Giáo án Tiếng Anh 12 Global Success Unit 2 Writing

a. Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

b. Content:

- Game: Hot seat

c. Expected outcomes:

- Students can recall some words related to the topic.

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Hot seat

- Teacher divides the class into four teams and prepares a chair on the stage.

- Students listen to the clues and guess the words.

- Teacher calls one student at a time to sit on the table and show the student a word.

- The chosen student will describe the word using action and related words.

- The teams will raise their hands to answer. The fastest will get the chance.

- When the game is finished, teacher counts how many correct answers each team has. The winner will be the one with the most correct answers.

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

- Students check their answers with the class.

Word lists:

1. trick or treat

2. trend

3. globalisation

4. spring rolls

5. haunted house

a. Objectives:

- To help Ss recall and select the key information about the effects of world festivals on young Vietnamese people;

- To help students have the ideas for their writing.

b. Content:

- Task 1: Work in pairs. Decide whether the following points are positive or negative impacts of celebrating world festivals. Discuss the reasons. (p.27)

c. Expected outcomes:

- Students can select the appropriate information and have ideas to write about the effects of world festivals on young Vietnamese people

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Work in pairs. Decide whether the following points are positive or negative impacts of celebrating world festivals. Discuss the reasons. (8 mins)

Have Ss work in pairs. Tell them to read the statements and discuss which of them are positive or negative effects of celebrating Western festivals. Ss may refer to the ideas in the listening sections (the celebrations of Western festivals in Viet Nam).

- Students read the given points and decide whether they are positive or negative.

- Ask Ss to discuss the reasons for their choices.

- Students share their opinions with the whole class.

- Call on some pairs to share their answers.

- Check answers as a class.

Answer key:

Positive: 2,4,6

Negative: 1,3,5

For example:

* Negative effects:

+ Western festivals are expensive one to celebrate: most students don’t have a lot of money to buy Halloween costumes or Christmas decorations.

+ They may make young people ignore local festivals: more young people attend Western festivals than local ones and their dates are easier to remember than local ones which are organised according to the lunar calendar.

+ They may make young people lose their sense of identity: young people tend to remember the history, customs and dress up like Westerners in those festivals

* Positive effects:

+ encourage extra-curricular activities: students can organise Christmas fairs or Halloween parties, prepare cultural performances…

+ bring a lot of fun, happiness and joy: they can relax and spend time with friends and family, enjoy musical performances or taste traditional dishes of those festivals

+ help young people learn about other cultures: they learn about the origin and history of a festival, the tradition and customs of the people in other countries

a. Objectives:

- To help Ss practise writing an essay to present their opinions on the impact of world festivals on young Vietnamese people.

b. Content:

- Task 2: Write an opinion essay (180 words) on the following topic. Use the ideas in 1 and the outline and suggestions below to help you. (p.27)

c. Expected outcomes:

- Students can write an opinion essay on the impacts of world festivals on young Vietnamese people.

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Task 2: Write an opinion essay (180 words) on the following topic. Use the ideas in 1and the outline and suggestions below to help you.

- Ask Ss to study the outline and the useful expressions and check understanding.

- Students brainstorm for the ideas and the language necessary for writing.

- Review the structure of an opinion essay. Write its parts on the board, but jumbled up, and ask Ss to put them in the correct order. Have Ss refer to the Writing section in Unit 10 – Tieng Anh 11 to check their answers if possible

- Put Ss into groups and have them brainstorm ideas for their essays. Encourage Ss to use the ideas in 1 and think of reasons to support their view.

- Set a time limit for the task. Walk round the class to give further support if needed.

- When Ss finish writing, give them time to check their essays.

- Put Ss in pairs and ask them to swap their essays for peer review. Encourage them to comment on each other’s ideas, vocabulary and grammar. If time allows, ask Ss to make revisions based on peer feedback before they produce a final draft.

- Students write the first draft individually using the ideas in task 1 and 2.

- Collect Ss’ essays to mark and provide written feedback in the next lesson.

Extension: In stronger classes, introduce another type of essay – the two-sided argumentative or discussion essay, in which a writer presents both points of view objectively before giving their own opinion. Have Ss work in groups and try to write an introductory paragraph for this type of essay, e.g. There has been a lot of discussion on the effects of Western festivals on local youth. Some people consider these festivals are good chances for young people to learn other cultures while others are worried about the loss of national identity. This essay will discuss both points of view and argue in favour of the latter/former. - Encourage Ss to write their two-sided argumentative essays at home.

Suggested answer:

Nowadays, more and more young people celebrate Western festivals in Viet Nam. Some people think there is nothing wrong with this while others are worried about the influence of foreign cultures. In my opinion, celebrating Western festivals has more positive than negative effects on young Vietnamese.

Firstly, festivals are a great way to understand a nation’s culture. Taking part in celebrations can help young people learn more about other people’s traditions and customs. For example, Christmas is a typical holiday in Western countries so when joining the festivities, young people can learn about its origin and history, the tradition of decorating one’s home and getting  presents for family and close friends, and putting them under the Christmas tree.

Secondly, festivals are special events that help bring fun, happiness and joy to young people’s lives. They give an opportunity for young people to relax and spend enjoyable time with their friends and family. They can enjoy the festive spirit by watching performances, dressing up and eating festive food.

Finally, it cannot be denied that Western festivals also encourage extra-curricular activities at schools. Organising special events every year, such as Halloween parties or Christmas fairs, encourages students to discover interesting things about the festivals, socialise with friends from other cultures or create their own performances.

In conclusion, I firmly believe that celebrating Western festivals in Viet Nam does more good than harm to young people. They can have fun, broaden their cultural knowledge and enjoy their school life more.

a. Objectives:

- To do a cross-check and final check on students’ writing.

b. Content:

- Students exchange their work for cross-checking.

c. Expected outcomes:

- Students can evaluate others’ work as well as improve their own pieces of writing.

d. Organisation

TEACHER-STUDENTS’ ACTIVITIES

CONTENTS

Cross-checking

- Teacher has the pairs swap and gives feedback on each other’s writing. Teacher shows a writing rubric to help Ss do the peer review.

- Students swap their piece of writing with their partners and give peer review.

- Teacher then chooses one piece of writing and gives feedback on it as a model.

- Teacher chooses some useful or excellent words/ phrases/ expressions/ word choices Ss have used to give suggestions to other Ss.

- Teacher chooses some typical errors and corrects as a whole class without nominating the Ss’ names.

- After peer review, Ss give the writing back to the owner and discuss how to improve it.

Writing rubric

1. Organization: …/10

2. Legibility: …/10

3. Ideas: …/10

4. Word choice: …/10

5. Grammar usage and mechanics: …/10

TOTAL: …/50