Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Speaking: Planning a Cultural Diversity Day
Giáo án NLS Tiếng Anh 12 Global Success Unit 2 Speaking: Planning a Cultural Diversity Day. 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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Planning: ..../..../.....
Teaching: ..../..../.....
UNIT 2: A MULTICULTURAL WORLD
LESSON 4. SPEAKING
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Discuss the differences and similarities between Vietnamese culture and some other cultures.
- Discuss and plan a Cultural Diversity Day.
2. Competences
General competences:
- Self-control and independent learning: actively participate in brainstorming and sharing personal opinions.
- Communication and collaboration: work effectively in pairs or groups to complete the discussion and planning tasks.
Specific competences:
- Use appropriate communication strategies to present ideas clearly to the class.
Digital competences:
- [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
- [1.3.NC1a]: Manipulate data, information, and content to organize, store, and retrieve them more easily.
- [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.NC1b]: Adapt AI systems to meet specific needs.
3. Attributes
- Respect: Develop open-mindedness, respect, and appreciation for cultural diversity and differences.
- Teamwork: Show willingness to cooperate with peers during group discussions and presentations.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 12, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV.
- Computer, projector/smart TV, interactive online polling platforms (e.g., Mentimeter, Kahoot), Learning Management System (LMS) platform (e.g., Google Classroom, Azota).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones, tablets, or laptops with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
Activity 1: Work in pairs. Discuss the differences between Vietnamese culture and some other cultures you know about. Use the ideas in Getting Started and Reading, and the table and examples below to help you.
a. Objective: To introduce more ideas for the main speaking task and get Ss involved in the lesson.
b. Content: Students recall facts about Viet Nam, South Korea, and the UK, read the provided table, add more information, and discuss similarities and differences.
c. Product: Students can identify and talk about similarities and differences in cuisine, music, and traditional clothing among the countries.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss what they know about Viet Nam and other countries (South Korea, the UK, the US) and elicits facts. - Teacher asks Ss to read and add more information to the table in the textbook. - Teacher encourages students to use internet search engines on their smart devices (e.g., Safari, Google,...) to find specific, up-to-date facts about these cultures. - Teacher puts Ss in pairs to discuss the similarities and differences between Vietnamese and other cultures. Step 2: Students perform learning tasks - Ss work in pairs to discuss and fill in any additional information. They use their smart devices to search for cultural data to enrich their answers. - The teacher observes, guides, and offers vocabulary support if necessary. Step 3: Reporting and Discussion - Teacher invites some pairs to report back to the class, while concurrently asking them to post their key findings onto a collaborative digital whiteboard (e.g., Padlet) displayed on the smart TV. Step 4: Evaluation - Teacher summarises the similarities and differences Ss have reported and writes some key points on the board. - Teacher moves to the next content. | Students' participation and discussion. - Similarities: Both Viet Nam and South Korea eat rice and noodles, use chopsticks, celebrate Lunar New Year, Mid-Autumn Festival, and have traditional clothing. - Differences: Koreans like spicy food while not all Vietnamese do. Korean women wear hanbok while Vietnamese women wear ao dai/ao tu than. The UK has famous dishes like fish and chips, and traditional clothing like the Scottish kilt.
| [1.1.NC1b]: Students apply search techniques to retrieve data, information and content in the digital environment by using search engines on their mobile devices to find accurate cultural facts. [2.4.NC1a]: Students propose different digital tools and technologies for collaborative processes by utilizing a digital whiteboard (e.g., Padlet) to share and comment on cultural information in real-time. |
Activity 2: Work in groups. Your school is organising a Cultural Diversity Day. Discuss what the event should include. Use the ideas in 1 to create the event programme.
a. Objective: To help Ss personalise the topic.
b. Content: Students work in groups to discuss and create a plan for a Cultural Diversity Day at their school.
c. Product: A brainstormed list of activities, venues, times, and invited guests for the event.
d. Organization:
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Activity 3: Report your group’s ideas to the whole class. Vote for the best Cultural Diversity Day programme.
a. Objective: To give Ss an opportunity to present their programmes for a Cultural Diversity Day to the class.
b. Content: Groups summarise their discussions, write their plans as an event programme, present it, and vote for the best one.
c. Product: Group presentations of their Cultural Diversity Day programmes.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher gives groups a few minutes to write their plans in the form of an event programme (including date, venue, times, and a brief description of each activity) and prepare a short digital presentation (using Canva or PowerPoint) on their laptops. Step 2: Students perform learning tasks - Groups consolidate their notes and design 1-2 slides summarizing their programme. - They select a presenter (or co-presenters). Step 3: Reporting and Discussion - Teacher invites each group to present their programmes in front of the class. - Teacher asks the class to vote for the best programme based on criteria (number of activities, level of interest, duration). Step 4: Evaluation - Students scan the QR code and cast their votes (from Google Forms,...) using their smartphones. - Teacher praises groups for interesting ideas, good effort, and fluent delivery. - Teacher moves to the next content. | Suggested answer: CULTURAL DIVERSITY DAY PROGRAMME Meet and experience different cultures! 10 October, 20..., 10 a.m. – 10 p.m. Ha Noi Cultural Centre Activities: - South Korea: + Korean calligraphy (11 a.m. – 12 noon) + Kimchi making (12 noon – 2 p.m.) + K-pop dance class (2 p.m. – 4 p.m.) - United Kingdom: + Exhibition about the British monarchy +Afternoon tea (2 p.m. – 4 p.m.) - Japan: + Paper folding or origami workshop (11 a.m. – 12 noon) + Sushi making (12 noon – 2 p.m.) + Anime drawing workshop (2 p.m. – 4 p.m.) - Food booths: + Vietnamese street food, Korean noodles and spicy dishes, Fish and chips, Sushi and tempura - Video gallery: + watch video clips of different famous bands/groups, popular TV series and videos of famous tourist sites in these countries - Performances: + K-pop dance performance (6:30 p.m.) + Britpop music performance (7:30 p.m.) | [3.1.NC1a]: Students apply ways to create and edit content in different formats by designing digital presentation slides (e.g., Canva, PowerPoint) to showcase their event programme. [2.1.NC1a]: Students use multiple digital technologies to interact by using their smartphones to scan a QR code and participate in an online live voting system. |
3. PRACTICE
a. Objective: To consolidate the core vocabulary and cultural facts discussed in the lesson using straightforward, manageable exercises.
b. Content: Students complete two foundational practice tasks to reinforce their understanding without being overwhelmed by excessive vocabulary.
c. Products: Students' correct answers for the two tasks.
d. Organization:
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4. APPLICATION
a. Objective: To help students apply the event planning skills into a creative, practical task at home.
b. Content: Students design a formal event invitation for the Cultural Diversity Day they planned in Activity 2.
c. Product: A creatively designed invitation card containing all necessary event details.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher gives instructions for the take-home task: Using the programme your group created today, design an invitation card to invite a friend, parent, or famous person to your Cultural Diversity Day.
- Teacher explains that the invitation must include: Name of the invitee, title and description of the event, time, date, location, dress code, and RSVP deadline.
- Teacher requires students to use graphic design platforms (e.g., Canva) and encourages the use of AI image generators (e.g., Midjourney, Bing Image Creator) to create visually appealing and unique invitations.
Step 2: Students perform learning tasks
- Students take notes of the requirements and a few helpful templates provided by the teacher (e.g., You're cordially invited to join us at..., The event will feature...).
- At home, students use digital tools and AI on their computers to complete the layout, graphics, and text of the invitation card.
Step 3: Reporting and Discussion
- Students will upload their finished digital invitations to the class's shared online gallery (e.g., a designated Google Drive folder or Padlet) before the next lesson.
Step 4: Evaluation
- Teacher reminds students that their invitations will be graded based on correct information, grammar, and creativity.
- Teacher summarizes the lesson.
[3.1.NC1a]: Students apply ways to create and edit content in different formats by designing a digital invitation card using online graphic design platforms.
[6.2.NC1b]: Students adjust AI systems to suit specific needs by inputting specific descriptive text prompts into AI image generators to create unique visual assets for their digital invitations.
[1.3.NC1a]: Students manipulate information, data and content for easier storage and retrieval by exporting their digital designs and uploading the files to the class's shared cloud folder.
* HOMEWORK
- Complete the Application mission (Designing the Cultural Diversity Day Invitation).
- Review the vocabulary about cultural diversity.
- Prepare for Lesson 5: Listening.
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