Giáo án Tiếng Anh 12 Global Success Unit 2 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:

- Board race

c. Expected outcomes:

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

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Board race

- Teacher divides the class into four teams and the board in four sections and gives a board pen to one of the Ss in each team.

- Students come to the board one by one to write the answer.

- Teacher calls out the theme (Festivals) and gives them two minutes to write as many names of festivals as they can in 2 minutes.

- Each student of the team comes to the board and writes down a name.

- When the game is finished, Teacher has teams check each other’s spelling and count how many correct names each team has written.

- Teacher leads in the new lesson by asking some questions.

- Students check their answers with the class.

Students’ answers

a. Objectives:

- To provide a model conversation in which speakers make introductions and respond.

- To review how to make introductions and respond.

- To help Ss practise making introductions and responding.

b. Content:

- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs (p.28)

- Useful expressions

- Task 2: Work in groups of three. Use the models in 1 to make similar conversations for these situations. One of you is A, the others are B and C. Use the expressions below to help you. (p.28)

c. Expected outcomes:

- Students can use appropriate language to make introductions and respond.

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then

 practise them in pairs (6 mins)- Ask Ss to read through the two incomplete conversations. Check comprehension by asking questions, e.g. Who are the speakers? What are they talking about? What is the difference between conversation 1 and conversation 2?

- Give Ss a few minutes to read the expressions in the box and check student’s understanding.

- In stronger classes, encourage Ss to fill in the gaps based on context clues.

- Have Ss listen and complete the conversation with the words from the box.

- Students listen to the recording.

- Students complete the conversation with words in the box.

- Check answers by asking two Ss to read out the conversations.

- Have Ss underline expressions used to make introductions and respond (I’d like you to meet…; this is…; It’s nice to meet you…; Pleased to meet you...)

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

- Invite some pairs to role play the conversation in front of the class.

- Students practise the conversation in pairs.

Answer key:

1. B    

2. A    

3. C    

4. D

Useful expressions (7 mins)- Teacher gives students a list of expressions which are mixed together. Ss have to classify them into 2 groups: Introducing people and responding to introduction

- 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.

* Introducing people

Formal/ Semi-formal

• I’d like you to meet …

• I’d like to introduce/present ...

• It’s a pleasure to introduce …

• May I introduce/present ...?

Informal

• This is …

• I want you to meet …

• Let me introduce you to …

• Please meet …

• Have you met …?

* Responding

Formal/ Semi-formal

• It’s nice to meet you.

• How nice to meet you.

• It’s a pleasure to meet you.

• How do you do?

Informal

• Hi, great/ nice to meet you.

• Pleased/ Happy to meet you.

Task 2: Work in groups of three. Use the models in 1 to make similar conversations for these situations. One of you is A, the others are B and C. Use the expressions below to help you. (6 mins)

- Ask Ss to read through the situations and check students’ understanding. Ask them if they have been in similar situations, e.g. if their class or club has a new member, how they make introductions and respond.

- Students work in groups of three.

- Have Ss work in groups of three. In weaker classes, underline words and phrases in the model conversation that Ss can replace with information from the new situations. You can also write some prompts on the board.

- Make plan for the role-plan

- Go through the Useful expressions in the box and remind Ss to use them in their conversations.

- Give Ss a few minutes to plan their conversations. Have them write down some prompts to help them, e.g. how they are going to start the conversation, how they introduce a new member to the whole class, how their class will respond…

- Practice the role-play, based on the two situations.

- Walk around the class and provide help if needed.

- Call on some groups to role play their conversations in front of the class. Praise for good effort, appropriate use of the expressions for making introductions and responses, clear pronunciation and fluent delivery.

- Swap the role and continue practising.

- Perform in front of class.

Sample conversations:

1.

Student A: Hello class. I would like to introduce Nam – a new member of our class. He has just moved from Nam Dinh High School. Please welcome him.

Student B: Hello, everyone. My name is Nam. It’s nice to meet you.

Student C: Hi, Nam. Nice to meet you, too. Welcome to our class

2.

Student B: Hey, Long. Have you met Pit? He has joined our football club this week.

Student A: Not yet. Hi, happy to meet you, Pit. I’m Long.

Student C: Hi Long, great to meet you, too.

a. Objectives:

- To introduce words / phrases related to the topic;

- To help Ss learn about culture shock;

- To help Ss relate what they have learnt about culture shock to the situation in Viet Nam.

b. Content:

- Task 1: Read the text and put a tick (✓) or cross (✗) in the box next to the pictures to show the appropriate behaviour in different cultures. (p.29)

- Task 2: Work in groups. Discuss the questions. (p.29)

c. Expected outcomes:

- Students understand the meaning of words, memorise the information, and relate what they have learnt about culture shock to the situation in Viet Nam.

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Read the text and put a tick (✓) or cross (✗) in the box next to the pictures to show the appropriate behaviour in different cultures. (7 mins)

- Ask Ss some questions to find out what they already know about the topic, e.g. What does culture shock mean? Have you ever experienced culture shock? Who do you think often experience culture shock?

- Ask Ss what they want to know about the topic. Write their questions on the board, e.g. What is culture shock? How can people overcome culture shock? Can you list some examples of culture shock?

- Students answer the questions.

- Put Ss into pairs. Ask them to read the text and complete the question by putting a tick or a cross in the box. Walk round the class and offer help, explaining unfamiliar words or answering questions.

- Students work in pairs toread the text and complete the question by putting a tick or a cross in the box.

- Check answers as a class calling on pairs to write their answers on the board. Have Ss provide evidence from the text for each answer.

- 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. ✓

2. ✗

3. ✓

4. ✗

Task 2: Work in groups. Discuss the questions. (8 mins)

- Ask Ss to work in groups to discuss the two questions.

- Students work in groups to discuss the question.

- In weaker classes, ask questions to brainstorm ideas as a class, e.g. Do foreigners experience culture shock when they visit Viet Nam? What are they?

- Students share their ideas in front of class.

- To answer the first question, encourage Ss to compare the cultural features of Viet Nam with other western countries, e.g: eating habits (using chopsticks, street foods), transportation (full of vehicles on the road), languages (different dialects across regions; shopping (street markets, bargaining). Then they come up with some solutions to help foreigners overcome these shocks ( make friends with foreigners and guide them, design leaflets/clips/videos about cultural features of Viet Nam..)

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

Suggested answers:

Visitors may experience different kinds of culture shock when they come to Viet Nam. For example, they may not be used to using chopsticks when eating or enjoying many dishes in the streets. Some may find Vietnamese people in different regions (the North, Middle and the South) have different dialects.

To help these visitors, we can make friends with them and guide them when they want to explore the city or culture. Moreover, we can design some clips or leafleat to introduce special features of Vietnamese culture and some taboo topics they should avoid.