Giáo án Tiếng Anh 12 Global Success Unit 4 Language

a. Objectives:

- To activate students’ prior knowledge and vocabulary related to the topic, the targeted vocabulary, and its pronunciation.

b. Content:

- Matching game

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation:

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Game: Matching

- Teacher divides students into 4 groups and models how to play this game.

- Ss work in groups to do the activity.

- Ss match the diphthongs to the right word.

- Ss pronounce the words and match them to the correct group.

- Ss pronounce the words and match them to the correct group.

- The group with the most correct words will be the winner.

Answer key:

1. /ɪə/: volunteers, idea

2. /ʊə/: Ecotourism, poor

3. /eə/: air conditioners, awareness

a. Objectives:

- To help Ss recognise and practise saying unstressed words in connected speech

- To help Ss identify the unstressed words in sentences, and practise saying them.

b. Content:

- Task 1: Listen and repeat. Pay attention to the pronunciation of unstressed words. (p.49)

- Task 2: Listen and identify the unstressed words in the following sentences. Then practise saying the sentences in pairs. (p.49)

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the pronunciation of the unstressed words. (4 mins)

- Ask Ss to look at the sentences, listen to them and repeat, paying attention to the pronunciation of the unstressed words in italics.

- Have Ss focus on the words in italics in the first sentence. Tell Ss to identify types of words in italics, e.g. It-personal pronoun; has been -auxiliary verb be; since – preposition; your ¬– possessive adjectives …

- Ss read the Remember Box.

- Ss listen to the recording and

check the unstressed words.

- Ss listen again and repeat the sentences.

- Tell Ss that in English these grammar words are normally unstressed.

- Put Ss in pairs and have them read Remember! Box to know other unstressed words in English.

- Ask Ss to look at other sentences and call out the unstressed grammar words.

Suggested answer:

(and – conjunction; a – article; It – personal pronoun; is – auxiliary verb be I – personal pronoun; ‘ve been – auxiliary verb be on – preposition; an – article; I – personal pronoun; can – modal)

Task 2: Listen and identify the unstressed words in the following sentences. Then practise saying the sentences in pairs. (6 mins)

- Ask Ss to read the sentences and check their understanding.

- Play the recording twice, if necessary, pausing after each sentence and asking Ss to repeat as a class.

- Ss listen to the recording and check the stressed words

- Have Ss underline the unstressed words.

- Ss listen again and repeat the sentences.

- Check answers as a class.

- Put Ss into pairs and have them practise saying the sentences. Walk around the class, praising good pronunciation and correcting any mistakes.

Answer key:

1. A new convenience store has been opened near my house.

2. There are still a lot of problems in our cities today.

3. It is much more expensive to buy a house in a big city.

4. My father was offered a new job and his office will be in a high-rise building.

a. Objectives:

- To introduce words and phrases related to generational differences.

- To help Ss practise using the words in Activity 1 in meaningful contexts.

b. Content:

- Task 1: Match the words with their meanings. (p.50)

- Task 2: Complete the sentences using the correct forms of the words in Task 1. (p.50)

c. Expected outcomes:

- Ss can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES1

CONTENTS

Task 1: Match the words with their meanings. (6 mins)- Ask Ss to read the definitions of the words and check their understanding.

- Ss read the words and do the matching.

- Tell Ss to match the words with the given definitions.

- Have Ss compare their answers in pairs.

- Ss work in pairs and check answers.

- Check answers as a class. Ask individual Ss to read the definitions while other Ss call out the correct words.

Answer key:

1. c     

2. d     

3. a     

4. e     

5. b

Task 2: Complete the sentences using the correct forms of the words in Task 1. (5 mins)

- Have Ss work in pairs. Tell them to read the sentences and decide which word in 1 can be used to complete each of the sentences. Encourage them to look for context clues to help them decide on the correct word.

- Ss work in pairs and practice reading the sentences.

- Check answers as a class.

- Ask individual Ss to read the complete sentences.

Answer key:

1. unemployment

2. afford

3. housing

4. expanded

5. seek

a. Objectives:

- To help Ss revise and extend the use of the present perfect tense with some structures.

- To help Ss use double comparatives correctly to show changes.

- To help Ss practise using the present perfect and/or the double comparatives in a speaking activity.

b. Content:

- Task 1: Circle the underlined part that is incorrect in each of the following sentences. Then correct it. (p 51)

- Task 2: Choose the sentence that has the closest meaning to the given sentence. (p 51)

- Task 3: Work in pairs. Make true sentences about urbanisation in an area that you know, using double comparatives and the present perfect. (p 51)

c. Expected outcomes:

- Ss can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Circle the underlined part that is incorrect in each of the following sentences. Then correct it. (5 mins)

- Ask Ss to look at sentences 1 and 3 in 4 in Getting Started and elicit the verbs used there, have built, and have been.

- Ss work and check in pairs.

- Ask Ss to look at the Remember! box and read the rules for using the present perfect tense. Focus Ss’ attention on the use of the present perfect tense with the structures in bold.

- Ss practice reading the sentences.

- Tell Ss about the requirements of Activity 1 in which Ss need to circle the underlined part that is incorrect in each of the given sentences, and then correct the mistakes.

- Focus Ss’ attention on the three sentences and check if they know all words.

- Ask Ss to work in pairs or individually to complete the activity.

- Check answers as a class.

Answer key:

1. B: saw 🡪 have seen

2. C: had 🡪 have

3. A: has been 🡪 is

Task 2: Choose the sentence that has the closest meaning to the given sentence. (5 mins)

- Ask Ss to look at sentences 2 and 4 in 4 in Getting Started and elicit the structures with double comparatives used there, bigger and bigger, and the more…the worse.

- Ask Ss to look at the Remember! box and read the rules for using the double comparative to show changes. Focus Ss’ attention on the two usages of the double comparatives to show changes and to say that two things change

together.

- Ss work and check in pairs.

- Ss practice reading the sentences.

- Tell Ss about the requirements of Activity 2 in which Ss need to choose the best option to indicate the sentence that is closest in meaning to the sentence given.

- Focus Ss’ attention on the sentences and the given options. Check if they understand all of them.

- Ask Ss to work in pairs or individually to complete the activity. 

- Check answers as a class.

Answer key:

1. A

2. B

3. C

Task 3: Work in pairs. Make true sentences about urbanisation in an area that you know, using double comparatives and the present perfect. (6 mins)

- Have Ss read the instructions and example, and make sure they all understand the instructions, the given example, and what they must do.

- Ss listen to instructions and work in pairs.

- Have Ss first think of an urbanised area, make a list of changes in this area, and then write about the changes in this area, using the present perfect and double comparatives.

- In weaker classes, help Ss with the ideas they want to express about urbanisation in the area that they know.

- Put Ss in pairs and have them share what they have written.

- Some Ss present answer in front of the class.

- Invite some Ss to read out loud their sentences to the class.

Suggested answer

My hometown has changed a lot over the past ten years. The urban area has been expanded, and there is less and less land for agriculture. More and more people have moved in. More new houses have been built. The life is getting more and more modern.