Giáo án Tiếng Anh 12 Global Success Unit 1 Communication and Culture

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Game: Who says it?

c. Expected outcomes:

- Students can get knowledge about famous people in the world and their famous sayings.

d. Organisation

TEACHER AND STUDENTS ’ ACTIVITIES

CONTENTS

Game: Who says it? (PPT slides)

- Teacher divides class into two teams.

- Students join the game and answer the questions.

- Teacher shows 6 famous sayings by famous people on the PPT slides.

- Students have to say who said that.

- If the answer is correct, they get one point for their team. If the answer is incorrect, the chance is transferred to the other team.

- The team with higher score is the winner.

Suggested ideas:

1. “Genius is one percent inspiration, ninety-nine percent perspiration.” - Thomas Edison

2. “Stay hungry, stay foolish” - Steve Jobs

3. “Life is like riding a bicycle. To keep your balance, you must keep moving.” - Albert Einstein

4. “If you want something said, ask a man; if you want something done, ask a woman.” - Margaret Thatcher

5. “That’s one small step for a man, a giant leap for mankind.” - Neil Armstrong

6. “To be or not to be, that is the question.” - William Shakespeare

TEACHER AND STUDNETS’ ACTIVITIES

CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs (6 mins)

- Give Ss some time to skim through the conversations. Use the photos to illustrate the context of the conversation if necessary.

- Students complete the conversation with words in the box.

- Students listen to the recording.

E.g: Mark looks excited about something and he is sharing his news with

Nam. Nam looks happy for Mark too.

- Play the recording once in stronger classes and twice in weaker classes.

- Check answers as a class. Play the recording again, pausing after each blank to confirm the correct answers.

- Students practise the conversation in pairs.

- Put Ss into pairs and have them practise the conversation.

Answer key:

1. C

2. D

3. A

4. B

Useful expressions (7 mins)

- Teacher gives students a list of expressions which are mixed together. Ss have to classify them into 2 groups: expressing pleasure and happiness, and responding.

- Teacher asks Ss to classify the expressions into two groups.

- Ss work in groups to do the task.

- Check as a class.

- T asks if Ss can add some more expressions.

* Expressing pleasure

- … is/was amazing/wonderful /great.

- That was a(n) amazing/ wonderful/great …

- It is/was (such) a pleasure to …

- I was so pleased to …

- I’m on top of the world/on cloud nine/over the moon.

* Responding

- Wow!

- I’m so happy/excited for you.

- Good for you!

- That’s fantastic/amazing /great!

- I’m pleased to hear (that you like it).

Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these situations. One of you is A, the other is B. (6 mins)

- Make plan for the role-plan

- Tell Ss that the words they used to fill in the gaps in Activity 1 are used to express pleasure and happiness and responding.

- Put Ss in pairs and explain the task: to role-play conversations similar to the one in Activity 1, but based on the two situations. Ss should play the roles given in this activity.

- Practise the role-play conversation, based on the two situations.

- Give Ss a few minutes to plan their conversations before they role-play it (e.g. who will be Student A, who will be Student B, and have them underline key words in the task question). Have them write down some prompts to help them. Encourage them to swap roles.

- Swap the role and continue practising.

- Perform in front of class.

- Walk round the class and provide help when necessary.

- Ask some pairs to role-play their conversations in front of the whole class. Praise for good effort, clear pronunciation and fluent delivery.

Sample conversations:

1. A: Yesterday, I saw the new Disney movie, The Lion King. I enjoyed it so much. It’s such a wonderful

animated movie.

B: That’s great. I’m pleased to hear you like it.

2. B: I’m on cloud nine! My article about Steve Job’s life and achievements has just been published in the local newspaper!

A: Wow! I’m so happy for you! You’ve worked so hard on it!

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Read the following text and complete the comparison table on page 18. (10 mins )

- Ask Ss some questions to find out what they already know about the topic, e.g. Do you know the people in the picture? Who were they? What made them famous?

- Students answer the name of the people in the picture.

- Ask Ss what they want to know about the topic. Write their questions on the board, e.g. Where were they from? (Egypt, England and Russia), In which period/era did they live? (69 BC –30 BC, 1533-1603, 1729-1796)

- Students study the content of the table and complete the missing information.

- Ask Ss to study the comparison table in Activity 1. Make sure they understand the rows and columns. Encourage them to study the examples.

- Tell Ss that they are going to read about three famous queens in history. As they read, they should fill in the comparison table to show the differences between their lives and achievements.

- Explain or elicit any new or difficult words, e.g. determination, Empire, rule/ruling. In stronger class, encourage them to guess their meaning from context as they read the text.

- Have Ss read the text and complete the table individually.

- Check answers as a class.

- Go back to the questions on the board, i.e. the things Ss wanted to know about the topic. Ask which of the questions they can answer now and cross them out. Assign the rest for homework.

Suggested answers:

1. England

2. Russia

3. 21

4. 34

5. saved her country from becoming part of the expanding Roman Empire

6. defeated the powerful Spanish Navy; encouraged the development of arts

Task 2: Work in groups. Discuss the questions. (5 mins)

- Read the question and check understanding.

- Put Ss in groups to discuss the answers.

- Students work in groups to discuss the question.

- For weaker classes, give some examples about famous women in Vietnam, such as Hai Ba Trung, Queen Le Ngoc Han, Queen Mother Y Lan.

- Ask some Ss to share their answers in front of the class.

- Students share their ideas in front of class.

Extension: Ask the students to play the “Guess who?” game, in which a student is invited to the front of the class. He/she is shown a picture of a famous female figure in history (preferably among those the Ss have talked or discussed about in the lesson/unit). Then the student talks about the figure until the whole class can guess the name of the figure.

Suggested answers:

Hai Ba Trung: The Trung sisters were military leaders who led the people against the colonial government of the Han Dynasty. They are regarded as national heroines of Viet Nam. They were both well educated.

Queen Mother Y Lan: She was the wife of King Ly Thanh Tong, and the mother of King Ly Can Duc. She knew a lot about Buddhism, and helped build hundreds of temples around the country.

Queen Le Ngoc Han: As the only daughter of King Le Hien Tong, she helped to improve education

and social status of women by giving titles to female scholars and educating female domestic servants.