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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 1. Unit 1: Life stories we admire

Giáo án Communication and Culture / CLIL

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • use the everyday expressions 'I'm delighted that…', 'It was a pleasure + V-ing', 'So am I' and 'Likewise' to respond to thanks and compliments in a work context
    • describe the place, period and nature of authority of Cleopatra VII, Elizabeth I and Catherine II using the printed panel, without overgeneralising their powers
    • pronounce the diphthongs /eɪ/ and /əʊ/ (/oʊ/ in American English) as single glided vowels in words such as age, brave, wrote, hero
    • use the past simple for completed events and the past continuous for background actions in a life story, choosing the tense by meaning

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model texts independently, check the meaning of new words and note the dates themselves before the class discussion.
  • Communication and collaboration: Ss work in pairs and groups to complete the comparison table, share their findings and give feedback on each other's paragraphs.
  • Problem-solving and creativity: Ss decide which details best support a personal judgement about leadership and write an original short paragraph about a life story they admire.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss respond to the everyday exchange in pairs, read the cultural panel for specific information, and write a short culture/CLIL explanation with sourced historical details.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the diphthongs accurately, use the six target words in context, and choose between past simple and past continuous in sentences about historical figures.

3. Personal qualities

  • Honesty: Ss report only the dates and facts stated in the panel and do not claim that the three rulers had identical powers or achievements.
  • Responsibility: Ss check each other's work carefully, label any proposed or example data clearly, and complete their group tasks on time.
  • Diligence: Ss practise the pronunciation drill and revise their written paragraph at home until it meets the checklist.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with the everyday exchange, the cultural panel text (Global Success 12, page 17, school PDF) and the answer key
  • Printed Phiếu học tập số 1 for each group (Worksheet 1)
  • Pre-recorded model audio of the exchange and the pronunciation drill, if available
  • NeoEdu learning page with interactive exercises: neoedu.vn/learn/12/english/unit-1-communication-and-culture-clil (used in Explore 3 and Practice)
  • Timer, markers and sticky notes

2. Students

  • Student's book Global Success 12, Unit 1
  • Notebook, pen, pencil and highlighters
  • A blank sheet of paper for the final paragraph

III. Procedures

Activity 1: Warm-up · 8 minutes

Warm-up: Who do we admire?

a) Aims

Ss activate prior knowledge about admired life stories and identify the unit topic and the vocabulary they will use.

b) Content

Ss answer the questions in pairs:

  • Who is a person you admire? Why?
  • What achievements do great leaders have?
  • Which words describe their qualities: determination, career, collaboration?
    Then Ss match the target words to their meanings: achievement (thành tựu), biography (tiểu sử), determination (sự quyết tâm), career (sự nghiệp), admire (ngưỡng mộ), collaboration (sự cộng tác).

c) Expected outcomes

  • A list of three qualities and one achievement that Ss associate with an admired person.
  • Correct matching of the six words: achievement = thành tựu; biography = tiểu sử; determination = sự quyết tâm; career = sự nghiệp; admire = ngưỡng mộ; collaboration = sự cộng tác.
  • The lesson topic written on the board: 'Life stories we admire'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and asks: 'Who is a person you admire?' T shows the six target words on the board and asks Ss to predict their meanings before the pair work.

    Students

    Ss listen and think about the question, then share their ideas with a partner.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps Ss with the matching task. T writes the answers in two columns on the board.

    Students

    Pairs discuss the questions and match the words to meanings. Possible answers: 'My teacher, because she has great determination.' 'Marie Curie, because she had a great career in science.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to report. T asks: 'What achievement did your person have?'

    Students

    Pairs report their answers. Expected answer: 'Our person worked with others and achieved a lot through collaboration.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and writes the title 'Life stories we admire' on the board. T explains that the lesson will focus on everyday English for showing pleasure and on three historical rulers.

    Students

    Ss copy the title and the six words into their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Everyday English: showing pleasure and agreement

a) Aims

Ss understand the function of the exchange and the meaning of the expressions 'I'm delighted that…', 'It was a pleasure…', 'So am I' and 'Likewise'.

b) Content

Ss read the exchange and answer the questions:
A: I'm delighted that our biography display is ready.
B: So am I. The timeline is much clearer now.
A: It was a pleasure working with you.
B: Likewise. Checking the dates together really helped.
Questions:

  • What is A delighted about?
  • What does 'So am I' mean?
  • What does 'Likewise' mean?
  • What is the purpose of the exchange?
    Then Ss practise the exchange in pairs, replacing 'biography display' with 'science fair project'.

c) Expected outcomes

  • A is delighted that the biography display is ready. B agrees and says the timeline is clearer.
  • 'So am I' means 'I am delighted too'. 'Likewise' means 'The same to you / I enjoyed it too'.
  • Purpose: to express pleasure and thanks after finishing a shared task.
  • Ss can use the structures: I'm delighted that + clause; It was a pleasure + V-ing; So am I / Likewise in replies.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the recording or reads the exchange aloud twice. T asks Ss to underline the phrases that show feelings.

    Students

    Ss listen and underline the phrases: 'I'm delighted that', 'It was a pleasure', 'So am I', 'Likewise'.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to answer the four questions. T gives hints if needed: 'Look at the first line of A.'

    Students

    Pairs answer the questions. Expected answer for the purpose: 'They are thanking each other and showing pleasure at finishing the display.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to report and asks: 'Why does B say Checking the dates together really helped?'

    Students

    Ss report: 'B says it helped because the dates were checked together, so the timeline became clearer.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the structures on the board and points out that 'Likewise' is used when the speaker feels the same way. T asks Ss to write the two expressions in their notebooks.

    Students

    Ss write the structures and an example sentence each: 'I'm delighted that our project is finished.' 'It was a pleasure helping you.'

Activity 2.2: Knowledge formation · 20 minutes

CLIL: Three rulers from different societies

a) Aims

Ss use the printed panel to compare place, period and nature of authority of Cleopatra VII, Elizabeth I and Catherine II, and distinguish historical outlines from evidence of identical powers.

b) Content

Ss work in expert groups of three. Each group reads the panel about one ruler (Cleopatra VII, Elizabeth I or Catherine II) and completes Phiếu học tập số 1. Then Ss regroup into mixed groups of three to share and compare their findings.
Questions for Phiếu học tập số 1 include:

  • Where and when did the ruler govern?
  • What is associated with this ruler's reign?
  • What is the nature of this ruler's authority?
  • Are the three rulers's powers identical? Why or why not?
    S can also explain the difference between Elizabeth I and Elizabeth II using the second paragraph of the panel.

c) Expected outcomes

  • Cleopatra VII: ancient Egypt, 51–30 BCE.
  • Elizabeth I: England, 1558–1603; associated with political and religious tensions, the arts and the defeat of the Spanish Armada in 1588.
  • Catherine II: Russia, 1762–1796; associated with imperial expansion and educational and cultural initiatives.
  • The three rulers lived in different societies and periods; the panel gives historical outlines, not evidence that their powers or achievements were identical.
  • Elizabeth II became queen of the United Kingdom in 1952 and died in 2022; her constitutional role was not that of an elected head of government. She must not be confused with Elizabeth I.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into three expert groups and gives each group one ruler's section of the panel and a copy of Phiếu học tập số 1. T explains the task and the time limit (8 minutes).

    Students

    Ss read the assigned section silently and highlight the dates, places and achievements in their notebooks.

  2. Teacher

    Step 2: Task performance

    T circulates and asks: 'Is this a fact or a judgement?' and 'Does the panel say that this ruler had the same powers as the others?'

    Students

    Groups complete the worksheet. Expected answer: 'Elizabeth I's reign is linked with the defeat of the Spanish Armada in 1588, but the panel does not say that she had the same powers as Catherine II.'

  3. Teacher

    Step 3: Report and discussion

    T asks each mixed group to present one ruler and asks the class: 'Why should we not say the three rulers had identical achievements?'

    Students

    Ss present in turn. Expected answer: 'Because they lived in different societies and periods, and the panel only gives historical outlines.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key facts on the board and clarifies that Elizabeth I (1558–1603) and Elizabeth II (queen from 1952, died 2022) are different people. T reminds Ss to compare place, period and nature of authority before giving a personal judgement.

    Students

    Ss correct their worksheets and copy the key difference: 'Elizabeth I ruled England in the 16th century; Elizabeth II was a constitutional monarch in the 20th and 21st centuries.'

Activity 2.3: Knowledge formation · 12 minutes

Pronunciation and grammar: diphthongs and past tenses

a) Aims

Ss pronounce the diphthongs /eɪ/ and /əʊ/ as single glided vowels and choose between past simple and past continuous according to meaning.

b) Content

Pronunciation: Ss listen to and repeat the words age /eɪdʒ/, brave /breɪv/, wrote /roʊt/, hero /ˈhɪroʊ/ and then read the sentence: 'The brave hero wrote a page about hope.'
Grammar: T presents the sentence 'While the team was testing the design, the director called.' and asks Ss to identify the completed event and the background action.

c) Expected outcomes

  • Ss pronounce the diphthongs as one glided syllable: /eɪ/ in age and brave; /oʊ/ or /əʊ/ in wrote and hero (both accepted in en-US narration).
  • Past continuous gives the background action: was testing (in progress). Past simple gives the completed event: called.
  • Rule: when and while do not decide the tense automatically; the meaning decides it.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models the four words and the sentence, emphasising the single glide in each diphthong. T writes the grammar sentence on the board.

    Students

    Ss listen and watch the mouth movement, then repeat in chorus.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read the sentence in pairs and to decide which action is in progress and which is completed.

    Students

    Pairs read the sentence and answer: 'The testing was in progress; the director's call was the completed event.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read the sentence aloud and listens for the glide in brave and hero.

    Students

    Two or three Ss read the sentence aloud. Expected answer: 'While the team was testing the design, the director called.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: diphthongs are one syllable with a glide, not two separate vowels; past continuous shows background or action in progress; past simple shows completed events; 'while' does not automatically require the past continuous.

    Students

    Ss write the rule and one example sentence in their notebooks.

Activity 3: Practice · 15 minutes

Practice: reading the model and answering questions

a) Aims

Ss consolidate the everyday expressions and the culture panel information by answering the textbook questions, with the answer key.

b) Content

Ss answer the following exercises in pairs and then check with the answer key:

  • Ex 2: State the purpose and audience of the everyday exchange and support your answer with one detail.
  • Ex 3: Identify the opening sentence and explain how it introduces the topic.
  • Ex 4: Select two useful details from the model and explain why they are better than saying only that the topic is important.
    After that, Ss practise the diphthong words in a chain drill on NeoEdu interactive exercises.

c) Expected outcomes

  • Ex 2 answer: Audience: the two speakers in the exchange. Purpose: to respond to a work-related introduction and its outcome. Detail: 'A: It was a pleasure working with you.'
  • Ex 3 answer: The opening sentence is 'A: I'm delighted that our biography display is ready.' It establishes the particular subject before the supporting detail.
  • Ex 4 answer: Details: 'B: So am I. The timeline is much clearer now.' and 'B: Likewise. Checking the dates together really helped.' Both give specific information or conditions, unlike a general statement that the topic is important.
  • Pronunciation chain: all Ss pronounce age, brave, wrote, hero correctly with a single glided vowel.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows Ex 2–4 on the board and explains that Ss must give a specific detail for each answer.

    Students

    Ss read the questions and find the relevant lines in the model.

  2. Teacher

    Step 2: Task performance

    T monitors and prompts with questions: 'Is this a general statement or a specific detail?'

    Students

    Pairs write short answers. Expected answer for Ex 4: 'The timeline is much clearer now' gives specific information about the result.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers. T checks against the answer key.

    Students

    Pairs read their answers aloud. Ss compare with the key and correct any mistakes.

  4. Teacher

    Step 4: Conclusion and assessment

    T points out that a good answer always gives a specific detail from the text and does not invent results. T praises accurate pronunciation.

    Students

    Ss correct their answers in their notebooks and note one tip for future answers.

Activity 4: Application · 20 minutes

Application: writing a culture/CLIL explanation

a) Aims

Ss produce a short culture or CLIL explanation about an admired historical figure or life story, using sourced details, the everyday expressions and the correct tenses.

b) Content

Ss choose one of the three rulers from the panel or a person they admire. They write a short paragraph (5–7 sentences) that includes:

  • the person's place and period
  • one achievement or known association, with the date or time
  • one condition or limit (for example: 'The panel gives only an outline of her reign.')
  • one personal judgement about leadership, clearly labelled as an opinion
  • one everyday expression: 'I'm delighted that…' or 'It was a pleasure…'
    Ss check their paragraph with a checklist: sourced dates, no invented results, correct tenses, correct diphthong pronunciation when reading aloud.

c) Expected outcomes

  • A short paragraph with at least five sentences, including one past simple sentence and one past continuous sentence, and at least one everyday expression.
  • Example outline: 'Elizabeth I ruled England from 1558 to 1603. Her reign is associated with political and religious tensions, the arts and the defeat of the Spanish Armada in 1588. The panel gives only a historical outline, so we cannot say that she had the same powers as Catherine II. In my opinion, her leadership was remarkable because she handled difficult times. I'm delighted that we studied her life today.'
  • Ss read their paragraph aloud to a partner with correct diphthong pronunciation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the checklist on the board. T models the first sentence of an example paragraph.

    Students

    Ss choose their subject and note the dates and details in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around, checks dates and asks: 'Is this a fact from the panel or your opinion?'

    Students

    Ss write their paragraphs individually. Ss may ask: 'Can I use a date that is not in the panel?' T reminds them to label any extra data as an example or a proposal.

  3. Teacher

    Step 3: Report and discussion

    T asks four Ss to read their paragraphs aloud and invites the class to check the checklist.

    Students

    Ss read aloud. The listeners answer: 'Is the date sourced?' 'Is the opinion clearly labelled?'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on accuracy, tenses and pronunciation and summarises the key points: sourced facts, specific details, clear opinions and the correct use of the target structures.

    Students

    Ss revise their paragraph using the feedback and keep it for the homework check.

Worksheets

Phiếu học tập số 1

Ruler: ____________________ (Cleopatra VII / Elizabeth I / Catherine II)
Source: printed Global Success 12 cultural panel, page 17

Please complete the following:

  • Place where the ruler governed: ____________________
  • Period of the reign (dates): ____________________
  • Nature of authority (for example: political, religious, imperial, cultural): ____________________
  • Associated achievements or tensions mentioned in the panel: ____________________
  • Is the panel evidence that this ruler had the same powers as the other two? Circle one: Yes / No. Explain: ____________________

After you finish, answer:

  • Why should we compare place, period and nature of authority before giving a personal judgement?
  • What is the difference between Elizabeth I and Elizabeth II?

Homework

  • Finish the paragraph in Application (5–7 sentences) about a historical figure or a life story you admire. Make sure every date comes from the panel or is labelled as an example.
  • Check your paragraph with the checklist: sourced dates, no invented results, one past simple sentence, one past continuous sentence and at least one everyday expression.
  • Record yourself reading the sentence 'The brave hero wrote a page about hope.' and listen for the single glide in each diphthong. Repeat until your pronunciation is clear.
  • Review the four expressions 'I'm delighted that…', 'It was a pleasure + V-ing', 'So am I' and 'Likewise' and write two new replies for a classmate's project.
  • Use the NeoEdu learning page (neoedu.vn/learn/12/english/unit-1-communication-and-culture-clil) to do the interactive exercises before the next lesson.

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