions properly, and we will also explore what happens when people face new cultural behaviors - a phenomenon called 'culture shock'.

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

[2.1.NC1a]: Students use multiple digital devices and interactive platforms (e.g., smartphones, Quizizz) to actively interact and participate in the real-time matching game.

2. PRESENTATION

EVERYDAY ENGLISH – Making introductions and responding to them

Activity 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs.

a. Objective: To provide model conversations in which speakers make and respond to introductions, and review formal/informal expressions.

b. Content: Students read two incomplete conversations, listen to the recording (Track 13), fill in the blanks, and identify formal/informal language.

c. Product: Completed conversations and correct pronunciation during role-play.

d. Organization:

…………………………………………..

Activity 2: Work in groups of three. Use the models in 1 to make similar conversations for these situations. One of you is A, the others are B and C. Use the expressions below to help you.

a. Objective: To help Ss practise making and responding to introductions in real-life situations.

b. Content: Ss role-play introducing an exchange student (formal/semi-formal) and introducing a new club member (informal).

c. Product: Ss' own conversations using the appropriate introducing and responding expressions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Ask Ss to read the situations and check understanding.

- Go through the Useful expressions table (Formal/Semi-formal vs. Informal) and remind Ss to use them.

Step 2: Students perform learning tasks

- Have Ss work in groups of three. Give them a few minutes to write down prompts (how to start, introduce, and respond).

- Encourage using vocabulary about the multicultural world learnt previously.

- Groups use a shared cloud document (e.g., Google Docs) on their devices to collaboratively brainstorm, draft, and co-edit their introduction role-play scripts synchronously.

- Walk round and provide help if needed.

Step 3: Reporting and Discussion

- Call on some groups to role-play their conversations in front of the class.

Step 4: Evaluation

- Praise for good effort, appropriate use of expressions, clear pronunciation, and fluent delivery.

- Provide corrective feedback on pronunciation or word choice if necessary.

- Teacher moves on to the next content.

Suggested answers:

A: Hello, class. I'd like to introduce Gregg Miller – our new exchange student. He is from Texas, the USA, and will be studying in our school for one year.

B: Hello, everyone. It's nice to meet you all.

C: Hi, Gregg. Nice to meet you too. Welcome to our class.

B: Hey, Long. Have you met Pat? He has joined our ASEAN culture club this week. He's going to give a presentation on globalisation and ASEAN cultures tomorrow.

A: Hi, Pat. Happy to meet you. My name is Long.

C: Hi, Long. Great to meet you too.

[2.4.NC1a]: Students propose and use collaborative digital tools (e.g., Google Docs) to synchronously co-edit and build their role-play scripts.

CULTURE

Activity 1: Read the text and put a tick (✓) or cross (✗) in the box next to the pictures to show the appropriate behaviour in different cultures.

a. Objective: To help Ss learn about culture shock and specific cultural norms across different countries.

b. Content: Ss read a text about culture shock and evaluate 4 pictures depicting behaviors in the US, Japan, the UK, and Singapore.

c. Product: Correct ticks and crosses for the pictures based on textual evidence.

d. Organization:

…………………………………………..

Activity 2: Work in groups. Discuss the questions.

a. Objective: To help Ss relate what they have learnt about culture shock to the situation in Viet Nam.

b. Content: Ss discuss what kind of culture shock foreigners may experience in Viet Nam and what they can do to help them overcome it.

c. Product: Group presentations/summaries of cultural features in Viet Nam and proposed solutions.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Ask Ss to work in groups.

- In weaker classes, brainstorm ideas

first: unusual things in VN for foreigners (food, traffic, language)?

Step 2: Students perform learning tasks

- Groups consult a Generative AI tool (e.g., ChatGPT, Gemini) on their tablets/phones to brainstorm potential culture shocks foreigners might experience in VN.

- Ss critically evaluate the AI's suggested practical solutions, selecting the most appropriate ones to form their own answers.

Step 3: Reporting and Discussion

- Invite some groups to present a summary of their discussion to the class.

Step 4: Evaluation

- Teacher gives feedback and provides a suggested summary.

- Extension (if time allows): Have groups share examples of culture shock from other countries they know.

- Teacher moves on to the next content.

Suggested answer:

Foreigners such as tourists, international students, or foreign workers may experience culture shock when they come to Viet Nam. For example, they may not be used to eating with chopsticks or eating street food cooked in front of them by a non-professional local person. Some may find the hustle and bustle of big cities like Ho Chi Minh City or Ha Noi overwhelming and very noisy. They may find that there are too many motorbikes on the roads and street vendors blocking the streets.

To help them, travel agencies should provide tour guides or local people to accompany them when they want to explore our cities and towns. Moreover, we can design some video clips or leaflets to introduce special features of Vietnamese culture and things considered embarrassing or offensive that they should avoid.

[6.2.NC1a]: Students use Generative AI tools (e.g., ChatGPT, Gemini) to brainstorm ideas and gather solutions for culture shocks, critically evaluating the AI's outputs for their presentation.

3. PRACTICE

a. Objective: To consolidate the formal/informal expressions for introductions and deepen reading comprehension regarding cultural adaptation.

b. Content: Students complete two written tasks: gap-filling a dialogue and answering reading comprehension questions without multiple-choice options.

c. Products: Students' accurate written answers.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students apply the vocabulary, structures, and cultural knowledge learned into a practical and highly creative real-life project.

b. Content: Students carry out a take-home task: "A Survival Guide for Foreigners".

c. Product: A short vlog (video) or a digital/paper leaflet.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the take-home project: Imagine an exchange student from the UK is coming to live in your city/hometown next month. Your task is to create a 'Culture Survival Guide' for them.

- Requirements:

+ Choose at least 3 potential 'culture shocks' they might face in your specific hometown (e.g., local street food, traffic, weather, local greetings).

+ Give them friendly advice/solutions on how to adapt.

+ Format: Record a 1-to-2-minute Vlog (Video) speaking in English, OR design a visual Leaflet (using paper or design tools like Canva).

Step 2: Students perform learning tasks

- Students take notes of the requirements and deadline.

- Students use digital content creation applications (e.g., Canva, Adobe Express) to design visual leaflets, or video editing software (e.g., CapCut) to edit their vlogs.

Step 3: Reporting and Discussion

- Teacher informs students that they will present their Vlogs or Leaflets in the next review lesson or upload them to the class's online Facebook/Zalo group for peer review.

Step 4: Evaluation

- Teacher summarizes the core message of the lesson (importance of proper introductions and empathy towards cultural differences).

[3.1.NC1a]: Students apply various digital content creation applications (e.g., Canva, CapCut) to design, edit, and produce high-quality multimedia vlogs and leaflets.

[2.2.NC1a]: Students share their digital vlogs or leaflets via a suitable digital platform, setting appropriate access permissions for peer review.

* HOMEWORK

- Complete the "Culture Survival Guide" (Vlog or Leaflet) at home.

- Review formal and informal expressions for making introductions.

- Prepare for Lesson 8 - Looking Back and Project.

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Giáo án Tiếng Anh 12 Global Success cả năm