Giáo án Tiếng Anh 12 Global Success Review 2 Skills

a. Objectives:

- To give excitement to students and lead in the lesson.

b. Content:

- Video watching

c. Expected outcomes:

- Students can listen for comprehension and answer the given questions.

d. Organisation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Video watching

- Teacher asks Ss to watch a short video and try to remember the information in the video.

- Watch a short video and try to remember the information in the video.

- After Ss listen, teacher shows the question before playing the video.

- Ss raise their hands to grab the chance to answer.

- Share the answers with the whole class.

- T checks if the answers are correct or incorrect and leads in the lesson.

Link: https://www.youtube.com/watch?v=TiIFzV4d2NE

Questions:

What do cities of the future look like?

Suggested answers:

The cities are smart with:

+ flexible transport

+ energy efficient buildings

+ accessible electricity

+ advanced AI

+ new business and services

+ AI-based mobility

a. Objectives:

- To practise listening for main ideas

- To practise listening for specific information

b. Content:

- Task 1. Listen to a talk about a city. What is it about? (p. 74)

- Task 2. Listen again and complete the note with no more than TWO words for each answer. (p. 74)

c. Expected outcomes:

- Students can understand the main ideas of the listening passage and reorder the key information.

d. Organisation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1. Listen to a talk about a city. What is it about? (8 mins)

- Focus Ss’ attention on three titles and ask them which information they expected to listen to from each title.

- Listen and do the task.

- Tell Ss that they are going to hear a talk about a city.

- Play the recording and encourage Ss to note down as much information as possible in their notebooks.

- Call on some Ss to share their information. Ask Ss to eliminate the title that does not tell them about the main idea.

- Confirm the correct answer. Ask Ss to give the clues that help them work out the answer, e.g. option B is only a part of the talk or option C is NOT mentioned in the talk.

- Share and check the answers.

Answer keys: A

Task 2. Listen again and complete the note with no more than TWO words for each answer. (10 mins)

- Ask Ss to look at the sentences and underline the key words and decide what part of speech of each word in the gap is (e.g.: 1. noun/noun phrase; 2. noun/noun phrase; 3. noun/noun phrase; 4. adjective; 5. noun/noun phrase)

- Play the recording again and have Ss listen and write down their answers in their notebooks.

- Listen and do the task.

- Have Ss work in pairs to compare their answers. - Share and check the answers.

- Check answers as a class.

- In weaker classes, play the recording again, pausing after the sentences containing the missing words.

Answer keys:

1. old houses

2. high-rise buildings

3. traditional markets

4. frequent

5. traffic jams

a. Objectives:

- To give Ss an opportunity to use the ideas and language from the Listening in a group discussion and practise problem-solving skills.

b. Content:

- Task 1. Work in pairs. Discuss the impact of urban development on people’s life and complete the following table. (p.74)

- Task 2. Discuss in groups. Which change in 1 do you think has the most positive impact, and which one has the most negative impact on urban life? Then report the group's answers to the class. (p.74)

c. Expected outcomes:

- Students come up with good ideas and are able to talk about the positive and negative impacts of urban development on people’s life.

d. Organisation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1. Work in pairs. Discuss the impact of urban development on people’s life and complete the following table. (9 mins)

- Have Ss read through the instructions. Draw the table on the board if necessary.

- Work in pairs to discuss the impact of urban development.

- Ask them to work in pairs to discuss the impact of urban development. Tell Ss to add more ideas and complete the table.

- Tell Ss that the impact on urban people’s life can be positive and/or negative.

- Walk around the class to offer help if necessary.

- Present their completed table in front of the class.

- Invite some pairs to present their completed table in front of the class.

Suggested answers:

Task 2. Discuss in groups. Which change in 1 do you think has the most positive impact, and which one has the most negative impact on urban life? Then report the group's answers to the class. (11 mins)

- Have Ss work in groups and discuss the impacts of urbanisation using the table from 1 in Speaking.

- Work in groups and discuss the impacts of urbanisation.

- Ask Ss to prepare a presentation to report what they have just discussed.

- Walk around the class to offer help if necessary.

- Invite some groups to present a summary of their group discussion to the class.

- Prepare a presentation to report what they have just discussed.

- Present a summary of their group discussion to the class.

Suggested answers:

Discussion:

A: Today we’ll be talking about which change has the most positive impact and which one has the most negative impact on urban life. Let’s start with the positive one.

B: Well, I believe that building more schools and universities is the most important change because it can have a huge effect on young people. This creates more education opportunities for students in the area.

A: I agree, but most people want more shops, restaurants and supermarkets so they can have convenient shopping experiences and enjoy eating out.

B: I see, if there are too many shops and supermarkets, traditional markets may struggle to survive ...

Group’s report: Among all changes, we believe that building more schools and universities will have the most positive impact on urban life because this will create more education opportunities for students and attract more young people.