Giáo án NLS Tiếng Anh 12 Global Success Unit 3 Looking back; Project: Eco-friendly habits

Planning: ..../..../.....

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

UNIT 3: GREEN LIVING

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Review the diphthongs /ɪə/, /eə/, and /ʊə/ in words and sentences.
• Revise vocabulary related to green living and eco-friendly habits.
• Review verbs with prepositions and relative clauses referring to a whole sentence.
• Present a leaflet promoting an eco-friendly habit and provide peer assessment.
• Self-assess their understanding of the unit.

2. Competences

General competences:

• Self-control and independent learning: evaluate personal progress and reflect on areas for improvement. 
• Communication and collaboration: work in pairs or groups to solve problems, complete the learning tasks, and present a collaborative project. 

Specific competences:

• Identify the word whose underlined part differs from the other three in pronunciation.
• Apply grammar rules to detect and correct errors in sentences.
• Develop presentation skills through organizing a classroom exhibition.

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.
• [2.2.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

• Hard work: Actively participate in class activities and complete assigned tasks diligently. 
• Love: Love the environment and demonstrate a willingness to adopt sustainable, eco-friendly habits in daily life.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan. 
• Computer, projector/smart TV, audio speakers. 
• Digital collaborative boards (e.g., Padlet, Miro), online polling tools (e.g., Google Forms), and LMS setup.

2. Students' aids

• Textbook, notebooks, pens. 
• Smartphones/Tablets with internet access.
• Prepared digital leaflets (e.g., designed via Canva) on eco-friendly habits for the project exhibition.

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an engaging atmosphere, and lead into the main topic of green living and eco-friendly habits.

b. Content: Teacher organizes a quick "Mind Map Race" about eco-friendly actions.

c. Product: Students' correct vocabulary and ideas related to green living.

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 creates a digital collaborative board (e.g., Padlet) with the central word "GREEN LIVING", projects it on the smart TV and asks students to write down as many eco-friendly habits or actions as possible in 2 minutes.

Step 2: Students perform learning tasks

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

- Students use their smartphones to scan the QR code to access the board. Students use a real-time collaborative digital board via smartphones to co-construct the mind map on eco-friendly habits.

- The teacher observes, guides, and supports the students (if necessary). 

Step 3: Reporting and Discussion

- Teacher calls time out and counts the correct actions (e.g., recycle paper, reuse plastic bags, plant trees, turn off lights, use public transport). 

- Other students can comment or offer alternative opinions (if any). 

Step 4: Evaluation

- Teacher checks spelling, declares the winning team, and leads into the new lesson: You already know many great eco-friendly habits. Today, we will look back at what we've learned in Unit 3 and present your amazing project leaflets.

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

[2.4.NC1a]: Select the most appropriate digital tools and technologies to co-construct and create data, resources, and knowledge.

2. PRESENTATION 

PRONUNCIATION – Read the words and choose the odd one out. Then listen and check.

a. Objective: To help students review the diphthongs /ɪə/, /eə/, and /ʊə/.

b. Content: Students read words in lines, identify the differently pronounced word, listen to the recording to check, and learn exam tips.

c. Product: Students correctly identify the odd one out and pronounce the diphthongs accurately.

d. Organization:

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VOCABULARY – Solve the crossword with the words you’ve learnt in this unit. What is the hidden word?

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

b. Content: Students solve a crossword puzzle with words from the unit and find the hidden vertical word.

c. Product: Completed crossword puzzle with the correct vocabulary.

d. Organization:

GRAMMAR – Circle the mistake in each sentences. Then correct it.

a. Objective: To help students review verbs with prepositions and relative clauses referring to a whole sentence.

b. Content: Students read sentences, identify the grammar mistake among the underlined words, and correct it.

c. Product: Students successfully identify and correct the grammar mistakes with logical reasoning.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary and grammar structures learned in the unit through focused, non-game-based exercises.

b. Content: Students complete one practical mission containing two independent tasks designed for Grade 12 students.

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

d. Organization: 

Mission: Complete WORKSHEET 1.

Step 1: Teacher assigns learning tasks

- Teacher distributes Worksheet digitally via a live interactive platform (e.g., Liveworksheets or Google Forms).

- Teacher sets a time limit of 10 minutes and reminds students to keep their answers focused and accurate. 

Step 2: Students perform learning tasks

- Students work individually on their devices to select and type the basic answers into the interactive worksheet.

- The teacher observes, guides, and supports the students (if necessary). 

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites students to go to the board and write down their answers.

Task 1: 1. eco-friendly; 2. packaging; 3. footprint; 4. reuse; 5. waste.

Task 2:

1. My brother always turns off the lights before leaving the room, which helps save electricity.

2. They decided to throw the old electronic devices in the trash, which is very harmful to the soil.

3. We must focus on solving the issue of water pollution in our local area.

4. The students participated in the tree-planting campaign last weekend.

- Other students can comment or offer alternative opinions (if any). 

Step 4: Evaluation

- Teacher provides the answer key, corrects mistakes, and praises good work.

[3.1.NC1a]: Students complete the basic vocabulary exercises using a digital interactive worksheet platform and submit their answers in a digital format.

Mission 2: Complete the quiz (optional).

Step 1: Teacher assigns learning tasks

- Teacher sends link the quiz on website https://kenhhoctap.edu.vn/bai-tap/quiz-global-success-12-textbook-unit-3-green-living-25086 for student to perform.

Step 2: Students perform learning tasks

- Pupils receives the link and choose the answer.

Step 3: Reporting and Discussion

- Teacher gives pupils 5 minutes to choose the correct answer.

- Teacher calls out pupils to share their answers and explain the correct ones.

Step 4: Evaluation

- Teacher gives feedback, corrects mistakes, and praises good work.

- Teacher moves on to the next content.

[2.1.NC1a]: Choose simple digital technologies to interact.

4. APPLICATION

PROJECT - Eco-friendly Habits 

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