Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Looking back; Project: Introduce a culture

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 2: A MULTICULTURAL WORLD

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES 

1. Knowledge and skills 

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

• Review and correctly pronounce the diphthongs /ɔɪ/, /aɪ/, and /aʊ/ in words and sentences.
• Review and use vocabulary related to cultural diversity learned in the unit.
• Review and correctly use indefinite and definite articles (a, an, the, and zero article).
• Synthesize knowledge to give an oral group presentation introducing a culture.

2. Competences 

General competences:

• Self-control and independent learning: Reflect on their own learning progress through self-assessment.
• Communication and collaboration: Work effectively in groups to research, design, and deliver a presentation; conduct peer assessments. 

Specific competences:

• Read and listen for specific pronunciation patterns.
• Apply grammatical rules and vocabulary to complete linguistic tasks.
• Develop research, public speaking, and critical evaluation skills.

Digital competences:

• [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
• [1.2.NC1b]: Evaluate different types of data, information, and digital content.
• [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 appreciation and respect for cultural diversity, traditional customs, and global multiculturalism.
• Hard work and responsibility: Actively collaborate in group projects, give constructive feedback to peers, and reflect honestly on personal performance.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Collaborative digital whiteboards (e.g., Padlet, Miro) and AI tools (e.g., ChatGPT, Gemini, ELSA Speak).

2. Students' aids

• Textbook, notebooks, pens.
• Project posters, leaflets, or presentation slides.
• Smartphones, tablets, or laptops with internet access.

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION 

PRONUNCIATION – Read the following sentences and write the words containing the /ɔɪ/, /aɪ/, and /aʊ/ sounds in the correct column. Then listen and check. Practise saying the sentences in pairs.

a. Objective: To help students review the diphthongs /ɔɪ/, /aɪ/, and /aʊ/.

b. Content: Students read sentences, underline words containing the diphthongs, categorize them, and listen to Track 14 to check.

c. Product: Correct categorization of words with the target diphthongs and accurate pronunciation.

d. Organization:

VOCABULARY – Choose the correct word to complete each of the sentences.

a. Objective: To help students review words they have learnt in this unit.

b. Content: Students choose the correct word to complete each sentence.

c. Product: Completed sentences with appropriate vocabulary.

d. Organization:

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GRAMMAR – Choose the best answer A, B, C, or D.

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

b. Content: Students complete a gap-fill (MCQ) exercise by choosing the best article (A, B, C, or D).

c. Product: Correct article choices with explanations.

d. Organization:

3. PRACTICE

a. Objective: To deeply consolidate the vocabulary and grammar (articles) learned in the unit through rigorous, exercise-based tasks suitable for Grade 12 students.

b. Content: Students complete WORKSHEET 1 containing two advanced tasks (Error Correction and Word Formation).

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

d. Organization:

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4. APPLICATION

PROJECT – Introduce a culture

a. Objective: To provide an opportunity for students to develop their research and collaboration skills, and to practise giving an oral presentation.

b. Content: Groups present their final products (posters/leaflets/slides) about a culture. Students conduct peer and self-assessment.

c. Product: Oral presentations, completed peer assessment checklists, and self-assessment checklists.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher shares a digital form (e.g., Google Forms,...) to conduct peer assessment. Explains the assessment criteria (Delivery, Content, Design/Organisation).

- Teacher instructs groups to use digital design tools (like Canva or Google Slides) and Gen-AI image generators (like Midjourney, DALL-E, or Canva Magic Media) on their laptops/tablets to create visually appealing slides or posters for their culture presentation.

Step 2: Students perform learning tasks

- Group representatives deliver their oral presentations or display their posters/leaflets (gallery walk format if applicable).

- The audience listens, ticks appropriate items on the peer-assessment checklist, and writes comments. The audience uses the digital form on their smartphones to conduct peer assessment.

Step 3: Reporting and Discussion

- After each presentation, the audience asks questions.

- Presenters respond to the questions.

- Presenters complete their self-assessment checklists, focusing on "Things I could have done better".

Step 4: Evaluation

- Teacher gives marks for oral presentations/posters as part of continuous assessment.

- Teacher asks students to complete the "NOW I CAN..." self-assessment table to identify weak areas for further practice.

- Teacher instructs students to upload their final project files and presentation videos to the class digital portfolio (e.g., Google Drive or Padlet) for sharing and future reference.

[3.1.NC1a]: Apply ways to create and edit content in different formats by designing presentation slides or posters using Canva and AI image generators on laptops/tablets.

[2.2.NC1a]: Share data, information and digital content through multiple appropriate digital tools by submitting peer assessments via Google Forms and uploading final projects to a shared drive.

* HOMEWORK

- Review all vocabulary and grammar points of Unit 2.

- Prepare for Unit 3: Lesson 1 - Getting Started.