Giáo án Tiếng Anh 12 Global Success Unit 3 Language

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic.

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Kim’s game

c. Expected outcomes:

- Students can revise vocabulary related to green cleaning.

- Students can do all the exercises.

d. Organization:

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Kim’s game

- Divide the class into two teams.

- Students work in groups to do the activity.

- Give instructions. Look at the pictures in 10 seconds. Try to remember all the pictures without writing anything. Students have 2 minutes to go to the board and write the words one by one. The team with more correct answers becomes the winner.

- Students remember and write words on the board.

Keys:

ear, pears, chair, deer, stairs, tourists

a. Objectives:

- To help Ss recognise and practise diphthongs /ɪə/, /eə/ and /ʊə/ in single words and in a complete text.

b. Content:

- Task 1: Listen and repeat. Then practise saying the words. (p.33)

- Task 2: Work in pairs. Underline the words that contain the /ɪə/, /eə/ and /ʊə/ sounds. Listen and check. Then practise saying the sentences. (p.33)

c. Expected outcomes:

- Students can correctly pronounce diphthongs /ɪə/, /eə/ and /ʊə/ in single words and in a complete text.

d. Organization

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Then practise saying the words. (6 mins)

- Remind Ss what a diphthong is and elicit the ones they have learnt so far. Ask them if they know any other diphthongs.

- Ask Ss to listen to the recording. Have them pay attention to the diphthongs /ɪə/, /eə/ or /ʊə/ in each word. In weaker classes, write the words on the board and underline the letters representing these sounds, e.g. idea, awareness, sure.

- Students listen to the recording, and then repeat the words.

- Ask Ss to listen to the recording again, but this time, have them repeat the words.

- In stronger classes, put Ss in pairs and have them add more examples of words containing the diphthongs, e.g. /ɪə/near, here, prettier, beer, weird; /eə/ hair, bear, share, compare, Claire; /ʊə/secure, curious, during, endure. Elicit from Ss the various spellings of the diphthongs.

- Students add more examples of the words that contain the diphthongs /ɪə/, /eə/ and /ʊə/.

Scripts:

/ɪə/: idea, years

/eə/: awareness, air conditioners

/ʊə/: sure, ecotour

Task 2: Work in pairs. Underline the words that contain the /ɪə/, /eə/ and /ʊə/ sounds. Listen and check. Then practise saying the sentences. (6 mins) 

- Ask Ss to read quickly through the text to get a broad understanding.

- Students underline the words with the diphthongs /ɪə/, /eə/ and /ʊə/ first. Then listen to the recording.

- Have Ss work in pairs to underline the words with the diphthongs /ɪə/, /eə/ and /ʊə/ in each sentence.

- Ask them to listen to the recording and check their answers.

- Have Ss practise reading the whole text aloud in pairs.

- In weaker classes, ask Ss to read the underlined words containing the diphthongs first before reading aloud the whole text.

- In stronger classes, have pairs make 3-5 sentences about a specific topic (e.g. famous people), containing as many diphthongs /ɪə/, /eə/ and /ʊə/ as possible. Invite them to read these sentences aloud in front of the class, and have other students listen and count the number of correct words with diphthongs.  The pair(s) with the most correct diphthongs are winners.

Answer key:

1. There are many volunteers here to help clean up the beach.  

2. Ecotourism encourages the tourists to develop eco-friendly habits when travelling. 

3. It is clear that not all people are aware of the negative impact of their daily habits on the environment. 

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Match each word (1-5) with its meaning (a-e).(6 mins)

- Have Ss look at the pictures and tell you what they describe, e.g.

- Students match each word/phrase on the left with the one on the right

1. running tap water. Ask questions such as, Why is running tap water a waste? (because the clean water goes into the sewage

system and has to be treated and pumped again) Why do some people leave the tap running? (because they’re careless). Try to

elicit some of the words used in the definitions.

- Have Ss match each word with its meaning.

- In weaker classes, do the first one as an example before asking Ss to match the rest individually or in pairs.

- Students study the meanings and underline key words.

- Check answers as a class.

- Point out that Ss have learnt the word waste, but with a different meaning, i.e. materials that are no longer needed and are thrown away. Elicit some sentences, e.g. Cleaning up industrial waste is expensive. It is illegal to dump waste in rivers.

Answer key:

1. e

2. a

3. d

4. b

5. c

Task 2: Complete the following sentences using the correct forms of the phrases inTask 1. (6 mins)

- Tell Ss to read the sentences carefully and decide which word in 1 can be used to complete each of the sentences. Ask them to change the forms of some words if necessary.

- Students read the sentences carefully and decide which words can be used.

- Students explain the meaning of each phrase.

- Check answers as a class by asking some Ss to read the completed sentences.

Extension: Put Ss in groups and have each group come up with synonyms and related words and phrases, e.g. waste: misuse, abuse, squandering, destruction, not good use. Explain the meaning of any unfamiliar words and have Ss make sentences with them, e.g. Misuse of pesticides can cause soil pollution.

- Students read the complete sentences.

Answer key:

1. waste

2. packaging

3. containers

4. reuse

5. landfill

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1:Complete the sentences with the suitable prepositions. (3 mins)

- Ask Ss to read the notes in the Remember! box to remember the use of prepositions after some verbs. Give more explanation and examples if necessary.

- Students read the notes in the Remember! box.

- Ask Ss to complete the sentences with the suitable prepositions. Tell them to pay attention to the meaning of each sentence and the grammatical clue (i.e. which verb comes before the blank, and which preposition often follows that verb, as suggested in the Remember box).

- Students write the correct prepositions.

- Students explain their answers.

- Check answers as a class. Go through each sentence and ask Ss to explain the meaning of the whole phrase, e.g. 1. We use ‘about’, because ‘care about’ means ‘worrying about or paying attention to’.

Answer key:

1. about

2. on

3. out

4. after

Task 2: Combine the sentences using relative clauses. (4 mins)- Ask Ss to read the notes in the Remember! box to introduce the use of relative clauses to refer to a whole sentence.

- Students read the notes in the Remember! box.

- Ask Ss to combine the sentences using relative clauses. In weaker classes, remind them that each clause should refer to the whole sentence that comes before it.

- Students combine the sentences and explain their answers.

- Check answers as a class by asking some students to write the full sentences on the board.

Answer key:

1. Plastic takes hundreds of years to decompose in the ground, which (explains why it) is harmful to the environment.

2. Public transport does not pollute the air as much as private vehicles, which is why more people

should consider using it.

3. All students work very hard to help clean up the school, which is encouraged by the teacher/ the teacher encourages.

Task 3: Work in pairs. Talk about green things and activities you and your family often do. Use verbs with prepositions or phrasal verbs, and relative clauses referring to the whole sentence. (6 mins)

- Ask Ss to work in pairs. Ask them to take turns to talk about green things and activities they and their family often do. They should make 3-5 sentences, using the verbs with prepositions or phrasal verbs, and relative clauses referring to the whole sentence as much as they can.

- Students work in pairs.

- Encourage them to study the example in pairs first. Tell them to pay attention to the use of verbs with prepositions or phrasal verbs, and relative clauses referring to the whole sentence.

- Encourage them to speak without writing down the sentences. For weaker classes, allow them to write the sentences first before reading them aloud.

- When they finish, invite some pairs to read the sentences aloud in front of the class. Correct any misuse of verbs with prepositions or phrasal verbs, and relative clauses referring to the whole sentence.

- Talk about green things and activities they and their family often do.

Suggested answers:

My family often get around our city by bicycle, which is more friendly to the environment than using a car or motorbike.

I often help clean up our neighbourhood with the family, which is a fun activity to do at weekends.

I often help my mother sort out the household waste, which helps reduce the waste entering landfills.