Giáo án Tiếng Anh 12 Global Success Unit 2 Language

a. Objectives:

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

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Listen to a song

c. Expected outcomes:

- Students can revise vocabulary related to cultural diversity.

d. Organisation:

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Listen to a song

- Teacher prepares the hand-out of the song lyrics and asks Ss to read and guess the words to fill in the blanks.

- Teacher plays the song once.

- Students listen to the song and fill in the blanks.

- Teacher checks answers with the whole class.

- Students check their answers with the class.

- Teacher replays and pauses the song if necessary.

Link:

https://www.youtube.com/watch?v=moSFlvxnbgk

Answer key:

1. the

2. A

3. the

4. distance

5. rules

6. the

7. an

8. the

Song: Let it go (Idina Menzel)

The snow glows white on_________ mountain tonight

Not a footprint to be seen

______kingdom of isolation

And it looks like I'm the queen

The wind is howling like this swirling storm inside

Couldn't keep it in, heaven knows I tried

Don't let them in, don't let them see

Be________ good girl you always have to be

Conceal, don't feel, don't let them know

Well, now they know

Let it go, let it go

Can't hold it back anymore

Let it go, let it go

Turn away and slam the door

I don't care what they're going to say

Let the storm rage on

The cold never bothered me anyway

It's funny how some ___________makes everything seem small

And the fears that once controlled me can't get to me at all

It's time to see what I can do

To test the limits and break through

No right, no wrong, no__________ for me

I'm free

Let it go, let it go

I am one with _________wind and sky

Let it go, let it go

You'll never see me cry

Here I stand and here I stay

Let the storm rage on

My power flurries through the air into the ground

My soul is spiraling in frozen fractals all around

And one thought crystallizes like _______icy blast

I'm never going back, the past is in the past

Let it go, let it go

And I'll rise like the break of dawn

Let it go, let it go

That perfect girl is gone

Here I stand in ________ light of day

Let the storm rage on

The cold never bothered me anyway

a. Objectives:

- To help Ss recognise and practise diphthongs /ɔɪ/, /aɪ/, and /aʊ/ in words and in sentences.

b. Content:

- Task 1: Listen and repeat. Then practise saying the words. (p.21)

- Task 2: Work in pairs. Underline the words that contain the /ɔɪ/, /aɪ/, and /aʊ/ sounds. Listen and check. Then practise reading the whole text aloud (p.21)

c. Expected outcomes:

- Students can correctly pronounce diphthongs /ɔɪ/, /aɪ/, and /aʊ/ in single words and in a complete text.

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Then practise saying the words. (6 mins)

- Write three words: point, try, now on the board and call on one or two Ss to read it. Check if Ss can say out the correct sounds of three words containing three diphthongs.

- Play the recording and ask Ss to listen and repeat, paying attention to the words.

- Ask Ss to listen to the recording again, but this time, have them repeat the words.

- Students listen to the recording, and then repeat the words.

- Tell students that they can find the /ɔɪ/, /aɪ/, and /aʊ/ sounds in various spellings, such as:

/ɔɪ/

- ‘oi’ as in choice, oil

- ‘oy’ as in enjoy, employ

/aɪ/

- ‘uy’ as in buy

- ‘ei’ as in height

- ‘i’ as in line, high

- ‘ie’ as in tie, lie

/aʊ/

- ‘ow’ as in cow, bow

- ‘ou’ as in house, cloud

- In stronger classes, ask them to add more to these examples.

- Students add more examples of the words that contain the diphthongs /ɔɪ/, /aɪ/, and /aʊ/.

Task 2: Work in pairs. Underline the words that contain the /ɔɪ/, /aɪ/, and /aʊ/ sounds. Listen and check. Then practise reading the whole text aloud (6 mins)

- Ask Ss to read quickly through the text to get a broad understanding.

- Have Ss underline the words that contain the three diphthongs in each sentence individually. Then ask them to work in pairs to compare their answers.

- Check answers as a class by playing the recording. Pause after each sentence and confirm the answers.

- Students underline the words with the diphthongs /ɔɪ/, /aɪ/, and /aʊ/ first. Then listen to the recording.

- Put Ss in pairs and have them practise reading the sentences aloud.

Extension: Ss work in pairs and make up new sentences using words which contain these three diphthongs. Then they take turn to read out their sentences and the other S has to tell how many words containing /ɔɪ/, /aɪ/, and /aʊ/ they can hear.

- Students read the whole text aloud.

Answer key:

1. Joyce feels so proud to become a top designer.

2. The country’s identity as a separate nation was never destroyed.

3. Mike and Diana came to the fair to enjoy food from around the world.

4. A noisy crowd cheered as the band finally appeared on stage.

5. The detective tried to find out where the strange sound came from.

a. Objectives:

- To introduce words / phrases related to the topic Cultural identity.

- To help Ss practise the words in meaningful contexts.

b. Content:

- Task 1: Match the words with their meanings. (p.22)

- Task 2: Complete the sentences using the correct forms of the words in Task 1. (p.22)

c. Expected outcomes:

- Students understand the meaning of words, memorise them and are able to use them in meaningful contexts.

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Match the words with their meanings. (6 mins)

- Tell Ss that the words in the activity are related to cultural diversity.

- Have Ss match each word on the left with the meaning on the right. Encourage Ss to study the meanings and underline key words.

- Students match each word on the left with the meaning on the right

- In weaker classes, do the first one as an example before asking Ss to match the rest individually or in pairs.

- Students study the meanings and underline key words.

- Check answers as a class.

Answer key:

1. c

2. a

3. e

4. b

5. d

Task 2: Complete the sentences using the correct forms of the words in Task 1. (6 mins)

- Ask Ss to work individually. Tell them to read the sentences carefully to decide which word in 1 can be used to complete each of the sentences. Remind them to use the contextual clues to decide on the word/ phrase.

- Students read the sentences carefully and decide which words can be used

- Have Ss compare their answers in pairs. Check answers as a class. Have individual Ss call out the word they have used for each sentence first.

- Students explain the meaning of each phrase

- Confirm the correct answers. In stronger classes, ask Ss to explain why they have chosen the word for each sentence using contextual clues, e.g. The first sentence needs a noun and it refers to a feature of a nation/ culture. The second sentence needs a noun to go with ’New Year’s’, and the word ‘festivities’ is the best choice.

- Students read the complete sentences.

 Answer key:

1. identity

2. festivities

3. origin

4. trends

5. popularity