Giáo án Tiếng Anh 12 Global Success Review 3 Language

Anticipated difficulties

Solutions

Students are reluctant to work in groups.

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

- Provide feedback and help if necessary.

Students may lack vocabulary to deliver a speech.

- Explain expectations for each task in detail.

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

- Provide vocabulary and useful language before assigning tasks.

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

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Hidden words

- Teacher prepares some words written on pieces of paper and puts them in the box.

- Teacher divides the class into two teams.

- Teacher asks students to pick one paper from a box.

- Then the student has to use body language or speech to express the meaning of the word (without mentioning the word). The rest of the class guess what that word is.

- The team with more words becomes the winner.

- Students work in groups.

- Some students go to the board.

- The rest guess what the word is.

Suggested words:

1. Enclosure

2. Mammal

3. Primate

4. Loss

5. Extinct

6. Captivity

7. Conserve

8. Survive

9. Biodiversity

10. clearance

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other three in pronunciation. (3 mins)

- Have Ss pronounce all words, pay attention to the underlined sounds.

- If there is any word whose pronunciation Ss are not sure about, tell them to skip it and focus on the others. If any two words share the same underlined sounds, they cannot be the correct answers. If not, one of them is the correct answer.

- Have Ss compare their answers in pairs.

- Check the answers with the class.

- Have Ss work in pairs to practise saying these words.

- Students read the words.

- Choose the answer.

- Compare their answers in pairs.

Answer key:

1. B

2. D

Task 2: Mark the letter A, B, C, or D to indicate the word which differs from the other three in the position of the main stress. (3 mins)

- Have Ss pronounce all words, pay attention to the word stress.

- If there is any word whose stress Ss are not sure about, tell Ss to skip it and focus on the others. If any two words share the same stress, they cannot be the correct answers. If not, one of them is the correct answer.

- Have Ss compare their answers in pairs.

- Check the answers with the class.

- Students pronounce all words.

- Choose the answer.

- Compare their answers in pairs.

Answer key:

1. A

2. C

Task 3: Listen and complete the sentences with the correct words. Then practice saying them in pairs. (3 mins)

- Ask Ss to read the sentences 1-2. Tell them that two words to fill in the gaps are homophones. Review the knowledge about homophones on the board or go to Language sections in Unit 6.

- Tell Ss to listen and complete the sentences with the correct words.

- Have Ss compare their answers in pairs and explain why they are homophones.

- Play the recording for Ss to listen, pausing after each sentence for Ss to check their answers.

- Have Ss work in pairs to practise saying these sentences.

- Listen to the recording.

- Fill in the missing words.

- Compare the answers.

Answer key:

1. We often see some sea turtles on the beach.

2. This is not the right way to write an email.

Task 4: Mark the places where the linking /r/ can appear. Listen and check. Then practise saying the sentences in pairs. (3 mins)

- Ask Ss to read the sentences 1-2 and try to mark the sounds between which the linking /r/ can appear by themselves. Review the knowledge about linking /r/ on the board or go to Language sections in Unit 7.

- Tell Ss to listen and check their answers.

- Play the recording for Ss to listen, pausing after each sentence to check the answers with the class.

- Have Ss work in pairs to practise saying these sentences.

- Students read the sentences and mark the sounds.

- Students listen to the recording and check.

- Students work in pairs and practice saying these sentences.

Answer key:

1. A number of nature reserves have been created to protect rare animals.

2. There is a new national park that I want to visit, but it is too far away from my city.

Task 5: Read the sentences and underline the parts where assimilation can occur. Focus on the highlighted parts. Listen and check. Then practise saying the sentences in pairs. (3 mins)

- Ask Ss to read the sentences and pay attention to the highlighted words.

- Tell Ss to listen and identify the parts where assimilation can occur.

- Play the recording for Ss to listen, pausing after each sentence to check the answers with the class.

- Tell Ss to explain how assimilation can occur in these parts.

- Have Ss work in pairs to practise saying these sentences.

- Students read the sentences

- Students listen and identify the parts where assimilation occurs.

- Students practice saying the sentences.

Answer key:

1. My brother was in Paris to see an exhibition on modern media.

2. They wrote many reports on how to protect pandas in China.