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Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Language: Diphthongs /ɔɪ/, /aɪ/, and /aʊ/; Cultural diversity; Articles (review and extension)

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Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Language: Diphthongs /ɔɪ/, /aɪ/, and /aʊ/; Cultural diversity; Articles (review and extension). 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 Language: Diphthongs /ɔɪ/, /aɪ/, and /aʊ/; Cultural diversity; Articles (review and extension)

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

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

UNIT 2: A MULTICULTURAL WORLD

LESSON 2: LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Recognise and practise words with the diphthongs /ɔɪ/, /aɪ/, and /aʊ/ correctly in isolation and in sentences.
Understand and use words related to cultural diversity (origin, popularity, identity, festivities, trend) in meaningful contexts.
Review and correctly use indefinite and definite articles (a, an, the, and zero article).

2. Competences

General competences:

Self-control and independent learning: listen, read, and complete tasks independently.
Communication and collaboration: work effectively in pairs to practice pronunciation, vocabulary, and grammar speaking tasks.

Specific competences:

Pronounce the target diphthongs naturally in connected speech.
Use context clues to complete vocabulary exercises.
Explain the use of articles in specific grammatical contexts.

Digital competences:

[1.1.NC1a]: Meet information needs.
[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 class activities and complete assigned tasks.
Respect: Show appreciation for different cultural identities and traditions discussed in the lesson.

II. RESOURCES AND MATERIALS

1. Teacher's aids

Textbook Global Success 12, Teacher's Book, Lesson Plan.
Computer, projector/smart TV, audio speakers.
Digital tools: Collaborative platforms (Padlet/Quizizz), Generative AI (ChatGPT/Gemini), AI Grammar Checkers.

2. Students' aids

Textbook, notebooks, pens.
Smartphones/Tablets/Laptops with internet connection.

III. PROCEDURES

1. WARM-UP

…………………………………………..

2. PRESENTATION

PRONUNCIATION – Diphthongs /ɔɪ/, /aɪ/, and /aʊ/

Activity 1: Listen and repeat. Then practise saying the words.

a. Objective: To help Ss recognise and practise words with the diphthongs /ɔɪ/, /aɪ/, and /aʊ/.

b. Content: Ss listen to the recording, repeat the words in the table, and provide more examples.

c. Product: Ss pronounce the three diphthongs correctly.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher writes the words point, now, and try on the board and calls on Ss to read them.

- Focus Ss' attention on the words in the table in the textbook.

- Teacher plays the recording (Track 9) from hoclieu.vn.

- T asks Ss to use online digital dictionaries (e.g., Cambridge or Oxford Learner’s Dictionaries) on their devices to search for the words and play the audio variations (UK vs. US accents).

Step 2: Students perform learning tasks

- Ss read the words on the board.

- Ss listen to the recording and repeat, paying attention to the three sounds.

- Ss actively adjust their search queries on digital dictionaries to find specific words and listen to the embedded audio files.

- The teacher observes and replays the recording if necessary.

Step 3: Reporting and Discussion

- In pairs, Ss add more examples of words containing the diphthongs.

- Teacher elicits words from the class and asks them to identify the various spellings of the diphthongs.

Step 4: Evaluation

- Teacher confirms the correct pronunciation and corrects any mistakes.

- Teacher moves on to the next content.

- /ɔɪ/: choice, noise, employ...

- /aʊ/: town, however, house...

- /aɪ/: life, behind, idea...

[1.1.NC1a]: Adjust search strategies to find the most appropriate data, information and content in digital environments by navigating online dictionaries to find precise audio models.

Activity 2: Work in pairs. Underline the words that contain the /ɔɪ/, /aɪ/, and /aʊ/ sounds. Listen and check. Then practise saying the sentences.

a. Objective: To help Ss recognise and practise words with the diphthongs /ɔɪ/, /aɪ/, and /aʊ/ in sentences.

b. Content: Ss read sentences, underline target words, listen to Track 10 to check, and practice reading aloud.

c. Product: Correctly identified words and fluent sentence pronunciation.

d. Organization:

…………………………………………..

VOCABULARY – Cultural diversity

Activity 1: Match the words with their meanings.

a. Objective: To introduce words to describe cultures.

b. Content: Ss match 5 words (origin, popularity, identity, festivities, trend) with their definitions.

c. Product: Ss correctly match the vocabulary words with their meanings.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- T shares a QR code/link to a collaborative digital platform (e.g., Padlet or Quizlet matching game) where the vocabulary matching activity has been digitized.

- Teacher puts Ss in pairs and asks them to read the words and do the matching.

Step 2: Students perform learning tasks

- Ss use their smartphones to access the collaborative digital platform.

- Ss work in pairs, interacting with the digital board in real-time to match the words to definitions 1-5.

- The teacher observes, guides, and supports.

Step 3: Reporting and Discussion

- Teacher projects the live results from the collaborative digital board on the screen.

Step 4: Evaluation

- Teacher checks and confirms the answers.

- In stronger classes, elicit synonyms (e.g., origin - root, popularity - fame).

- Teacher moves on to the next content.

Key:

1. c (origin)

2. a (popularity)

3. e (identity)

4. b (festivities)

5. d (trend)

Origin (n) /ˈɒrɪdʒɪn/: nguồn gốc

Popularity (n) /ˌpɒpjuˈlærəti/: sự phổ biến, sự thông dụng

Identify (n) /aɪˈdentɪfaɪ/: bản sắc, đặc điểm, nhận dạng

Festivity (n) /feˈstɪvəti/: ngày hội

Trend (n) /trend/: xu hướng

[2.4.NC1a]: Choose the most appropriate digital tools and technologies to co-construct and create data, resources, and knowledge by using collaborative digital platforms (e.g., Quizlet/Padlet) for real-time vocabulary matching.

Activity 2: Complete the sentences using the correct forms of the words in 1.

a. Objective: To help Ss practise using the new words in meaningful contexts.

b. Content: Ss read sentences and use context clues to fill in the blanks.

c. Product: Sentences completed with the correct vocabulary words.

d. Organization:

…………………………………………..

GRAMMAR – Article (review and extension)

Activity 1: Circle the correct answer to complete each of the sentences.

a. Objective: To help Ss review the use of indefinite and definite articles.

b. Content: Ss read the Remember! box, then work in pairs to choose the correct word/phrase to complete each sentence.

c. Product: Correct choices between noun phrases with and without articles.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read the explanation and examples in the Remember! box.

- Teacher asks Ss to do exercise digitally from hoclieu.vn.

- Ask Ss to work in pairs to choose the correct option in Activity 1.

Step 2: Students perform learning tasks

- Ss access the link, read the rules and complete the sentences.

- Teacher clarifies the difference between the two options in each sentence.

Step 3: Reporting and Discussion

- Call on individual Ss to write answers on the board.

- Have Ss provide reasons for their choices.

Step 4: Evaluation

- Teacher checks answers as a class and confirms the rules applied.

- Teacher moves on to the next content.

Key:

1. the full moon

2. the Atlantic

3. Vietnamese women

4. the US

5. Rome

[2.4.NC1a]: Propose and use digital platforms to choose information to complete the sentences.

Activity 2: Work in pairs. Ask and answer questions about the following topics using the correct articles.

a. Objective: To help Ss practise using indefinite and definite articles in a speaking activity.

b. Content: Ss ask and answer questions about musical instruments, countries, and water bodies/mountains.

c. Product: Short conversations using correct articles.

d. Organization:

…………………………………………..

3. PRACTICE

a. Objective: To consolidate the targeted vocabulary and grammar points learned in the lesson through basic, focused exercises.

b. Content: Students complete one mission consisting of two tasks (fill-in-the-blanks) focusing on essential reinforcement without overloading vocabulary.

c. Products: Students' correct written answers for the two tasks.

d. Organization:

Mission 1: Complete the Language Review Tasks.

Step 1: Teacher assigns learning tasks

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

- Teacher instructs Ss to work individually to complete the basic exercises.

Task 1: Fill in the blanks with: origin, trends, popularity, festivities, identity.

1. The Ao Dai is a symbol of Vietnamese national _________.

2. Tet is a time for traditional _________ in Vietnam.

3. The _________ of K-pop is growing all over the world.

4. What is the _________ of this custom?

5. Young people always like to follow new fashion _________.

Task 2: Fill in the blanks with a, an, the or X (zero article).

1. I want to learn how to play _________ guitar.

2. She comes from _________ United States.

3. We looked at _________ full moon last night.

4. _________ Hanoi is the capital city of Vietnam.

5. My brother is _________ student.

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, ensuring students find the exercise manageable and focused.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to read their full sentences aloud.

Task 1: 1. identity, 2. festivities, 3. popularity, 4. origin, 5. trends.

Task 2: 1. the, 2. the, 3. the, 4. X, 5. a.

Step 4: Evaluation

- Teacher gives feedback, confirming that these are the core, basic structures they must remember from the lesson.

[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.