Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Getting started: At the International Cultural Festival

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: A MULTICULTURAL WORLD

LESSON 1: GETTING STARTED

I. OBJECTIVES 

1. Knowledge and skills 

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

• Set the context for listening and reading about an International Cultural Festival.
• Identify and understand vocabulary related to culture and cultural diversity.
• Recognize and use indefinite and definite articles (a, an, the, or zero article Ø).
• Retrieve specific information about cultural foods and activities from the conversation.

2. Competences

General competences: 

• Self-control and independent learning: Read and listen actively, complete tasks independently.
• Communication and collaboration: Work in pairs or groups to discuss cultural topics and complete comprehension tasks.

Specific competences: 

• Reading and listening for specific information.
• Applying vocabulary and grammar into sentence 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.
• [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

• Respect: Appreciate and respect cultural diversity and traditions around the world.
• National pride: Show love and pride for Vietnamese traditional culture, cuisine, and games.
• Hard work: Actively participate in class activities and complete given tasks.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book.
• Computer, projector/smart TV, audio speakers.
• Digital links/QR codes for collaborative platforms (Google Docs, Padlet, Google Forms/Quizizz).

2. Students' aids

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

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' background knowledge about different cultures, create a lively and competitive atmosphere, and smoothly lead into the new unit.

b. Content: Students play a mini-game called "Mission: Cultural Detective", where they have to guess the names of countries based on cultural clues (food, clothing, landmarks).

c. Product: Students' correct guesses of the countries and the identification of the unit topic.

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 4 teams.

- Teacher introduces Mission: Cultural Detective: "I will show 3 cultural clues (a food, a traditional clothing, and a famous thing/person) for a specific country. Your mission is to guess the country as fast as possible."

- Teacher projects the clues (e.g., Clue 1: Sushi, Clue 2: Kimono, Clue 3: Mt. Fuji) using an interactive digital platform (e.g., Quizizz/Kahoot).

Step 2: Students perform learning tasks

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

- Students observe the clues, discuss quickly with their teammates, and submit the name of the country using their devices.

- The teacher observes and ensures fair play.

Step 3: Reporting and Discussion

- Teacher reveals the correct answer on the screen and awards points to the fastest/correct teams.

- Suggested Clues:

+ Set 1: Kimchi, Hanbok, K-pop

+ Set 2: Fish and chips, Big Ben, Double-decker bus

+ Set 3: Pho, Ao dai, Bamboo dancing

- Expected Answers:

+ Set 1: South Korea

+ Set 2: England / The UK

+ Set 3: Viet Nam

Step 4: Evaluation

- Teacher counts the points, declares the winning team, and praises their cultural knowledge.

- Teacher leads into the unit: In our mission, we just traveled through different cultures. This diversity is exactly what we are going to explore today. Welcome to Unit 2: A multicultural world.

- Teacher asks Ss to open their books at page 20.

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

[2.1.NC1a]: Use multiple digital technologies (smartphones and interactive platforms like Quizizz/Kahoot) to interact and participate in the live cultural quiz.

2. PRESENTATION

Activity 1: Listen and read. 

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

b. Content: Students look at pictures, answer context questions, and listen to a conversation between Nam, Mai, and Linda at an International Cultural Festival.

c. Product: Students understand the context, underline key phrases, and read the conversation with correct pronunciation.

d. Organization:

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Activity 2: Read the conversation again and complete the table. Use no more than THREE words for each blank. 

a. Objective: To check students' comprehension of the conversation.

b. Content: Students read the text again to locate specific information to complete a table about Japan, Korea, England, and Viet Nam.

c. Product: Students' correct answers in the table.

d. Organization:

Activity 3: Find words in 1 that have the same or similar meaning to the following words and phrases. 

a. Objective: To introduce words related to culture.

b. Content: Students find synonyms in the text for: variety, a style of cooking, tasty, interesting places.

c. Product: Correct vocabulary matching.

d. Organization:

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Activity 4: Complete the sentences based on the conversation. Use the correct article (a, an, the) or Ø (no article). 

a. Objective: To help Ss identify indefinite and definite articles.

b. Content: Students complete 4 sentences using a, an, the, or Ø.

c. Product: Sentences with correct articles.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the core vocabulary and grammar (articles) learned in the lesson through focused, basic written exercises.

b. Content: Students complete one mission consisting of two straightforward written tasks (gap-filling).

c. Products: Students' correct answers for the vocabulary and grammar tasks.

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the vocabulary, grammar, and cultural concepts into a personalized, independent research task at home.

b. Content: Students complete a "Mini Cultural Profile" at home to prepare for the end-of-unit Project.

c. Product: A short written paragraph (4-5 sentences) about a foreign culture, brought to the next class.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher draws students' attention to the "Project Preparation" briefly mentioned at the end of the lesson.

- Task: "Mini Cultural Profile": At home, choose ONE foreign country you find interesting. Write a short paragraph (4-5 sentences) introducing one famous dish and one traditional activity from that country.

- Requirement 1: You must use at least 2 new vocabulary words from today (e.g., cuisine, delicious, traditional) and pay attention to using articles (a, an, the, Ø) correctly.

- Requirement 2: Use Generative AI (like Gemini, ChatGPT) to brainstorm ideas or generate representative images. Use Canva or PowerPoint to present your paragraph and images beautifully.

- Requirement 3: Upload your final digital poster to the class's Padlet/Google Drive folder.

Step 2: Students perform learning tasks

- Students write down the homework requirements in their notebooks.

- At home, students interact with AI responsibly, design the poster, and submit it online.

Step 3: Reporting and Discussion

Teacher will ask 2-3 students to present their digital posters to the class.

Step 4: Evaluation

- Teacher explains that this task is the first step in gathering ideas for their final Unit 2 Project (Introduce a culture).

[3.1.NC1a]: Apply ways to create and edit content in various formats by using digital design tools (like Canva or PowerPoint) to design the Mini Cultural Profile visually.

[2.2.NC1a]: Share the digital cultural profile (data, information, and digital content) via the class's shared online platform (e.g., Google Classroom, Padlet) using appropriate digital tools.

* HOMEWORK

- Review the new vocabulary and grammar (Articles) at home.

- Complete the Application task ("Mini Cultural Profile").

- Prepare for Lesson 2 - Language.