Giáo án NLS Tiếng Anh 12 Global Success Unit 5 Speaking: Giving opinions about different jobs

Planning: ..../..../..... 

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

UNIT 5: THE WORLD OF WORK

LESSON 4: SPEAKING

I. OBJECTIVES

1. Knowledge and skills 

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

• Describe jobs and express opinions about them.
• Use appropriate adjectives to describe the nature of different jobs.

2. Competences

General competences: 

• Self-control and independent learning: formulate and share personal opinions with partners and the class.
• Communication and collaboration: work in pairs or groups to complete the speaking and discussion tasks.

Specific competences: 

• Express personal preferences and feelings regarding various careers.
• Present group discussion results logically and persuasively to the whole class.

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. 
• [2.6.NC1a]: Use multiple digital identities.
• [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 discussions and complete assigned speaking tasks.
• Responsibility: Develop a realistic understanding of the demands, challenges, and rewards of different professions.

II. RESOURCES AND MATERIALS

1. Teacher's aids 

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital platforms: Mentimeter/Padlet, Google Workspace (Docs/Slides), Quizizz/Google Forms.

2. Students' aids 

• Textbook, notebooks, pens.
• Smartphones/Tablets/Laptops with internet access.
• Gen-AI applications (ChatGPT/Gemini/Copilot).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge of jobs and descriptive adjectives, and to introduce the concept of giving and defending opinions about work.

b. Content: Teacher organizes a quick, interactive group activity called "Rank 'Em!". 

c. Product: Students' ranked lists of jobs and their spoken justifications using appropriate adjectives.

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 groups of 4.

- T displays a QR code on the projector linked to a Mentimeter/Padlet board with 4 jobs: Firefighter, High School Teacher, YouTuber, Tour Guide.

- Teacher gives the groups a specific prompt: "Rank these 4 jobs from the MOST STRESSFUL to the LEAST STRESSFUL. You have 2 minutes to agree and submit your list via your devices!"

Step 2: Students perform learning tasks

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

- Students work in their groups, quickly discussing and negotiating to agree on a final ranking.

- The teacher walks around, observes the discussions, and encourages students to use English to explain their reasoning to their groupmates.

- Expected student responses during discussion:

+ "I think firefighter is number one because it is very dangerous."

+ "No, YouTuber is more stressful because you have to create new videos every day."

+ "Our group thinks being a teacher is the most demanding because you have to deal with many students."

Step 3: Reporting and Discussion

- T calls "Time's up!" and displays the live digital poll results on the screen and provide one brief reason why.

- Other groups can quickly express agreement or disagreement (e.g., "We disagree, we think teacher is more demanding!").

Step 4: Evaluation

- Teacher praises the groups for their active participation and logical justifications.

- Teacher leads into the main lesson: As you can see, different people have different opinions about the exact same job. Today, we will learn the vocabulary and structures to formally describe jobs and express our feelings about them in Lesson 4: Speaking.

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

[2.4.NC1a]: Propose and use digital collaboration tools for group interaction and brainstorming.

2. PRESENTATION 

GIVING OPINIONS ABOUT DIFFERENT JOBS

Activity 1: Read the descriptions of the following jobs. What do you think about each job? Write the adjectives that describe the nature of the job in the table. Use the words in the box to help you. 

a. Objective: To introduce more ideas for the main speaking task and get Ss involved in the lesson.

b. Content: Students read main responsibilities for specific jobs and complete a table with adjectives from the given box (boring, challenging, demanding, exciting, repetitive, rewarding, stressful, tiring).

c. Product: Completed table with appropriate adjectives matching the jobs.

d. Organization:

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Activity 2: Work in pairs. Talk about the jobs in 1 using the adjectives. Compare your answers and explain your opinions and feelings. 

a. Objective: To give Ss an opportunity to describe jobs and express opinions.

b. Content: Students read an example conversation, then discuss jobs and express their own opinions and preferences.

c. Product: Students successfully engage in a pair discussion about jobs.

d. Organization:

Activity 3: Work in groups. Compare your answers in 1 and 2, and report to the whole class. Use the questions below as cues. 

a. Objective: To give Ss an opportunity to discuss some jobs in groups and present their discussions to the class.

b. Content: Students form groups, share their job preferences, and answer specific cue questions before presenting to the class.

c. Product: A group presentation summarizing the most common adjectives and job preferences.

d. Organization:

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3. PRACTICE 

a. Objective: To help students consolidate their ability to express opinions about jobs using appropriate adjectives, sentence structures, and logical reasoning.

b. Content: Students complete two written tasks: Word Formation/Gap-fill and Sentence Building. 

c. Products: Students' correct sentences demonstrating accurate use of target vocabulary and grammar structures.

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 instructs students to complete both tasks independently. 

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 walks around, observes, and provides scaffolding if students struggle with the sentence building in Task 2.

Step 3: Reporting and Discussion

- The platform automatically grades the basic exercises.

- Teacher calls on students to read their answers aloud or write them on the board.

- Expected Answers:

Task 1: 

1. stressful

2. repetitive

3. rewarding

4. challenging / demanding

5. exciting

Task 2:

1. I think working as an event volunteer is demanding because you have to coordinate with many people.

2. Although being a babysitter seems easy, it can be stressful when the children misbehave.

3. Most of my group prefer being a shop assistant because it gives them customer service experience.

4. Product reviewer is the least preferred job in my group as it requires excellent communication skills.

5. In my opinion, being a teaching assistant prepares you well for a future career in education.

Step 4: Evaluation

- Teacher gives detailed feedback, paying special attention to the prepositions and verb forms used in Task 2.

[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 help students apply the vocabulary and structures learned to real-life career planning and self-reflection, highly relevant for 12th graders.

b. Content: Students carry out a home task: "My Future Career Pitch".

c. Product: A short video recording (1-2 minutes) or a written pitch presented in the next class.

d. Organization: 

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