Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Looking back; Project: Student part-time jobs

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 5: THE WORLD OF WORK

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills 

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

• Revise stressed auxiliary and modal verbs.
• Review words they have learnt in the unit related to the world of work.
• Review simple, compound, and complex sentences.
• Develop their research and collaboration skills, and practise giving an oral presentation about suitable part-time jobs for students.

2. Competences

General competences: 

• Self-control and independent learning: identify weak areas and provide self-assessment based on given checklists.
• Communication and collaboration: work in pairs or groups to complete the learning tasks and projects.

Specific competences: 

• Listen to peers' presentations, interact with the audience, and give peer assessment.

Digital competences:

• [1.1.NC1a]: Meet information needs.
• [1.2.NC1b]: Evaluate different types of data, information, and digital content.
• [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: Be diligent in completing the project and reflecting on personal performance. Responsibility: Cooperate with group members when delivering the talk and take responsibility for future career orientation.

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 board (e.g., Padlet), interactive platform (e.g., Liveworksheets or Google Forms), and digital survey tool (e.g., Google Forms/Microsoft Forms)

2. Students' aids 

• Textbook, notebooks, pens.
• Personal digital devices (smartphones, tablets, or laptops) with Internet connection.
• Online digital dictionaries (e.g., Cambridge or Oxford Dictionary), Generative AI chatbot (e.g., ChatGPT, Gemini), and design platforms (Canva, PowerPoint).
• Prepared project materials (slides, posters, pictures).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' critical thinking regarding job requirements, simulate a real-world professional scenario suitable for students, and engage their use of complex/compound sentences before the main review lesson.

b. Content: Students complete "Mission: The Hiring Committee". They must work in groups to prioritize essential qualities for a demanding part-time job and justify their decisions.

c. Product: Students' agreed-upon top qualities and their spoken/written justification using appropriate grammar and vocabulary.

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 divides the class into small "Hiring Committees" (groups of 3-4).

- Teacher projects a scenario on the board: Your school is looking for a part-time Student Event Coordinator for the upcoming graduation ceremony. The job is highly challenging. Here are 5 candidate qualities: 

A. Relevant experience in event planning, 

B. Excellent communication skills, 

C. Willingness to work flexible hours, 

D. Ability to handle physical tasks, 

E. High academic grades.

- The Mission:You have 3 minutes to debate and agree on the TOP 2 most important qualities from this list. Then, write exactly ONE complex or compound sentence on your mini-whiteboard to justify your #1 choice (using words like although, because, so that, but).

Step 2: Students perform learning tasks

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

- Students collaborate in their groups, discussing the pros and cons of each quality in a real-world context.

- Students use their smartphones or tablets to access a digital collaborative board (e.g., Padlet) provided by the teacher and type their justification sentences to share with the class.

- The teacher circulates the room, observing the debates and ensuring students are using English to negotiate.

Step 3: Reporting and Discussion

- Teacher displays the digital board on the projector.

- The class listens to see if different committees chose different priorities and how they structured their arguments.

- Expected top choices (Examples):

+ Quality A (Relevant experience)

+ Quality B (Communication skills)

+ Quality C (Flexible hours)

- Expected justification sentences (Examples):

+ We chose excellent communication skills as the top priority because the coordinator must interact with many students, teachers, and parents.

+ Although relevant experience is a bonus, the ability to work flexible hours is the most important so that the student can prepare for the event after regular classes.

+ The job is physically challenging, but having excellent communication skills is still the most relevant quality for an event coordinator.

Step 4: Evaluation

- Teacher praises the groups for their critical thinking, mature discussions, and correct sentence structures.

- Teacher transitions smoothly into the lesson: You just demonstrated excellent teamwork and language skills to solve a real-world hiring problem. Prioritizing skills and using complex sentences to express your ideas are exactly what we will look back at today, right before you present your own part-time job projects.

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

[2.4.NC1a]: Propose and use different digital tools and technologies for collaborative processes.

2. PRESENTATION 

PRONUNCIATION 

Read the conversations and underline the stressed auxiliary and modal verbs. Listen and check. Then practise saying the sentences in pairs.

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

b. Content: Students read conversations, underline the stressed auxiliary and modal verbs, listen to the recording to check, and then practise in pairs.

c. Product: Correctly underlined words and accurate pronunciation of stressed auxiliary/modal verbs.

d. Organization:

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VOCABULARY 

Choose the correct words to complete these sentences.

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

b. Content: Students choose the correct words to complete the sentences.

c. Product: Completed sentences with the appropriate vocabulary.

d. Organization:

GRAMMAR 

Circle the mistake A, B, C or D in each sentence. Then correct it.

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

b. Content: Students find one mistake in each sentence, circle, and correct it.

c. Product: Corrected complex and compound sentences.

d. Organization:

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3. PRACTICE 

a. Objective: To deeply consolidate vocabulary word forms and the construction of simple, compound, and complex sentences without relying on multiple-choice formats.

b. Content: Students complete a rigorous 2-task written.

c. Products: Correctly filled word forms and accurately combined sentences.

d. Organization: 

Mission 1: Complete the Language Consolidation tasks below. 

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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

PROJECT 

Student Part-time Jobs

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

b. Content: Students give a presentation about suitable part-time jobs for students and complete peer/self-assessment checklists.

c. Product: Group presentations and completed assessment checklists.

d. Organization:

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