Giáo án Tiếng Anh 12 Global Success Unit 7 Listening

Form

Pronunciation

Meaning

Vietnamese equivalent

1.ashamed (of) (adj)

/əˈʃeɪmd/

feeling shame or feeling embarrassed about somebody/something or because of something you have done

xấu hổ

2. fake (adj)

/feɪk/

not what somebody claims it is; appearing to be something it is not true.

giả

3. population (n)

/ˌpɒpjuˈleɪʃn/

all the people who live in a particular area, city or country; the total number of people who live there

dân số

Anticipated difficulties

Solutions

Students may lack vocabulary to deliver a speech.

- Provide vocabulary and useful language before assigning tasks.

- Encourage students to work in groups so that they can help each other.

- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the recording.

- Make sure they understand the meaning and pronunciation of important words.

- Teach them the skill of underlining key words in the questions before they listen.

- Play more time if necessary.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Video watching

- Teacher prepares a video about fake news and asks Ss to watch the video and write down information about real news and fake news.

- Teacher plays the video once.

- Teacher checks answers with the whole class.

- Teacher replays and pauses the video if necessary.

- Students watch the video and write down information about real news and fake news.

- Students check their answers with the class.

Link:

https://www.youtube.com/watch?v=KX8-BOc7Z0c

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Work in pairs. Find 3 words in the wordsearch to show things you should look at to decide whether a piece of news is fake or not. (4 mins)

- Ask students to look at the photo. Ask if they have any experience of fake news before. If they say yes, ask if they know how to ‘spot’ fake news.

- Put Ss in pairs. Tell them that they will find three words in the word search which show the things they should pay attention to before they can decide whether a piece of news is fake or not.

- In weaker classes, find one word for them as an example. If the class struggle, give them a hint (e.g. there is a diagonal word) or some clues (e.g., the first letter(s) of each word/some words)

- Check answers as a class.

- Briefly explain the answers (e.g. You need to check if the images are real, for example, not altered using Photoshop or other software. You also need to see if the language is accurate and grammatically correct. In addition, it is important to evaluate the source of information to make sure it is reliable. These three elements will help you decide whether a piece of news is fake or not) and encourage them to listen to the recording in the next activity to find out more.

- Students find the words in the wordsearch.

Answer key:

Vocabulary teaching (5 mins)

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary with different techniques (pictures, actions, synonyms …)

- Teacher checks students’ understanding with the “Rub out and remember” technique.

- Teacher asks Ss to take notes on their notebooks.

- Students say the meaning of the words.

- Students write new words on their notebook.

New words:

1. ashamed (of) (adj)

2. fake (adj)

3. population (n)

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 2: Listen to three students talking about fake news. Match the speaker with his/her attitude towards fake news. There are TWO extra options. (10 mins)

- Tell Ss that they are going to listen to three speakers and find out their attitudes towards fake news.

- Ask Ss to read the statements A-E. Make sure they understand these statements and encourage them to underline key words in each statement. E.g. A. He/she’s worried about fake news. B. He/she’s not worried about fake news.

- Ask Ss to listen and pay attention to the key words, as well as paraphrases of these key words. In weaker classes, help them brainstorm the possible paraphrases of these key words. E.g. 1. ‘Worried’ could be paraphrased as ‘concerned’, ‘a (big) problem/issue’ in the recording.

- Encourage Ss to pay attention to words or expressions the speaker may use to describe likes, dislikes, agreement, disagreement etc. as well as his/her tone of voice. In weaker classes, help them brainstorm the possible words and expressions, and discuss the possible tones of voice to express the attitudes in the statements. E.g. E. When people feel annoyed, they sound angry and tend to use high-pitch voice. They may say something such as “It’s annoying …”, or “I can’t stand …” to express their anger.

- Play the recording once. For weaker classes, play the recording twice.

- Check answers as a class.

- Students make predictions before listening.

- Listen and check the answers.

Answer key:

Mai - A

Nam - D

Mark - B