Giáo án NLS Tiếng Anh 12 Global Success Unit 8 Getting started: At a rescue centre

Planning: ..../..../..... 

Teaching: ..../..../..... 

UNIT 8: WILDLIFE CONSERVATION

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 an endangered primate rescue centre.

• Introduce the topic of wildlife conservation, related vocabulary, and the grammar point (adverbial clauses of condition and comparison) to be learnt in the unit.

2. Competences

General competences:

• Self-control and independent learning: listen, read, and formulate personal opinions about wildlife conservation.

• Communication and collaboration: work in pairs or groups to brainstorm ideas and complete reading comprehension and vocabulary tasks. 

Specific competences:

• Read and listen for specific information in a conversation at a rescue centre.

• Identify and use vocabulary related to endangered species and wildlife protection.

• Recognise adverbial clauses of condition and comparison in context.

Digital competences:

• [1.2.NC1b]: Evaluate different types of data, information, and digital content.

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

3. Attributes

• Hard work: Be ready and actively participate in class activities and brainstorming sessions.

• Love: Develop a love for nature and wildlife, and raise awareness of the importance of protecting endangered species.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.

• Computer, projector/smart TV, audio speakers.

• A small ball for the warm-up game.

• Collaborative platform (Padlet), interactive platform (e.g., Liveworksheets or Google Forms)

2. Students' aids

• Textbook, notebooks, pens.

• Smartphones, tablets, or laptops with internet connection. 

• Dictionary apps (e.g., Cambridge, Oxford,...), GenAI tool (like ChatGPT)

III. PROCEDURES

1. WARM-UP 

a. Objective: To create a friendly and lively atmosphere in the classroom and to lead into the unit. 

b. Content: Teacher organizes the "Hot potato" game to review target words from Unit 7, then introduces the new unit topic. 

c. Product: Students' correct vocabulary recall and active engagement. 

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 brings a ball to class and has Ss stand in a circle or two rows facing each other.

- Teacher sets a time limit and explains the rules of "Hot potato": The teacher throws the ball to one student, who must call out a target word/phrase from Unit 7 (The world of mass media).

- That student throws the ball to another, who must say a different word. The ball cannot be held for too long. 

Step 2: Students perform learning tasks

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

- Students catch the ball, quickly say a related word from Unit 7, and pass it on.

- The teacher observes and ensures the game continues until the time is up or all Ss have had a chance to speak. 

Step 3: Reporting and Discussion

- Teacher stops the game and writes the new unit title Wildlife conservation on the board.

- Teacher asks Ss to guess what they are going to learn about in this unit. 

Step 4: Evaluation

- Teacher accepts all reasonable answers to validate students' ideas.

- Teacher asks Ss to open their books at page 100, draws their attention to the unit overview, and briefly introduces the language, skills, and project.

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

2. PRESENTATION 

AT A RESCUE CENTRE

Activity 1: Listen and read. 

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

b. Content: Students brainstorm about endangered species, look at pictures, listen to the recording (Track 56), and read the conversation along. 

c. Product: Students' completed mind map and their understanding of the conversation's context. 

d. Organization:

Activity 2: Read the conversation again and decide whether the statements are true (T) or false (F). 

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

b. Content: Students read 4 statements carefully and locate information in the text to decide if they are True or False. 

c. Product: Students' correct True/False answers based on the text. 

d. Organization: