Giáo án Tiếng Anh 12 Global Success Unit 9 Language

Sentence stress and rhythm

• Content words (e.g. main verbs, nouns, adjectives, and adverbs) are often stressed, while

grammatical words (e.g. conjunctions, pronouns, prepositions, auxiliaries, and articles) are not.

• This combination of stressed and unstressed syllables produces the rhythm of spoken English.

• To sound natural and fluent, you should try to stress the correct words in your spoken sentences.

Three-word phrasal verbs

• In addition to two-word phrasal verbs, there are three-word phrasal verbs that usually consist

of a verb, an adverb, and a preposition.

Some three-word phrasal verbs may have an obvious meaning that we can guess from the parts.

e.g. walk away from, climb out through.

Example:

The driver walked away from the burning car.

The thief climbed out through the window.

• Many three-word phrasal verbs have an idiomatic meaning which is difficult to guess from their individual parts.

Example:

She gets on with all the members of her team.

I can’t put up with his bad behaviour any longer.

• Three-word phrasal verbs need an object, which always comes immediately after the preposition, and not in any other place.

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: Hide and seek (PPT slides)

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

- Ss find the correct answer for job descriptions.

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

- Students work in groups to do the activity.

Answer key:

1. B

2. C

3. A

4. D

5. B

6. D

7. C

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the sentence stress and rhythm. (4 mins)

- Have students look at the Remember! box to revise sentence stress and rhythm. Have them revise the types of words that are often stressed in sentences: nouns, verbs, adjectives, and adverbs.

- Play the recording for Ss to listen and repeat. Ask Ss to pay attention to the sentence stress and natural rhythm.

- Have Ss work in pairs to say these sentences with the correct sentence stress and natural rhythm.

- Students read the Remember! Box.

- Students listen to the recording and check the sentence stress.

- Students listen again and repeat the sentences.

Students’ practice.

Task 2: Underline the stressed words in the sentences. Listen and check. Then practise saying the sentences with a natural rhythm. (6 mins)

- Ask Ss to listen to the sentences and underline the stressed words.

- Play the recording several times, if necessary, pause after each sentence for Ss to repeat.

- Check answers as a class.

- Put Ss into pairs and have them practise saying these sentences. Walk round the class, praising pairs for good effort and saying the sentences with correct sentence stress and natural rhythm.

- Students listen to the recording and underline the stressed words

- Students listen again and repeat the sentences.

Answer key:

1. I’d like to apply for the position of Assistant Teacher.

2. We’ve received a lot of application letters.

3. We’ve chosen the best applicants to interview.

4. Successful applicants will start work in the new office.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Match the words/phrase (1–5) with the phrases (a–e) to make phrases with the

meanings below. (6 mins)

- Tell Ss that the meaning of each phrase is attached to the second part of the phrase.

- Ask Ss to read the definitions of the phrases.

- Have Ss match the first and the second parts of the phrases individually. Make sure the phrases match their meanings.

- Have Ss compare their answers in pairs.

- Check answers as a class. Call on one student to read a phrase aloud and another student to read its definition.

- Students read the words and do the matching.

- Students work in pairs and check answers.

- Students read the phrases and definitions aloud.

Answer key:

1. c     

2. d

3. a     

4. e     

5. b

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

- Have Ss work in pairs. Tell them to read the sentences and decide which phrase in Task 1 can be used to complete each of the sentences. Explain that they can use the context clues to decide on the word or phrase needed, e.g. in sentence 1, the phrase ‘left her current job in order to’, gives us the hint about some personal plan. Among the given phrases, ‘pursue … passion for’ is best suited.

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

- Confirm the correct answers. Ask Ss to explain why they have chosen the phrase for each sentence using context clues, e.g. In the second sentence, the phrases ‘earned some money’ and ‘from my previous part-time jobs’ give us a hint that the phrase ‘gain work experience’ is the answer.

- Ask individual Ss to read the complete sentences.

- Students work in pairs and complete the sentences.

- Students check the answers with the whole class.

- Students read the complete sentences.

Answer key:

1. pursue her passion for

2. gained work experience

3. have an outgoing personality

4. develop soft skills

5. deal with stressful situations