Giáo án NLS Tiếng Anh 12 Global Success Unit 4 Language: Unstressed words in connected speech; Urban life; Present perfect (review and extension); Double comparatives to show change
Giáo án NLS Tiếng Anh 12 Global Success Unit 4 Language: Unstressed words in connected speech; Urban life; Present perfect (review and extension); Double comparatives to show change. 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 4: URBANISATION
LESSON 2: LANGUAGE
I. OBJECTIVES
1. Knowledge and skills
By the end of the lesson, students will be able to:
- Recognise and practise unstressed words in connected speech.
- Understand and use words related to urban life (e.g., afford, housing, expand, seek, unemployment).
- Review and correctly use the present perfect tense and other uses of this verb tense.
- Understand and apply double comparatives to show change and cause-and-effect relationships.
2. Competences
General competences:
- Self-control and independent learning: actively engage in reading, listening, and completing tasks.
- Communication and collaboration: work effectively in pairs or groups to complete the pronunciation, vocabulary, and grammar learning tasks.
Specific competences:
- Identify the correct part of speech of unstressed words in English sentences.
- Use context clues to fill in appropriate vocabulary words.
- Apply advanced grammar structures (double comparatives) to describe real-world situations like urbanisation.
Digital competences:
- [1.1.NC1b]: Apply search techniques to retrieve data, information, and digital content in digital environments.
- [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.
- [5.2.NC1b]: Apply different digital tools and available technological solutions to address those needs.
- [6.2.NC1b]: Adapt AI systems to meet specific needs.
3. Attributes
- Hard work: Be ready and excited to participate in class activities and complete given tasks.
- Awareness: Develop an awareness of the social and economic changes caused by urbanisation in their surroundings.
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), AI pronunciation apps, Formative assessment platforms (e.g., Quizizz/Google Forms).
2. Students' aids
- Textbook, notebooks, pens, highlighters.
- Smartphones/Tablets with internet access.
III. PROCEDURES
1. WARM-UP
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2. PRESENTATION
PRONUNCIATION - UNSTRESSED WORDS IN CONNECTED SPEECH
Activity 1: Listen and repeat. Pay attention to the pronunciation of the unstressed words.
a. Objective: To help Ss recognise and practise unstressed words in sentences.
b. Content: Students read sentences, listen to Track 25, identify grammatical words that are unstressed, and repeat the sentences.
c. Product: Students' correct pronunciation of unstressed words (shorter, quieter, reduced vowels).
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the sentences in the book and checks comprehension. - Teacher asks Ss to look at the words in blue in the first sentence and identify their parts of speech. - Teacher explains that grammatical words (articles, prepositions, pronouns, auxiliary verbs, conjunctions, modal verbs) are normally unstressed in connected speech. Step 2: Students perform learning tasks - Teacher puts Ss in pairs to read the list in the Remember! box. - Ss read the other three sentences and identify the part of speech of the unstressed grammatical words. - T plays the recording (Track 25) from hoclieu.vn. - Students adjust AI systems to fit specific learning needs by using an AI-powered pronunciation application on their smartphones to record themselves reading the sentences and receive instant speech-to-text feedback on their unstressed words. Step 3: Reporting and Discussion - T plays the recording again, pausing after each sentence. - T asks Ss to repeat the sentences as a class, paying attention to the unstressed words. Step 4: Evaluation - T corrects any pronunciation errors and reminds Ss that unstressed words are quieter, shorter, and their vowels are usually reduced. - Teacher moves on to the next content. | Answers to T's questions: Parts of speech in sentence 1: + It – personal pronoun + ’s been – auxiliary verb be + since – preposition + your – possessive adjective
| [6.2.NC1b]: Students adjust AI systems to fit specific learning needs by using an AI-powered pronunciation application on their smartphones to record themselves reading the sentences and receive instant speech-to-text feedback on their unstressed words. |
Activity 2: Listen and identify the unstressed words in the following sentences. Then practise saying the sentences in pairs.
a. Objective: To help Ss further recognise and practise unstressed words in sentences without visual highlights.
b. Content: Students listen to Track 26, underline unstressed words, check answers, and practise reading in pairs.
c. Product: Accurately underlined unstressed words and fluent pronunciation.
d. Organization:
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VOCABULARY - URBAN LIFE
Activity 1: Match the words with their meanings.
a. Objective: To introduce words related to urban life and morphological awareness (prefixes/suffixes).
b. Content: Students match 5 words (afford, housing, expand, seek, unemployment) to their definitions.
c. Product: Correct matched pairs.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - T asks Ss to read the 5 words and the 5 definitions (a-e). - T checks understanding of the definitions. Step 2: Students perform learning tasks - Ss match the words with the definitions individually. - Students apply advanced search techniques to retrieve data by prompting a Generative AI chatbot (e.g., ChatGPT, Gemini,…) on their devices to generate contextual example sentences for the new urban vocabulary. Step 3: Reporting and Discussion - T has Ss compare their answers in pairs. - Check answers as a class. T asks individual Ss to read the definitions while others call out the correct words. Step 4: Evaluation - T confirms answers. - T focuses Ss' attention on the noun unemployment. T elicits how it is built (verb employ + suffix -ment = employment; + prefix un- = unemployment). - Teacher moves on to the next content. | Key: 1 - c 2 - d 3 - a 4 - e 5 - b Afford (v) /əˈfɔːd/: có đủ tiền, có khả năng chi trả Housing (n) /ˈhaʊzɪŋ/: nhà ở Expand (v) /ɪkˈspænd/: mở rộng (về diện tích) Seek (v) /siːk/: tìm kiếm Unemployment (n) /ˌʌnɪmˈplɔɪmənt/: tình trạng thất nghiệp, số người không có việc làm
| [1.1.NC1b]: Students apply advanced search techniques to retrieve data by prompting a Generative AI chatbot on their devices to generate contextual example sentences for the new urban vocabulary.
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Activity 2: Complete the sentences using the correct forms of the words in 1.
a. Objective: To help Ss practise using the new words in meaningful contexts.
b. Content: Students complete 5 sentences using context clues to determine the correct word and form.
c. Product: Completed sentences with contextually and grammatically correct words.
d. Organization:
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GRAMMAR - PRESENT PERFECT (REVIEW AND EXTENSION)
Activity 1: Circle the underlined part that is incorrect in each of the following sentences. Then correct it.
a. Objective: To help Ss review the present perfect and introduce other uses of the verb tense.
b. Content: Students read rules, identify errors in 3 sentences, and correct them.
c. Product: Corrected sentences using the present perfect accurately.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - T asks Ss to look at the Remember! box and read the rules for using the present perfect tense. - T focuses Ss' attention on structures in bold (e.g., It is the first/second time..., This is the most... I have ever...). Step 2: Students perform learning tasks - T asks Ss to focus on the 3 sentences, find one mistake in each, circle it, and write the correct form. - Ss work individually or in pairs. - Students apply various digital tools and possible technological responses by using an automated grammar-checking website (e.g., Grammarly,…) to cross-reference and verify their corrections of the present perfect tense. Step 3: Reporting and Discussion - Check answers as a class. - T asks Ss to explain why the correction is needed based on the rules. Step 4: Evaluation - T confirms answers and gives praise. - Teacher moves on to the next content. | Present perfect: - We use the present perfect to describe something that started in the past and is still happening now, or something that was completed in the very recent past. - We also use the present perfect to say how many times something has happened with the following structure: It/This/That + be + the first/the second time + Subject + have/has (done) ... - We often use the present perfect for a unique experience with the following structure: It/This/That/Noun or Gerund phrase + be + the best/the worst/the only/the most beautiful/... + Subject + have/has (ever done) ... Key: 1. B (saw → have seen) 2. C (had → have) 3. A (has been → is) | [5.2.NC1b]: Students apply various digital tools and possible technological responses by using an automated grammar-checking website to cross-reference and verify their corrections of the present perfect tense. |
DOUBLE COMPARATIVES TO SHOW CHANGE
Activity 2: Choose the sentence that has the closest meaning to the given sentence.
a. Objective: To help Ss practise double comparatives to show change.
b. Content: Students learn rules for double comparatives and complete a multiple-choice sentence transformation task.
c. Product: Correct MCQs identified with a clear understanding of cause-and-effect relationships.
d. Organization:
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Activity 3: Work in pairs. Make true sentences about urbanisation in an area that you know, using double comparatives and the present perfect.
a. Objective: To help Ss practise the present perfect and double comparatives in a speaking activity.
b. Content: Students discuss an urbanised area they know and describe changes using target grammar.
c. Product: Spoken sentences accurately combining present perfect and double comparatives.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS |
Step 1: Teacher assigns learning tasks - T asks Ss to read instructions and the example. - T brainstorms some ideas as a class and writes prompts on the board (e.g., roads/expand, air/polluted, people/move in, cost of living/high). Step 2: Students perform learning tasks - Ss work in pairs to describe the changes in their chosen area. Step 3: Reporting and Discussion - T invites some pairs to talk about the changes in front of the class. Step 4: Evaluation - T provides feedback on grammar accuracy and pronunciation. - Teacher moves on to the next content. | Suggested answer: My home town has changed a lot over the past ten years. The urban areas have expanded, and there is less and less land for agriculture. More and more people move in. The more people move in, the more houses are built. Life is also getting more and more expensive.
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3. PRACTICE
a. Objective: To consolidate the vocabulary and grammar (Present Perfect & Double Comparatives) learned in the lesson through focused exercise tasks.
b. Content: Students complete one mission comprising two practical tasks (Sentence Transformation and Gap Fill).
c. Products: Students' correctly written answers for the two tasks.
d. Organization:
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4. APPLICATION
a. Objective: To help students apply the vocabulary and grammatical structures (present perfect, double comparatives) into a creative, modern, and realistic context, while also providing a chance to practice connected speech.
b. Content: Students complete Mission: "The Urban Vlogger" Short Script, where they write a script for a 1-minute video discussing a current urban issue.
c. Product: A written script (100-120 words) that accurately integrates the target language.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher introduces the homework mission: Imagine you are a content creator making a 1-minute educational vlog (like YouTube Shorts or TikTok) about the impacts of urbanisation for a youth campaign.
- Requirements:Write a script (100-120 words) focusing on ONE urban issue (e.g., lack of affordable housing, rising unemployment, or expanding city limits).
- Language constraints: Your script MUST include:
+ At least two vocabulary words from Activity 1 (e.g., afford, housing, expand, seek, unemployment).
+ At least one sentence in the present perfect tense.
+ At least one double comparative sentence to show cause and effect (The more... the more...).
Step 2: Students perform learning tasks
- Students use Generative AI (e.g., ChatGPT, Gemini,…) as a brainstorming assistant to outline and refine the structure and flow of their vlog script.
Step 3: Reporting and Discussion
- Teacher informs students: In the next lesson, you will work in pairs. You will read your vlog script out loud to your partner like a real vlogger. Remember to pay attention to your unstressed words in connected speech, just like we practiced today!
- Teacher gives a brief example opening: Hey everyone! Over the last few years, our city has expanded rapidly. But the bigger it gets, the harder it is to find affordable housing...
Step 4: Evaluation
- Teacher emphasizes that the script will be checked for accurate use of the present perfect and double comparatives, appropriate vocabulary, and later, fluent pronunciation.
- Teacher summarizes the lesson's main points and dismisses the class.
[6.2.NC1b]: Using AI systems to fit specific creative and educational needs.
* HOMEWORK
- Review the rules for unstressed words, the present perfect tense, and double comparatives.
- Complete the "Urban Vlogger" script in the Application section.
- Prepare for the next lesson: Lesson 3 - Reading.
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