Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Getting started: Our parents' jobs

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 5: THE WORLD OF WORK

LESSON 1: GETTING STARTED

I. OBJECTIVES 

1. Knowledge and skills 

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

• Set the context for the introductory text about parents' jobs.
• Introduce the topic of the unit, vocabulary related to jobs and working conditions, and the grammar point (simple, compound, and complex sentences). 

2. Competences 

General competences:

• Self-control and independent learning: listen, read, and locate specific information in a text.
• Communication and collaboration: work in pairs or groups to complete reading and vocabulary tasks. 

Specific competences:

• Read and listen for specific information about different jobs and working schedules.
• Identify and use vocabulary and collocations related to employment (e.g., work in shifts, nine-to-five job, work overtime).

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.
• [6.2.NC1b]: Adapt AI systems to meet specific needs.

3. Attributes

• Hard work: Understand the value of different professions and the effort required in the working world.
• Respect: Appreciate the hard work of their parents and others in society.

II. RESOURCES AND MATERIALS 

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV, audio speakers. 
• Digital applications: Collaborative boards (Padlet/Miro), interactive quiz tools (Wordwall), GenAI tools (ChatGPT/Gemini).

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones/tablets with internet connection.

III. PROCEDURES

1. WARM-UP 

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2. PRESENTATION

OUR PARENTS’ JOBS

Activity 1: Listen and read. 

a. Objective: To introduce some vocabulary and the grammar point to be learnt in the unit.

b. Content: Students look at the picture, listen to the recording, read the conversation, and underline job-related words.

c. Product: Students understand the context and identify target vocabulary related to jobs and paid work.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES	EXPECTED PRODUCTS	DIGITAL SKILL
Step 1: Teacher assigns learning tasks - Teacher puts Ss into groups. Draws a mind map on the board and writes The World of Work in the middle. - Teacher puts Ss into groups and provides a link to a digital collaborative board (e.g., Padlet). Teacher asks groups to brainstorm aspects of The World of Work. - Teacher asks Ss to look at the picture, the heading, and the conversation, and elicits the context by asking: Where are the people in the pictures? What do they do? What are their jobs? - Teacher plays the recording from hoclieu.vn twice for Ss to listen and read along. Step 2: Students perform learning tasks - Students participate in brainstorming. - Students answer questions to establish the context. - Students listen and read along, underlining words and phrases related to jobs and paid work. Step 3: Reporting and Discussion - Teacher puts Ss in pairs to compare the underlined words and discuss their meaning. - Teacher asks pairs of Ss to read the conversation aloud. (In stronger classes, follow the specific instructions in the Teacher's Book: listen with books closed first, answer comprehension questions, then listen with books open). Step 4: Evaluation - Teacher checks comprehension as a class and asks two or three pairs of Ss to read the conversation aloud. - Teacher moves on to the next content.	- Underlined words/phrases: factory worker, works in shifts, night shift, teaches, primary school, nine-to-five job, accountant, bank, regulations, clients, business trips, overtime.	[2.4.NC1a]: Propose and use different digital collaborative platforms (Padlet) to consolidate group brainstorming ideas.

Activity 2: Read the conversation again and put a tick (✓) in the appropriate column. 

a. Objective: To check Ss' comprehension of the conversation.

b. Content: Students read the table carefully and decide which piece of information refers to Lan's dad, Mark's dad, and Lan's mum.

c. Product: Students' correct checkmarks in the table based on the text.

d. Organization:

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Activity 3: Match the words/phrases to make phrases mentioned in 1. 

a. Objective: To introduce collocations to describe jobs.

b. Content: Students match words in column A with words/phrases in column B to form collocations.

c. Product: Correct matching of job-related collocations.

d. Organization:

Activity 4: Complete the sentences with phrases or clauses in the box based on the conversation in 1. 

a. Objective: To help Ss identify simple, compound and complex sentences.

b. Content: Students complete incomplete sentences with provided phrases/clauses and identify the sentence types.

c. Product: Completed sentences and correct identification of sentence types.

d. Organization:

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3. PRACTICE

a. Objective: To consolidate the vocabulary (collocations) and grammar (simple, compound, and complex sentences) learned in the Presentation section through writing exercises.

b. Content: Students complete one mission consisting of two specific writing tasks focusing on applying vocabulary in context and sentence transformation /combination.

c. Products: Students' correct written sentences on their worksheets.

d. Organization:

Mission 1: 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 explains the requirements and sets a time limit of 8 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 circulates the classroom, observes, and provides support if students struggle with sentence structures. 

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher calls 2 students to go to the board to write their answers for Task 1 and Task 2.

Step 4: Evaluation

- Teacher checks the answers on the board and gives feedback. 

- Expected Key:

Task 1: (1) nine-to-five job / (2) overtime / (3) business trips 

Task 2:

1. Mark wants to study computer programming because it opens up many job opportunities. (Complex sentence)

2. Lan's dad is a factory worker, so he has to work the night shift this week. (Compound sentence)

3. Although teaching primary school can be very stressful, Lan's mother still loves her job. (Complex sentence)

- Teacher praises students' correct applications of grammar and vocabulary.

[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 inform Ss about the final product of the project (Student part-time jobs) and how they can prepare for it through real-life information gathering at home.

b. Content: Students carry out a take-home interview task regarding jobs to prepare for the end-of-unit project.

c. Product: A short written report based on a real-life interview.

d. Organization:

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