Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Listening: Celebrating Halloween in Vietnam

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: A MULTICULTURAL WORLD

LESSON 5: LISTENING

I. OBJECTIVES

1. Knowledge and skills 

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

• Understand words and phrases related to the topic of Halloween and international festivals.
• Listen for speakers' attitudes and opinions regarding celebrating foreign festivals in Viet Nam.
• Listen for specific information to complete sentences.

2. Competences

General competences:

• Self-control and independent learning: listen actively and form personal opinions on the topic.
• Communication and collaboration: work in pairs or groups to complete the learning tasks and discuss ideas. 

Specific competences:

• Identify contextual clues to recognize a speaker's attitude (agreement, disagreement, likes, dislikes).
• Express opinions about the popularity and impact of international festivals in Viet Nam.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [2.1.NC1a]: Choose simple digital technologies for interaction.
• [3.1.NC1a]: Apply methods for creating and editing content in different formats.
• [3.1.NC1b]: Identify ways to express oneself through the creation of digital content.
• [3.3.NC1a]: Apply different copyright and licensing regulations to data, information, and digital content.
• [5.3.NC1a]: Apply different digital tools and technologies to create knowledge, as well as innovative processes and products.
• [6.1.NC1a]: Analyze how AI works in specific applications.
• [6.2.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

• Respect for cultural diversity: Be open-minded to international cultures while valuing traditional customs.
• Hard work: Actively participate in class activities and discussions.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Interactive quiz platform (Quizizz/Kahoot), Generative AI platforms (ChatGPT/Midjourney).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or laptops connected to the Internet.

III. PROCEDURES

1. WARM-UP 

a. Objective: To activate students' prior knowledge, create an engaging atmosphere, and introduce the topic of international festivals before starting the main lesson.

b. Content: Teacher organizes a quick activity called "Name That Festival".

c. Product: Students successfully guess the correct international festivals based on given clues.

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 explains the rules: The teacher will display AI-generated images and read three key words related to a famous international festival. Students will use their smartphones to access a live quiz platform (e.g., Kahoot, Mentimeter) to submit their answers.

Step 2: Students perform learning tasks

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

- Teacher reads the clues aloud one by one:

+ Clue 1: February, Roses, Love. (Valentine's Day)

+ Clue 2: December, Pine tree, Presents. (Christmas)

+ Clue 3: October, Scary costumes, Pumpkins. (Halloween)

- Students observe the AI-generated visual clues and use their smartphones to type and submit their answers as quickly as possible.

- The teacher observes and selects the fastest team to answer. 

Step 3: Reporting and Discussion

- The smart TV instantly displays the live results, showing which team answered the fastest and most accurately. 

Step 4: Evaluation

- Teacher confirms the answers, counts the points, declares the winning team, and leads into the new lesson: Today we will focus on the festival from our last clue. We are going to listen to a conversation about Celebrating Halloween in Viet Nam.

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

[2.1.NC1a]: Students adapt to and use a live digital interactive platform (e.g., Kahoot, Mentimeter) to submit answers and interact dynamically with the class.

[6.1.NC1a]: Students recognize and analyze how AI-generated images visualize cultural concepts and visual clues for the festivals.

2. PRESENTATION 

Activity 1. Work in pairs. Label the following pictures. Do you often see them in Viet Nam?

a. Objective: To introduce words and phrases to help Ss understand the listening and get Ss involved in the lesson.

b. Content: Students look at pictures, label them, guess the festival, and share their prior knowledge.

c. Product: Students complete the picture labels correctly and share personal experiences about Halloween.

d. Organization:

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Activity 2. Listen to an interview. What do Minh and Mai think about Halloween? Circle the correct words or phrases. 

a. Objective: To help Ss practise listening for speakers' attitudes.

b. Content: Students listen to an interview and circle the correct words reflecting Minh's and Mai's attitudes.

c. Product: Students select the correct descriptive words based on the audio.

d. Organization:

Activity 3. Listen to the interview again and complete each sentence with no more than TWO words. 

a. Objective: To help Ss practise listening for specific information.

b. Content: Students listen again and complete sentences with no more than TWO words.

c. Product: Completed sentences with accurate information from the recording.

d. Organization:

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Activity 4. Work in groups. Discuss the questions. 

a. Objective: To give Ss the opportunity to use the ideas and language in the listening to express opinions.

b. Content: Students discuss other international festivals celebrated in Viet Nam and why they are popular.

c. Product: Group discussions and presentations of ideas.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the vocabulary related to cultural diversity and festivals, and to practice word formation, which is a crucial skill for Grade 12 students.

b. Content: Students complete a two-task worksheet focusing on vocabulary application and word forms, independent of the listening track.

c. Products: Students' correct written answers for both tasks on the worksheet.

d. Organization: Mission: Complete WORKSHEET 1.

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4. APPLICATION

a. Objective: To provide students with an opportunity to express their personal attitudes and apply the vocabulary learned in a real-life, digital-style writing format.

b. Content: Students carry out a creative home-based task: "My Festival Blog Post". 

c. Product: A short, creatively designed mini-blog post expressing personal opinions on celebrating international festivals in Viet Nam.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the homework mission: "My Festival Blog Post".

- Task instructions: Imagine you are a young cultural blogger. Write a short blog post (about 100 - 150 words) on a piece of paper or design it digitally (using Canva, Word, etc.) to share your personal opinion on the topic: "Should Vietnamese teenagers celebrate international festivals like Halloween or Valentine's Day?"

- Requirements:

+ Clearly state your attitude (agree, disagree, or neutral) just like Minh and Mai did in the listening track.

+ Give at least two reasons to support your opinion.

+ Use at least THREE vocabulary words or phrases from today's lesson (e.g., popular, origin, traditional festivals, impact, waste of time, fun).

+ Decorate your blog post with a catchy title and some drawn or printed pictures to make it look appealing.

- Crucial Requirement: Any background images or graphics used must be copyright-free or properly cited using correct licensing rules.

Step 2: Students perform learning tasks

- Students draft their content, use Canva/WordPress to express themselves through digital media, and search for royalty-free images (e.g., Creative Commons) to apply appropriate copyright rules. 

Step 3: Reporting and Discussion

- Teacher creates a digital "Gallery Walk" (e.g., a Padlet wall) where students upload their final blog links. Students read and comment on posts.

Step 4: Evaluation

- Teacher explains the grading criteria for the task: clear expression of attitude, logical reasons, accurate use of lesson vocabulary, and creativity in design.

- Teacher summarizes the lesson's main points and dismisses the class.

[3.1.NC1b]: Adjust the way of expressing oneself through the creation of the most appropriate digital media.

[3.3.NC1a]: Choose the most appropriate rules to apply copyright and licenses to data, information, and digital content.

* HOMEWORK

- Complete the "My Festival Blog Post" mission.

- Review the new words and phrases learned in Lesson 5.

- Prepare for Lesson 6 - Writing.