Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Communication: Making predictions; CLIL: How green are our festival traditions?
Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Communication: Making predictions; CLIL: How green are our festival traditions?. 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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UNIT 3: GREEN LIVING
LESSON 7: COMMUNICATION AND CULTURE / CLIL
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Provide a model conversation and review expressions for making predictions in everyday contexts.
- Learn about the possible environmental damage caused by some cultural traditions around the world and suggest green solutions.
2. Competences
General competences:
- Self-control and independent learning: read and listen for specific information, share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs to role-play conversations and discuss eco-friendly alternatives.
Specific competences:
- Identify and use useful expressions for making predictions (e.g., I wonder if, I guess, It's likely/unlikely that).
- Relate learned knowledge about festival traditions to real-life situations and propose sustainable, green activities.
Digital competences:
- [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]: Apply methods for creating and editing content in different formats.
- [6.2.NC1a]: Develop customized AI applications to solve specific problems.
3. Attributes
- Responsibility: Be aware of environmental impacts and adopt greener habits for the future.
- Respect: Value cultural traditions while seeking sustainable ways to maintain them.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 12, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Collaborative platforms (Padlet, Google Docs), GenAI tools (ChatGPT, Gemini, Canva AI), and Online Quiz tools (Quizizz/Google Forms).
2. Students' aids
- Textbook, notebooks, pens.
- Smartphones/Tablets/Laptops with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
EVERYDAY ENGLISH – Making predictions
Activity 1: Listen and complete the conversation with the expressions in the box. Then practise it in pairs.
a. Objective: To provide a model conversation in which speakers make predictions; to review expressions for making predictions.
b. Content: Students skim the conversation, listen to Track 20, fill in the blanks with the correct expressions, and role-play.
c. Product: Completed conversation and accurate pronunciation during pair practice.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - Teacher gives Ss some time to skim through the conversation. - Teacher uses the picture in the book to elicit the context of the conversation (e.g., Mark and Nam seem to be talking about the Green Classroom Competition and how to win the prize).
Step 2: Students perform learning tasks - Teacher plays the recording (Track 20) from hoclieu.vn once in stronger classes and twice in weaker classes. - Students listen and fill in the blanks. - The teacher observes and supports if necessary. Step 3: Reporting and Discussion - Teacher checks answers as a class. - Teacher plays the recording again, pausing after each blank to confirm the correct answers. Step 4: Evaluation - Teacher confirms the key. - Teacher puts Ss into pairs and has them practise the conversation. - Teacher moves on to the next content. | - Key: 1. D 2. B 3. C 4. A
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Activity 2: Work in pairs. Use the model in 1 to make similar conversations for these situations. One of you is A, the other is B. Use the expressions below to help you.
a. Objective: To help Ss practise making predictions.
b. Content: Students review the "Useful expressions" box and role-play conversations for two given situations.
c. Product: Role-played conversations using the target language correctly.
d. Organization:
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CLIL
Activity 1: Read the following text. What are the environmental problems of each tradition as mentioned in the text? Put a tick (✓) where relevant.
a. Objective: To help Ss learn about the possible environmental damage caused by some cultural traditions around the world.
b. Content: Students read about balloons/sky lanterns, fireworks, and Christmas trees, then complete a comparison table.
c. Product: A correctly filled table showing the environmental impacts.
d. Organization:
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Activity 2: Work in pairs. Suggest some green solutions to replace one of the traditions.
a. Objective: To help Ss relate what they have learnt about some cultural traditions to real-life situations.
b. Content: Students discuss eco-friendly alternatives for the traditions mentioned in the text.
c. Product: Spoken suggestions of green solutions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher puts Ss in pairs. - Teacher asks each pair to choose one tradition and discuss how to make it more eco-friendly. - Teacher requires students to ask an AI chatbot (e.g., ChatGPT or Gemini) for 3 green alternatives and critically evaluate which one is most feasible for Vietnam. Step 2: Students perform learning tasks - Students discuss in pairs and prepare their ideas. - Students prompt the AI chatbot: "Suggest green alternatives for [fireworks/lanterns] in Vietnam." - Students read the AI's response, debate its practicality (e.g., drone shows might be too expensive), and select/modify the best solution to prepare their speech. - The teacher observes and provides vocabulary support. Step 3: Reporting and Discussion - Teacher asks some pairs to share their answers with the class. Step 4: Evaluation - Teacher gives feedback, praises creative ideas, and shares suggested answers to consolidate. - Teacher moves on to the next content. | Suggested answers: - Instead of releasing balloons and sky lanterns, people can fly kites. Kites are made from materials that are not easy to break and can be used many times without creating pollution. Kite flying is a sustainable activity that uses a green power source — the wind. - There are many eco-friendly alternatives to fireworks. For example, a firework display can be replaced with a high-tech laser light show. Laser lights do not have a lasting impact on the environment. Another option is a drone display, which is also safe and more environmentally friendly. Drones do not release any harmful chemicals into the atmosphere and generate very little noise pollution. - We can buy a real Christmas tree with roots still attached and not damaged. We can plant it in a big pot, and it will continue to grow. When it is too big, we can plant it in our garden. This way, the tree can be reused for many years instead of being thrown away after one holiday season. | [1.2.NC1b]: Evaluate the accuracy and reliability of AI systems by critically analyzing the chatbot's suggestions and determining their real-world feasibility. |
3. PRACTICE
a. Objective: To consolidate the target language (expressions for making predictions) and vocabulary related to green living without overcrowding students with excessive new words.
b. Content: Students complete a focused, written worksheet consisting of two tasks.
c. Products: Students' correctly completed worksheets.
d. Organization:
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4. APPLICATION
a. Objective: To help students apply the vocabulary and predicting structures into a creative, real-life context at home.
b. Content: Students carry out a creative writing task: "Green Festival Ambassador".
c. Product: A short written proposal (in notebooks) suggesting a green alternative to a Vietnamese tradition, including predictions of its impact.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher assigns the homework task:
- Task: Think of a specific cultural tradition in Viet Nam (e.g., Mid-Autumn Festival lanterns, Tet holiday decorations).
+ Write a short proposal (about 40 - 60 words) suggesting a green solution to make it more eco-friendly.
+ You MUST use at least two expressions for making predictions (e.g., I expect that, It is likely that) to describe the future impact of your solution.
- Teacher requires students to design a digital poster (using Canva) or record a short vlog (using CapCut) to present their proposal (40-60 words).
Step 2: Students perform learning tasks
- Students take notes and ask questions about how to use the digital design tools or video editing software if needed.
Step 3: Reporting and Discussion
- Teacher gives a quick example: For the Mid-Autumn Festival, instead of buying plastic lanterns that end up in landfills, we can make lanterns from recycled paper. I expect that this will reduce plastic waste. It is highly likely that children will love making them by hand.
Step 4: Evaluation
- Teacher checks understanding of the homework.
- Teacher summarizes the lesson and dismisses the class.
[3.1.NC1a]: Apply ways to create and edit content in different formats by designing a digital multimedia poster or recording/editing a vlog to present a proposal.
* HOMEWORK
- Review the expressions for making predictions.
- Complete the "Green Festival Ambassador" mission in Application.
- Prepare for Lesson 8 - Looking Back & Project.
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