Giáo án NLS Tiếng Anh 12 Global Success Unit 8 Looking back; Project: Protecting endangered species

Planning: ..../..../.....

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

UNIT 8: WILDLIFE CONSERVATION

LESSON 8: LOOKING BACK AND PROJECT

I. OBJECTIVES

1. Knowledge and skills

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

• Revise the process of assimilation of consonant sounds in natural speech.

• Review and practice vocabulary related to wildlife conservation (e.g., survive, conserve, captivity, extinct).

• Consolidate the use of adverbial clauses of condition and comparison.

• Present a well-prepared poster about protecting endangered species.

• Develop research, collaboration, and public speaking skills.

2. Competences

General competences:

• Self-control and independent learning: reflect on their own learning progress through self-assessment.

• Communication and collaboration: work effectively in groups to deliver a presentation and assess peers.

Specific competences:

• Apply phonological, lexical, and grammatical knowledge to complete revision exercises. 

• Deliver a structured presentation and interact with the audience.

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.

• [6.1.NC1a]: Analyze how AI works in specific applications.

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

3. Attributes

• Responsibility: Show awareness of and responsibility towards protecting endangered species and the environment.

• Respect: Listen actively and respectfully to classmates' presentations and provide constructive feedback.

II. RESOURCES AND MATERIALS

1. Teacher's aids

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

• Computer, projector/smart TV, audio speakers.

• Interactive real-time platform (e.g., Mentimeter or Padlet), digital collaborative board (e.g., Padlet or Miro), interactive platform (e.g., Liveworksheets or Google Forms), and digital peer-assessment form (e.g., Google Forms).

2. Students' aids

• Textbook, notebooks, pens.

• Smartphones, tablets, or laptops with internet access.

• Prepared posters for the project presentation.

• AI-powered pronunciation app (e.g., ELSA Speak or a voice-to-text AI tool), Gen-AI chatbot (e.g., ChatGPT)

III. PROCEDURES

1. WARM-UP 

a. Objective: To activate students' vocabulary related to wildlife conservation, energize the class, and seamlessly lead into the "Looking Back" section through a gamified decoding mission. 

b. Content: Students work in teams to complete "Mission: The Broken Transmission" by filling in missing target words to restore an urgent SOS conservation message. 

c. Product: Students' correctly restored message using the target 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 4 teams and sets the scene: Agents, we have just intercepted an urgent SOS message from a wildlife ranger in the national park. However, the signal is weak and the transmission is broken. Your mission is to restore the message by filling in the 4 missing words based on the context.

- Teacher projects the "Broken Transmission" via an interactive real-time platform (e.g., Mentimeter or Padlet).

Step 2: Students perform learning tasks

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

- The projected message reads: SOS! We must (1) c_ _ _ _ _ _ e the local forest immediately. If we don't, the animals cannot (2) s_ _ _ _ _ e the winter. They will soon become completely (3) e_ _ _ _ _ t. Keeping a few of them in (4) c_ _ _ _ _ _ _ y is not a long-term solution. Send help!

- Teams discuss quietly and input the 4 complete words into their team's digital devices to submit to the live platform.

- Time limit: 2 minutes. 

Step 3: Reporting and Discussion

- Teacher says: "Transmit your codes!" The interactive board reveals the submitted answers from all teams simultaneously.

- Teacher invites a student from the fastest team to read the fully restored message aloud. 

Step 4: Evaluation

- Teacher reveals the correct words: (1) conserve, (2) survive, (3) extinct, (4) captivity.

- Teacher awards points to the successful teams and transitions to the lesson: Great job saving the transmission! Notice these four crucial words? Today, your first mission is to look back at these exact words and our grammar points, followed by your project presentations.

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

[2.1.NC1a]: Interact through various digital technologies to submit collaborative answers in real-time.

2. PRESENTATION 

PRONUNCIATION 

Underline the parts where assimilation occurs. Listen and check. Then practise saying these sentences in pairs.

a. Objective: To help students revise the process of assimilation of consonant sounds. 

b. Content: Students underline parts with assimilation, listen to Track 62 to check, and practice saying the sentences. 

c. Product: Correctly identified assimilated sounds and natural pronunciation. 

d. Organization: 

VOCABULARY 

Choose the correct answers to complete these sentences.

a. Objective: To help students revise words they have learnt in the unit. 

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

c. Product: Correctly completed sentences using target vocabulary. 

d. Organization: