Giáo án Tiếng Anh 12 Global Success
Giáo án Tiếng Anh 12 Global Success. Giáo án có tích hợp NLS (Năng lực số) - Đây là mẫu giáo án mới năm 2026, bộ GD&ĐT khuyến khích dùng. Giáo án là bản word tải về nhanh chóng. Giáo viên có thể: Thêm, bớt, chỉnh sửa dễ dàng theo ý mình.
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Phần trình bày nội dung giáo án
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Teaching: ..../..../.....
UNIT 1: LIFE STORIES WE ADMIRE
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.
- Introduce the topic of the unit, vocabulary related to life stories and events, and the grammar points (past simple vs past continuous).
2. Competences
General competences:
- Self-control and independent learning: listen and share personal opinions with partners and teacher.
- Communication and collaboration: work in pairs or groups to complete the learning tasks.
Specific competences:
- Read and listen for specific information about a historical figure (Dang Thuy Tram).
- Identify and use vocabulary related to life stories and historical events.
Digital competences:
- 1.1.NC1b: Apply search techniques to retrieve data, information, and content in a digital environment.
- 1.2.NC1a: Perform evaluation of the reliability and accuracy of data, information, and digital content sources.
- 2.1.NC1a: Use multiple digital technologies to interact.
- 2.4.NC1a: Propose different digital tools and technologies for collaborative processes.
- 3.1.NC1a: Apply ways to create and edit content in different formats.
- 6.2.NC1a: Optimize the use of AI tools to achieve higher efficiency.
3. Attributes
- Patriotism: Develop a sense of national pride and admiration for national heroes.
- Hard work: Be inspired by the dedication and bravery of historical figures to achieve personal goals.
II. RESOURCES AND MATERIALS
1. Teacher's aids
- Textbook Global Success 12, Teacher's Book, Lesson Plan.
- Computer, projector/smart TV, audio speakers.
- Pictures of famous people (Einstein, Edison, Ho Chi Minh, Vo Nguyen Giap).
- Website hoclieu.vn
2. Students' aids
- Textbook, notebooks, pens.
- Smart devices (smartphones/tablets with Internet access).
III. PROCEDURES
1. WARM-UP
a. Objective: To create a friendly and lively atmosphere in the classroom and lead into the unit "Life stories we admire".
b. Content: Teacher organizes a guessing game "Who are they?" using pictures of famous people.
c. Product: Students correctly identify the famous figures and deduce the main topic of the unit.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher puts up pictures of some famous people in the same category on the board/projector (e.g., Einstein, Edison, President Ho Chi Minh, General Vo Nguyen Giap).
- Teacher asks students to guess who they are and what they have in common.
- Teacher instructs students to utilize their smart devices to identify any unfamiliar faces through image queries if necessary.
Step 2: Students perform learning tasks
- Students observe the pictures, discuss with their desk-mates in 1 minute.
- Students use their smartphones to perform a reverse image search or look up keywords to accurately identify the historical figures.
- The teacher observes and encourages students to speak out.
Step 3: Reporting and Discussion
- Teacher invites some students to raise their hands and answer.
Step 4: Evaluation
- Teacher confirms the answers, emphasizes the importance of learning about the lives of famous people (to inspire us to achieve goals and set examples of bravery/creativity).
- Teacher introduces the topic of the unit: Life stories we admire.
(1.1.NC1b: Apply search techniques to retrieve data, information, and content in a digital environment.)
2. PRESENTATION
Activity 1: Listen and read
a. Objective: To introduce some vocabulary and the grammar point to be learnt in the unit.
b. Content: Students look at the picture, listen to the recording, and read the conversation between Nam and Mark.
c. Product: Students understand the context, underline keywords related to life events, and practice reading aloud.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks
- Teacher plays the recording twice for Ss to listen and read silently. - Teacher has Ss underline words/phrases related to life events and discuss their meanings. Step 2: Students perform learning tasks - Students look at the picture and answer questions. - Students listen and read along, underlining words/phrases related to life events (e.g., was born, join the army, working as a surgeon). - Students use AI-powered smart dictionary applications on their smartphones to scan, analyze, and look up the definitions and phonetic transcriptions of new keywords encountered in the text. - Teacher observes and supports. Step 3: Reporting and Discussion - Teacher calls two or three pairs of Ss to read the conversation aloud. Step 4: Evaluation - Teacher checks comprehension as a class, corrects pronunciation. - Teacher moves on to the next activity. | Answers to Teacher's questions: + The speakers are Nam and his friend Mark. + They are discussing a book Nam is reading (The diary of Dang Thuy Tram). + The person in the picture is a brave young doctor who worked for the People's Army of Viet Nam. | [6.2.NC1a]: Optimize the use of AI tools to achieve higher efficiency. |
Activity 2: Read the conversation again and circle the correct answer to complete each of the sentences.
a. Objective: To check students' comprehension of the conversation.
b. Content: Students read 4 statements and choose between two options to complete them.
c. Product: Students' correct circled answers.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks - Teacher asks Ss to read the statements and underline keywords in each one.
- Teacher asks Ss to read the conversation again and locate the information. - Teacher opens e-book on hoclieu.vn and displays the 4 comprehension questions to the class screen. Extension (if time allows): Teacher ask Ss to call out sentences with mistakes (e.g. Nam is reading a novel about Dang Thuy Tram.), Ss stand up, say 'No!' and correct them. Step 2: Students perform learning tasks - Students use their mobile devices to interact with the live session and submit their selections for each comprehension statement. - The teacher observes, guides, and supports the students. Step 3: Reporting and Discussion - Teacher calls some students to give answers and explain where they found the evidence. Step 4: Evaluation - Teacher gives the correct answers and explains. - Teacher moves on to the next content. | Students' answers: 1. Hue 2. operated on 3. young 4. more than three decades | [2.1.NC1a]: Use multiple digital technologies to interact. |
Activity 3: Find words and a phrase in 1 with the following meanings.
a. Objective: To introduce words related to life stories and events.
b. Content: Students read the definitions and look for the corresponding words starting with given letters in the conversation.
c. Product: The correct words matched with their definitions.
d. Organization:
| TEACHER'S AND STUDENTS' ACTIVITIES | EXPECTED PRODUCTS | DIGITAL SKILL |
Step 1: Teacher assigns learning tasks
- Teacher explains they are all in the conversation. - Teacher shares a QR code/link to a collaborative virtual board (e.g., Padlet or Google Docs) for students to submit vocabulary answers collectively. Step 2: Students perform learning tasks - Students collaborate in pairs and input their verified answers onto the shared digital workspace using their smart devices. - The teacher observes and provides the number of letters for weaker classes if necessary. Step 3: Reporting and Discussion Step 4: Evaluation - Teacher checks the answers and explains meanings if necessary. - Teacher moves on to the next content. | Students' answers: 1. accounts 2. death 3. devoting 4. youth
| [2.4.NC1a]: Propose different digital tools and technologies for collaborative processes. |
3. PRACTICE
a. Objective: To consolidate the vocabulary and grammar (past simple and past continuous) learned in the lesson.
b. Content: Students complete two practice exercises.
c. Products: Students' correct answers for the two exercises.
d. Organization:
Mission 1: Choose the best answer A, B, C or D to complete the sentences.
Step 1: Teacher assigns learning tasks
- Teacher provides a link to an e-learning platform (e.g. Azota, Google Forms, kenhhoctap) containing the digital version of the exercise:
1. Dang Thuy Tram volunteered to join the ______ at the age of 24. A. army B. hospital C. diary D. school 2. She was working as a ______ during the resistance war against the US. A. teacher B. farmer C. surgeon D. writer 3. While Nam ______ a book about Dang Thuy Tram, Mark came in. A. read B. was reading C. reading D. is reading 4. She ______ her diary while she was working in a field hospital. A. wrote B. write C. was writing D. written 5. An American soldier ______ the diary and saved it from being burnt. A. find B. was finding C. found D. finds 6. She is considered a national hero for ______ her youth to saving other people's lives. A. keeping B. devoting C. operating D. joining 7. The diary contains personal ______ of her experiences during the war. A. accounts B. notes C. letters D. stories 8. Unfortunately, she was killed by the enemy while she ______ her duty in the jungle. A. did B. does C. was doing D. doing |
- Teacher sets a time limit of 6 minutes.
Step 2: Students perform learning tasks
- Students open the online assignment link, evaluate the reliability of option distractors based on contextual grammar, and submit their responses.
- The teacher observes, guides, and supports the students.
Step 3: Reporting and Discussion
- Teacher invites students to share their answers with the class:
Key:
| 1 | 2 | 3 | 4 | 5 | 6 | 7 | 8 |
| A | C | B | A | C | B | A | C |
- Other students can comment or offer alternative opinions.
Step 4: Evaluation
- Teacher gives feedback, emphasizes the use of Past Simple for completed actions and Past Continuous for interrupted actions in the past.
(1.2.NC1a: Perform evaluation of the reliability and accuracy of data, information, and digital content sources.)
Mission 2: Complete the sentences based on the conversation (Gap Fill).
Step 1: Teacher assigns learning tasks
- Teacher asks students to read the summary of the conversation on the board/projector and complete the gaps using verbs in the past simple or past continuous tense:
Complete the summary text with the correct verbs from the conversation: Dang Thuy Tram was a young surgeon. She (1) _________ her diary while she (2) _________ in a field hospital during the war. One day, she (3) _________ while she (4) _________ in the jungle. She was only 27 then. An American soldier (5) _________ her diary for many years before returning a copy to her family. |
Step 2: Students perform learning tasks
- Students work in pairs to discuss and fill in the blanks.
- Teacher observes and helps if necessary.
Step 3: Reporting and Discussion
- Teacher calls some pairs to read the complete sentences.
Key: 1. wrote, 2. was working, 3. was killed, 4. was doing her duty, 5. kept
Step 4: Evaluation
- Teacher corrects mistakes and ensures students understand how the tenses are applied in context.
4. APPLICATION
a. Objective: To inform students about the final product of the project and how they can prepare for it (Project Preparation).
b. Content: Students are introduced to the 'Visual Stories' project and start their initial planning in groups.
c. Product: Group assignments and a tentative plan/choice of historical figure.
d. Organization:
Step 1: Teacher assigns learning tasks
- Teacher asks Ss to open their books at the last page of Unit 1, the Project section.
- Teacher explains the project requirements: Ss will work in groups to design a visual story (posters, short comic strips, or PowerPoint slides) about a person's life and give an oral presentation in the last lesson.
- Teacher puts Ss into groups, choose a group leader, and asks Ss to pick one famous historical figure they admire to research.
- Teacher suggests some steps Ss can follow:
+ Step 1: Collecting information by searching the Internet, reading magazines, etc…
+ Step 2: Organising the ideas and visuals, and designing their posters/comic strips/PowerPoint slides.
+ Step 3: Practising presenting their visual stories and answering questions about the person's life.
Step 2: Students perform learning tasks
- Students form groups of 4-5.
- They discuss and agree on a person (e.g., General Vo Nguyen Giap, Marie Curie, etc.) and assign roles (information collector, designer, presenter).
- Information collectors apply advanced query operators on search engines via smart devices to download historical data and multimedia assets regarding the group's historical character.
- Designers launch cloud-based publishing tools (e.g., Canva or PowerPoint) to set up layouts, integrate textual biographies, and edit presentation slides.
- Group members optimize the development of their written presentation scripts by consulting generative AI tools (e.g., Gemini or ChatGPT) to refine structural grammar and enhance vocabulary.
Step 3: Reporting and Discussion
- Teacher asks the leader of each group to stand up and announce their chosen person and the format of their visual story.
Step 4: Evaluation
- Teacher gives encouraging comments, helps Ss set a deadline for the information-gathering task, and advises them on functional language to use (e.g., born in, educated at, worked as).
- Teacher summarizes the lesson and assigns homework.
(1.1.NC1b: Apply search techniques to retrieve data, information, and content in a digital environment.
3.1.NC1a: Apply ways to create and edit content in different formats.
6.2.NC1a: Optimize the use of AI tools to achieve higher efficiency.)
* HOMEWORK
- Review the new vocabulary and grammar points (Past Simple & Past Continuous) at home.
- Collect information for the project: "Visual Stories".
- Prepare for the next lesson: Language.
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