Giáo án NLS Tiếng Anh 12 Global Success Unit 8 Writing: A problem-solving report on protecting tigers

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

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

UNIT 8: WILDLIFE CONSERVATION

LESSON 6: WRITING

I. OBJECTIVES

1. Knowledge and skills

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

• Generate ideas about threats to wild tigers and solutions to protect them.
• Write a complete problem-solving report (180-200 words) on protecting tigers with a logical structure (Introduction, Threats, Solutions, Conclusion).

2. Competences

General competences:

• Self-control and independent learning: actively research and organize ideas for writing.
• Communication and collaboration: work in pairs or groups to brainstorm ideas, check understanding, and give feedback on peers' writing drafts.

Specific competences:

• Analyze problems and recommend solutions logically in a formal report format.
• Use appropriate language, transitional words, and structured formats required for a problem-solving report.

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

3. Attributes

• Responsibility: Raise awareness of wildlife conservation and environmental protection.
• Hard work: Actively participate in class activities, complete the writing tasks, and revise based on feedback.

II. RESOURCES AND MATERIALS

1. Teacher's aids

• Textbook Global Success 12, Teacher's Book, Lesson Plan.
• Computer, projector/smart TV.
• Digital collaboration tools (Padlet, Google Docs), interactive platform (e.g., Liveworksheets or Google Forms)

2. Students' aids

• Textbook, notebooks, pens.
• Smartphones, tablets, or personal laptops with Internet access.
• AI chatbots (e.g., ChatGPT, Gemini), AI writing assistants (e.g., Grammarly, AI spell-check), design software (Canva,...).

III. PROCEDURES

1. WARM-UP

a. Objective: To activate students' prior knowledge, create an engaging atmosphere, and smoothly lead into the main topic of the lesson.

b. Content: Teacher organizes an activity called "The Two Faces of Reality".

c. Product: Students' observations and spoken ideas about the threats facing tigers.

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 shows two contrasting pictures on the screen: Picture A (a majestic, healthy tiger in a lush green forest) and Picture B (a deforested area and a tiger skin rug).

- Teacher asks students to look at the pictures and answer two questions:

1. What is the difference between these two pictures?

2. What do you think are the main reasons pushing tigers towards extinction?

Step 2: Students perform learning tasks

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

- Students observe the pictures and brainstorm ideas in pairs for 2 minutes.

- Students integrate AI tools into their existing workflow by using AI chatbots (e.g., ChatGPT, Gemini) on their smartphones to brainstorm and search for the main threats to wild tigers.

- The teacher observes and encourages students to use relevant vocabulary.

Step 3: Reporting and Discussion

- Teacher invites some students to share their answers aloud.

- Expected keywords from students: hunting, cutting down trees, losing homes, selling tiger parts, etc.

- Other students can comment or add more ideas.

Step 4: Evaluation

- Teacher praises students' ideas, writes some key phrases on the board, and leads into the lesson: You have mentioned some very accurate points. Today, we are going to learn how to formally write about these issues. We will write a problem-solving report on protecting tigers.

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

[6.2.NC1a]: Integrate AI tools into the existing workflow.

2. PRESENTATION

A PROBLEM-SOLVING REPORT ON PROTECTING TIGERS

Activity 1: Work in pairs. Read the solutions and write the threats.

a. Objective: To help Ss generate ideas for their writing.

b. Content: Students read the given solutions in the table and write the corresponding threats to wild tigers.

c. Product: Completed table with the correct threats.

d. Organization:

Activity 2: Read the announcement and write a problem-solving report. Use the ideas in 1 and the outline below to help you.

a. Objective: To help Ss practise writing a problem-solving report on protecting tigers.

b. Content: Students read the announcement from Wildlife Magazine, analyze the outline, and write a full report (180-200 words).

c. Product: Students' written problem-solving reports.

d. Organization: