Giáo án Tiếng Anh 12 Global Success Unit 8 Language

Anticipated difficulties

Solutions

Students may lack knowledge about some lexical items.

Provide students with the meaning and pronunciation of some lexical items.

Students may have underdeveloped listening, speaking and co-operating skills.

- Play the recording many times if any necessary.

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

- Provide feedback and help if necessary.

Some students will excessively talk in the class.

- Define expectation in explicit detail.

- Continue to define expectations in small chunks (before every activity).

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Game: SAY IT OUT LOUD

- Divide the class into two teams.

- Ask students to give names of endangered species.

- Each team takes turns to shout out the names.

- The team with more accepted species become the winner.

- Students work in groups to join the game.

- Students give names of endangered species.

Students’ own creativity.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and repeat the examples above. Pay attention to the highlighted sounds.(6 mins)

- Explain the process of assimilation to Ss, that is, when the ending sound of one word blends into the beginning sound /m/, /b/, /p/, and /s/ of the following word. Tell them that this is a natural process that appears in rapid speech. (Ss should not intentionally change the ending sounds as described.)

- Play the recording for Ss to listen and follow.

- Read out the examples in the Remember Box (or play the recording again) for Ss to repeat as a class.

- Ask Ss to work in pairs and take turns pronouncing the phrases. Encourage Ss to say them as naturally as possible.

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

- Students read the examples.

- Students practise in pairs.

Students’ practise.

Task 2: Listen and underline the parts where assimilation occurs. Then practice reading the sentences in pairs. (6 mins)

- Ask Ss to read the sentences and underline the parts where assimilation occurs.

- In weaker classes, demonstrate by reading the sentences or play the recording first then let Ss repeat the sentences.

- Extend this task by having Ss take turns reading each of the sentences twice: 1) slowly, trying to enunciate the sounds clearly and avoid any assimilation and 2) quickly, trying to blend the final and initial sounds. Ask their partners to listen carefully and identify any assimilated sounds.

- Play the recording (several times if necessary) to check the answers. Further explain this phenomenon in English so that Ss can understand more clearly.

- Students read the sentences and underline.

- Students check the answers with their partners.

- Students practise reading the sentences.

Answer key:

1.Apes are larger than monkeys. /ˈðəm ˈmʌŋkiz/

2. If fed properly, the bear will recover soon. /ˈʃeb ˈprɑːpərli/

3. Both species benefit from living together. /ˈbəʊs ˈspiːʃiːz/

4. Ten per cent of the world’s population was infected by the virus. /ˈtem pəˈsent/

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Match the words with their meanings. (6 mins)

- Ask Ss to work in pairs. Ask them to read the wordsand match them to their meanings.

- Check answers as a class. Call on one student to read an item aloud and another student to read its meaning.

- Have Ss practise vocabulary building skills by thinking of wordsassociated with the five items in this activity.

- Put Ss in pairs or groups. Provide some synonyms or antonyms for the words for Ss’ reference, e.g. extinct - common, conserve - destroy…

- Students match each word on the left with the one on the right.

- Students study the meanings and underline key words.

Answer key:

1.d

2.a

3.b

4.c

5.e

Task 2: Complete the sentences using the words in task 1. (6 mins)

- Have Ss work in pairs. Tell them to read the sentences carefully and decide which word in task 1 can be used to complete each of the sentences. Explain that they should use the context clues to decide on the word, e.g. in the first sentence, the gapped word is a verb that explains the reason why wild animals need to live in natural habitats.

- Check answers as a class. Have Ss call out the word they have used in each sentence first.

- Confirm the correct answers. Ask Ss to give reasons why they have chosen the words by referring to the context clues.

- Ask individual Ss to read the complete sentences.

- Read and complete the sentences.

- Check the answers and give reasons.

Answer key:

1.survive

2.rare

3.extinct

4.captivity

5.conserve