Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Communication: Expressing anxiety and responding to it; Culture: Unusual jobs

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 5: THE WORLD OF WORK

LESSON 7: COMMUNICATION AND CULTURE / CLIL

I. OBJECTIVES 

1. Knowledge and skills 

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

• Express anxiety and respond to people with anxiety in everyday conversations.
• Read and learn about unusual jobs around the world.
• Relate what they have learnt about unusual jobs to their own experiences.

2. Competences

General competences:

• Self-control and independent learning: listen and share personal opinions with partners and the teacher.
• Communication and collaboration: work in pairs or groups to complete role-plays and discussion tasks.

Specific competences:

• Listen and fill in the gaps based on context clues in conversations.
• Role-play conversations based on given situations using target expressions.
• Read for specific information and deduce the meaning of words from context.

Digital competences:

• [1.1.NC1c]: Show others how to access this data, information, and content, and how to navigate among them.
• [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

• Empathy: Show understanding and offer comforting words to those experiencing anxiety in workplace situations.
• Open-mindedness: Appreciate the diversity of unusual jobs globally and respect all forms of honest labor.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers.
• Online polling tool (Mentimeter/Slido), interactive platform (e.g., Liveworksheets or Google Forms).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/Tablets/Laptops with internet connection.
• Collaborative platforms (Google Docs), design tools (Canva), and Generative AI tools (ChatGPT/Gemini).

III. PROCEDURES

1. WARM-UP

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2. PRESENTATION

EVERYDAY ENGLISH - EXPRESSING ANXIETY AND RESPONDING TO IT

Activity 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. 

a. Objective: To provide model conversations in which speakers express anxiety and respond to people with anxiety; To review expressions for expressing anxiety and responding to people with anxiety.

b. Content: Students fill in the gaps using provided expressions and listen to Track 36 to check.

c. Product: Students' correct answers and accurate pronunciation during pair practice.

d. Organization:

Activity 2: Work in pairs. Use the models 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 expressing anxiety and responding to people with anxiety.

b. Content: Students create role-plays based on two given situations using useful expressions.

c. Product: Students' own conversations applying the target language.

d. Organization:

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CULTURE - UNUSUAL JOBS

Activity 1: Read the texts and answer the questions.

a. Objective: To help Ss learn about unusual jobs around the world.

b. Content: Students read texts about three unusual jobs and answer comprehension questions.

c. Product: Correct answers identifying the specific unusual jobs.

d. Organization:

Activity 2: Work in pairs. Discuss the following questions: Which job do you find most interesting and why? Do you know any other unusual jobs around the world?

a. Objective: To help Ss relate what they have learnt about unusual jobs to their own experiences.

b. Content: Students discuss which job they find most interesting and other unusual jobs they know.

c. Product: Students' verbal expression of opinions and ideas.

d. Organization:

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3. PRACTICE

a. Objective: To deeply consolidate the target structures for expressing/responding to anxiety and integrate vocabulary related to jobs.

b. Content: Students complete one written mission comprising two exercise-based tasks suitable for Grade 12.

c. Products: Students' written responses accurately applying the target language and contextual comprehension.

d. Organization:

Mission 1: Workplace Communication & Comprehension 

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.

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 by prompting them to review the "Useful Expressions" box if they get stuck. 

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher invites some students to read their role-play sentences for Task 1 aloud.

- Teacher calls on students to provide their answers for Task 2.

Step 4: Evaluation

- Teacher provides final corrections.

- Expected answers:

Task 1 (Answers will vary, but must use target structures):

Situation 1: 

A: I'm so worried that my manager will fire me. 

B: Calm down. Everybody makes mistakes.

Situation 2: 

A: I can't concentrate on anything, I'm really nervous about the presentation. 

B: Don't worry. You'll be fine, we can recover the file. 

Task 2: (1) burning, (2) nervous/anxious/worried, (3) Stop, (4) concentrating/working, (5) culture/country/community.

[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-5-world-work-25086for 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

a. Objective: To encourage creative thinking and apply the lesson's vocabulary and concepts about "Unusual Jobs" to a real-world, future-oriented context.

b. Content: Students design a job advertisement for a future profession that doesn't exist yet.

c. Product: A written/drawn "Future Job Pitch" poster.

d. Organization:

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