Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Reading: Globalisation and cultural diversity

Planning: ..../..../..... 

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

UNIT 2: A MULTICULTURAL WORLD

LESSON 3: READING

I. OBJECTIVES 

1. Knowledge and skills 

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

• Activate prior knowledge about the topic of globalisation and cultural diversity.
• Read for main ideas and specific information in an article about the effects of globalisation on cultural diversity.
• Use the ideas and language in the reading to express opinions on the topic.

2. Competences

General competences: 

• Self-control and independent learning: Read and locate key information independently using reading strategies like underlining keywords and eliminating distractors.
• Communication and collaboration: Work in pairs or groups to discuss the impacts of globalisation and complete learning tasks.

Specific competences:

• Reading comprehension skills: skimming for main ideas, scanning for specific information, and deducing meaning from context.

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

• Respect: Appreciate different cultures and cultural diversity in the world.
• National pride: Be aware of the importance of preserving traditional cultural values and the national language in the context of globalisation.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book.
• Computer, projector/smart TV.

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/tablets with internet access.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about global trade and cultural exchange by having them discover the international origins of their everyday personal belongings.

b. Content: Teacher organizes a practical activity called "Mission: The Global Detective" where students inspect their own items to find out where they were made or designed.

c. Product: Students' verbal reports on the different countries their items originate from, demonstrating an understanding of global connections.

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 sets a dynamic tone and assigns the task: Class, your warm-up today is 'Mission: The Global Detective'. You have exactly 2 minutes to inspect your own belongings or your partner's belongings - check your pens, rulers, backpacks, shoes, jackets, or smartphones. Look for the 'Made in...' or 'Designed in...' labels.

- The Mission:Find items from at least THREE different countries. Write the item and the country down in your notebook.

- Teacher instructs students to use search engines or Google Lens on their smartphones to identify the origin of brands if physical labels are missing.

Step 2: Students perform learning tasks

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

- Students actively check their labels (shoes, stationery, clothes, etc.) and write down the origins.

- Teacher walks around to encourage and observe.

Step 3: Reporting and Discussion

- Teacher calls time out: "Mission time is up!"

- Teacher asks for quick reports: Raise your hand if you found something made in Viet Nam! How about Japan? The USA? China? Germany? South Korea?

- Teacher invites 2-3 students to read their full lists loudly.

Students' expected findings (examples):

+ Casio calculator: Made in Thailand / Philippines.

+ iPhone/Smartphone: Designed in California / Made in China / Made in Vietnam.

+ Shoes (Nike/Adidas): Made in Vietnam / Indonesia.

+ Pen (Thien Long): Made in Viet Nam.

+ Backpack: Made in China.

Step 4: Evaluation

- Teacher praises the students with the most diverse lists.

- Teacher leads into the new lesson: Just look around! Without leaving this classroom, we are using products designed and made from all over the globe. This incredible connection and mixing of products, brands, and lifestyles is called Globalisation. Today, we will read about how it affects our cultural diversity.

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

[1.1.NC1a]: Apply search techniques to retrieve data, information, and digital content in a digital environment.

2. PRESENTATION

Activity 1: Work in pairs and choose the correct answer. Give examples to illustrate your choices. 

a. Objective: To activate prior knowledge about the topic and get Ss involved in the lesson.

b. Content: Students work in pairs to discuss and choose the correct answers for two introductory questions about globalisation.

c. Product: Students' correct answers to the questions.

d. Organization:

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Activity 2: Read the article and match each section (A-C) with a heading (1-5). There are TWO extra headings.

a. Objective: To help Ss practise reading for main ideas.

b. Content: Students read the text and match sections (A-C) with the suitable headings (1-5).

c. Product: Correct matching of headings to paragraphs.

d. Organization:

Activity 3: Read the article again and choose the correct answer A, B, or C. 

a. Objective: To help Ss practise reading for specific information and inference.

b. Content: Students read the text again to answer 5 multiple-choice questions.

c. Product: Students' correct answers with supporting evidence from the text.

d. Organization:

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Activity 4: Work in groups. Discuss the following question: What are some other effects of globalisation on cultural diversity? Give some examples in the context of Viet Nam. 

a. Objective: To help Ss use the ideas and language in the reading to express their opinions.

b. Content: Students work in groups to discuss other effects of globalisation on cultural diversity, giving examples in Viet Nam.

c. Product: Students' verbal ideas and examples shared with the class.

d. Organization:

3. PRACTICE

a. Objective: To consolidate the core vocabulary and reading comprehension through basic, focused exercises without overwhelming the students.

b. Content: Students complete one mission consisting of two fundamental exercise tasks (gap-fill and sentence matching) based on the reading text.

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

d. Organization:

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4. APPLICATION

a. Objective: To help students apply the lesson's theme into an engaging, real-life context at home.

b. Content: Students carry out a home task called "Globalisation In My Home".

c. Product: A short written paragraph identifying international items in their daily lives.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher explains the homework task clearly: Look around your house. Find 3 items (e.g., food, clothes, electronics, books) that come from different countries. Write a short paragraph (4-5 sentences) to describe what they are, where they are from, and how they show the cultural diversity in your daily life.

- Teacher instructs students to use an AI grammar-checking tool (e.g., Grammarly or an AI Chatbot) to refine and correct their basic sentences before final submission.

Step 2: Students perform learning tasks

- Students note down the requirements of the task in their notebooks.

Step 3: Reporting and Discussion

- Teacher gives a quick example: For instance, I have a Sony television from Japan, I wear jeans originally styled in the US, and I have Thai instant noodles in my kitchen. These items make my life more convenient and diverse.

- Teacher checks if students understand the requirements.

Step 4: Evaluation

- Teacher emphasizes that this assignment will be checked in the next lesson and grades will be given for accurate vocabulary usage and clear ideas.

[6.2.NC1a]: Optimize the use of AI tools to solve problems in writing and grammar checking.

* HOMEWORK

- Review the main ideas and vocabulary from the reading passage.

- Complete the "Globalisation In My Home" application task.

- Prepare for Lesson 4 - Speaking.