Giáo án NLS Tiếng Anh 12 Global Success Unit 4 Looking back; Project: An urban area

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 4: URBANISATION

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills 

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

• Revise unstressed words in sentences.
• Review vocabulary related to the topic of urbanisation.
• Review the present perfect and double comparatives to show change.
• Develop research and collaboration skills, and practise giving an oral presentation about an urban area.

2. Competences

General competences: 

• Self-control and independent learning: listen, reflect on personal weaknesses/strengths via self-assessment.
• Communication and collaboration: work in groups to deliver presentations and evaluate peers using checklists.

Specific competences: 

• Identify and pronounce unstressed words accurately in connected speech.
• Apply correct vocabulary and grammar structures in written and spoken contexts.

Digital competences:

• [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.
• [6.1.NC1a]: Analyze how AI works in specific applications.

3. Attributes

• Hard work: Be thoroughly prepared for the final project presentation.
• Responsibility: Give fair, constructive feedback to classmates during peer assessment.

II. RESOURCES AND MATERIALS

1. Teacher's aids 

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Interactive quiz platforms (Quizizz/Kahoot), collaborative digital boards (Padlet) and digital survey tools (Google Forms).

2. Students' aids 

• Textbook, notebooks, pens.
• Smartphones/tablets with internet access.
• AI-powered pronunciation apps (e.g., ELSA Speak), Generative AI tools (ChatGPT/Gemini). 
• Prepared slides, posters, or materials for the group project presentation.

III. PROCEDURES

1. WARM-UP 

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2. PRESENTATION 

PRONUNCIATION 

Listen and underline the unstressed words in the following sentences. Then practise saying the sentences in pairs.

a. Objective: To help students revise unstressed words in sentences.

b. Content: Students listen to track 30, underline unstressed words, and practice reading them.

c. Product: Students identify the correct unstressed words and read sentences with appropriate rhythm.

d. Organization:

VOCABULARY 

Complete the text, using the correct forms of the words in the box. 

a. Objective: To help students review words they have learnt in the unit.

b. Content: Students use context clues to fill in the blanks with: housing, afford, unemployment, expand, seek.

c. Product: Completed text with correct vocabulary words.

d. Organization:

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GRAMMAR 

Choose the correct answer A, B, C, or D. 

a. Objective: To help students review the present perfect and double comparatives to show change.

b. Content: Students read sentences and choose the correct grammatical option.

c. Product: Correct choices demonstrating mastery of the grammar points.

d. Organization:

3. PRACTICE 

a. Objective: To deeply consolidate the vocabulary and grammar (present perfect, double comparatives) in a writing context without using multiple-choice formats.

b. Content: Students complete a rigorous academic mission consisting of two writing tasks.

c. Products: Students' grammatically correct rewritten sentences and correctly formed vocabulary words in a passage.

d. Organization: 

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4. APPLICATION

PROJECT 

An Urban Area 

a. Objective: To provide an opportunity for students to develop research and collaboration skills, and to practise giving an oral presentation.

b. Content: Students present their prepared projects about a newly-created urban area in Viet Nam, followed by peer and self-assessment.

c. Product: Group presentations and completed assessment checklists.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher states that the focus is on the final product. Give groups a few minutes to prepare.

- Teacher instructs students to finalize their presentations utilizing advanced digital tools (e.g., Canva, AI image generators,...).

- Teacher shares a link to a digital survey tool (e.g., Google Forms/Microsoft Forms) for streamlined peer assessment.

Step 2: Students perform learning tasks

- Invited groups come to the front and give their presentations.

- The rest of the class listens, fills in the digital peer-assessment forms on their smartphones/tablets, and prepares questions.

Step 3: Reporting and Discussion

- Encourage the class to ask questions at the end of each presentation.

- Presenters complete their digital self-assessment checklists online.

Step 4: Evaluation

- Teacher gives praise, continuous assessment marks, and feedback after each presentation.

- Teacher asks students to complete the "NOW I CAN..." self-assessment table to identify weak areas.

[2.4.NC1a]: Choose the most appropriate digital tools and technologies to co-create data, resources, and knowledge by designing and delivering multimedia presentations (e.g., using Canva, AI visuals,...).

[2.2.NC1a]: Evaluate the most appropriate digital technologies to share information and content by utilizing digital survey tools (e.g., Google Forms) for peer and self-assessment.

* HOMEWORK

- Complete the "Urbanisation Detective" task.

- Review all vocabulary and grammar points of Unit 4 to prepare for the upcoming 45-minute test.

- Prepare for Unit 5: Lesson 1 - Getting Started.