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Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Language: Stressing auxiliary and modal verbs; Work; Simple, compound, and complex sentences (review and extension)

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Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Language: Stressing auxiliary and modal verbs; Work; Simple, compound, and complex sentences (review and extension). 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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Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Language: Stressing auxiliary and modal verbs; Work; Simple, compound, and complex sentences (review and extension)

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

UNIT 5: THE WORLD OF WORK

LESSON 2: LANGUAGE

I. OBJECTIVES

1. Knowledge and skills

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

Pronunciation: Recognise and correctly pronounce stressed auxiliary and modal verbs.
Vocabulary: Understand and use words related to work (e.g., challenging, relevant, bonus, employ, rewarding).
Grammar: Review and use simple, compound, and complex sentences.

2. Competences

General competences:

Self-control and independent learning: listen, read, and complete tasks independently.
Communication and collaboration: work in pairs or groups to complete learning tasks.

Specific competences:

Apply stress rules to auxiliary and modal verbs in spoken English.
Use context clues to deduce the meaning of work-related vocabulary.
Combine and expand sentences using appropriate conjunctions and clauses.

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.NC1a]: Develop customized AI applications to solve specific problems.

3. Attributes

Hard work: Actively participate in class activities and seriously consider future career paths.
Responsibility: Be aware of the skills and qualifications needed for the future world of work.

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 platform (e.g., Mentimeter, Miro), interactive platform (e.g., Liveworksheets or Google Forms) and class digital platforms (e.g., Zalo group, Google Classroom)

2. Students' aids

Textbook, notebooks, pens.
Textbook, notebooks, pens, smartphones/laptops with internet access.
AI speech recognition apps (e.g., ELSA Speak, Google Dictation), Generative AI tools (e.g., ChatGPT, Gemini), shared digital document (e.g., Google Docs, Padlet) and AI writing assistants (e.g., Grammarly, ChatGPT)

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge about jobs, create an engaging atmosphere, and smoothly lead into the vocabulary about the world of work.

b. Content: Teacher organizes a "Word Web" brainstorming activity regarding job characteristics.

c. Product: Students' provided adjectives and nouns describing a job.

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 uses a digital collaborative platform (e.g., Mentimeter, Miro) on the smart TV to create a live "Word Web".

- Teacher asks the class: When you think of a good job in the future, what words come to your mind to describe it?

- Teacher sets a time limit of 2 minutes for students to brainstorm.

Step 2: Students perform learning tasks

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

- Students think individually and then use their smartphones to access the digital platform and input their words to co-construct the word web.

- The teacher observes, encourages students to writes their ideas digitally.

Step 3: Reporting and Discussion

- Expected vocabulary: high salary, interesting, hard, money, qualifications, etc.

Step 4: Evaluation

- Teacher praises the class and leads into the lesson: Today, we will learn academic words to describe work, how to stress certain verbs, and review sentence structures for your future career.

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

[2.4.NC1a]: Choose the most appropriate collaborative digital tools (e.g., Mentimeter, Miro) on smartphones to co-construct and create a shared knowledge base about job characteristics.

2. PRESENTATION

PRONUNCIATION - STRESSING AUXILIARY AND MODAL VERBS

Activity 1: Listen and repeat. Pay attention to the stressed words.

a. Objective: To help Ss recognise stressed auxiliary and modal verbs.

b. Content: Students read explanations, listen to Track 32, and practice reading aloud.

c. Product: Students understand the rules and read sentences with correct stress.

d. Organization:

…………………………………………..

Activity 2: Listen and underline the stressed auxiliary and modal verbs in the following sentences. Then practise saying the sentences in pairs.

a. Objective: To help Ss recognise and practise stressed auxiliary and modal verbs.

b. Content: Students underline stressed verbs, listen to Track 33 to check, and do a speaking extension.

c. Product: Correctly identified stressed words and accurate pronunciation in speaking.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- Teacher asks Ss to read sentences and underline the stressed auxiliary and modal verbs.

- Teacher plays Track 33 from hoclieu.vn.

Step 2: Students perform learning tasks

- Students listen and check their answers.

- Teacher plays the recording again, pausing after each sentence for Ss to repeat.

- Ss work in pairs to practise reading to each other.

- Students integrate AI speech recognition apps (e.g., ELSA Speak, Google Dictation) on their smartphones to read the sentences and verify if the AI accurately catches the stressed auxiliary and modal verbs.

Step 3: Reporting and Discussion

- Extension: T puts Ss in pairs to take turns asking/answering Yes/No questions (e.g., Are you a student? - Yes, I am).

Step 4: Evaluation

- T reminds Ss to stress the verb in short answers/negative forms and checks pronunciation.

- Teacher moves on to the next content.

Key + Audio script - Track 33:

1. I would help you find a job if I could.

2. When he started his first job, he wasn't used to working in an office, but he is used to it now.

3. A: Are you ready for the interview? B: Yes, I am.

4. A: Is your father a teacher? B: He was, but he's retired now.

[6.2.NC1a]: Integrate AI speech recognition tools on smartphones into the pronunciation practice workflow to ensure the spoken sentences are recognized correctly and effectively.

VOCABULARY - WORK

Activity 1: Match the words with their meanings.

a. Objective: To introduce words related to work.

b. Content: Students match words (challenging, relevant, bonus, employ, rewarding) with meanings.

c. Product: Correct matching of the vocabulary.

d. Organization:

…………………………………………..

Activity 2: Complete the sentences with the words in 1.

a. Objective: To help Ss practise using the words in 1 in meaningful contexts.

b. Content: Students fill in the blanks using context clues and participate in a memory game.

c. Product: Completed sentences and expanded vocabulary recall.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- T asks Ss to work in pairs, read sentences, and use context clues to decide the word (e.g., gap 1 needs a verb).

Step 2: Students perform learning tasks

- Students complete the sentences.

- Students integrate Generative AI tools (e.g., ChatGPT, Gemini) on their smartphones to generate 2 additional contextual sentences for each vocabulary word to test their partners.

Step 3: Reporting and Discussion

- T checks answers. Ss call out the word and give reasons referring to context clues.

- Individual Ss read the complete sentences.

- Extension: T writes the 5 words on the board, invites Ss to add ~10 more words from Getting Started. Ss study for 30 seconds, turn away. T erases one word. Ss identify the missing word and (in stronger classes) make sentences with it.

Step 4: Evaluation

- Teacher confirms answers and praises Ss for the extension game.

- Teacher moves on to the next content.

Key:

1. employ

2. challenging

3. bonus

4. relevant

5. rewarding

[6.2.NC1a]: Integrate Generative AI tools on smartphones into the vocabulary building workflow to generate reliable context clues and additional sentence examples.

GRAMMAR - SIMPLE, COMPOUND, AND COMPLEX SENTENCES (REVIEW AND EXTENSION)

Activity 1: Combine the following simple sentences, using the words in brackets.

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

b. Content: Students read grammar rules and combine sentences.

c. Product: Correctly combined compound/complex sentences.

d. Organization:

…………………………………………..

Activity 2: Work in pairs. Add more clauses to the following sentences to make compound or complex sentences.

a. Objective: To help Ss practise using simple, compound, and complex sentences in a speaking activity.

b. Content: Students expand simple sentences and play a group sentence-building game.

c. Product: Logical and grammatically correct extended sentences.

d. Organization:

TEACHER'S AND STUDENTS' ACTIVITIES

EXPECTED PRODUCTS

DIGITAL SKILL

Step 1: Teacher assigns learning tasks

- T has Ss read instructions/examples. (T gives more examples in weaker classes; explains compound-complex sentences in stronger classes).

Step 2: Students perform learning tasks

- Ss work in pairs to add clauses to the simple sentences.

- Students use a shared digital document (e.g., Google Docs, Padlet) on their laptops/smartphones to type their simple sentences.

Step 3: Reporting and Discussion

- Groups swap access to their digital documents and co-construct the text in real-time by adding clauses to make compound/complex sentences.

- T invites Ss to share sentences with the class.

Step 4: Evaluation

- Teacher gives final feedback.

- Teacher moves on to the next content.

Suggested answers:

- I admire teachers and I also admire medical doctors.

- I admire teachers because they help students succeed.

- Not only do I admire teachers, but I also want to become a teacher.

- Since there are jobs that no longer exist, we need to carefully plan our future careers.

(Accept any reasonable student answers)

[2.4.NC1a]: Choose the most appropriate digital tools (e.g., Google Docs, Padlet) on laptops/smartphones to co-construct, edit, and expand compound and complex sentences in real-time group work.

3. PRACTICE

a. Objective: To deeply consolidate the pronunciation rules, vocabulary, and sentence structures learned in the lesson through focused, integrated written exercises.

b. Content: Students complete a mission consisting of two writing tasks. Task 1 focuses on pronunciation in context (auxiliary/modal verbs), and Task 2 focuses on vocabulary and sentence synthesis.

c. Products: Students' accurately completed dialogues with correct stress marks, and logically synthesized complex/compound sentences using target vocabulary.

d. Organization:

…………………………………………..

4. APPLICATION

a. Objective: To help students autonomously apply the pronunciation, vocabulary, and grammar from the lesson into a practical, real-world context related to their future.

b. Content: Students perform a home-based task called "My Career Profile".

c. Product: A written paragraph and a short audio/video recording.

d. Organization:

Step 1: Teacher assigns learning tasks

- Teacher introduces the homework task: "My Career Profile".

- Instructions:

1. Write a short paragraph (80-100 words) describing a job you want to do in the future. Integrate AI writing assistants (e.g., Grammarly, ChatGPT) on your laptop/smartphone to check and refine your grammar and vocabulary before finalizing.

2. Use at least THREE vocabulary words learned today (e.g., challenging, rewarding, employ, relevant, bonus) and TWO complex sentences.

3. Record a short audio/video of yourself reading your profile. Pay special attention to the stress on auxiliary and modal verbs when you speak (e.g., "I can work hard," "I will try my best").

Step 2: Students perform learning tasks

- Students write down the homework instructions.

Step 3: Reporting and Discussion

- Teacher informs students that they will submit their files to the class's online learning group (e.g., Zalo group, Google Classroom) before the next lesson.

Step 4: Evaluation

- Teacher briefly summarizes the key takeaways of Lesson 2.

- Teacher dismisses the class.

[6.2.NC1a]: Integrate AI writing assistants into the drafting workflow to refine and ensure the accuracy of the career profile.

[3.1.NC1a]: Adjust self-expression and modify content formats by using smartphones to record and export an audio/video career profile.

[2.2.NC1a]: Evaluate and select the most appropriate digital platforms (e.g., Google Classroom, Zalo) to share the audio/video content with the class.

* HOMEWORK

- Complete the "My Career Profile" task.

- Review all vocabulary and grammar structures.

- Prepare for the next lesson: Lesson 3 – Reading.

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Giáo án Tiếng Anh 12 Global Success cả năm