Giáo án Tiếng Anh 12 Global Success Unit 3 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 how harmful our festival traditions are.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Guessing game (PPT slides)

- Teacher divides the class into two teams.

- Teacher shows 5 pictures.

- Students have to say the name of the festival/tradition in each picture.

- 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.

- Students listen to the instructions and guess the name of the festival/tradition.

- The team with the higher score is the winner.

Suggested ideas:

1. Holi festival (India)

2. Lantern festival

3. fireworks

4. Christmas

5. Balloon festival

a. Objectives:

- To provide a model conversation in which speakers make predictions.

- To review expressions for making predictions.

- To help Ss practise making predictions.

b. Content:

- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs (p.40)

- 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. (p.40)

c. Expected outcomes:

- Students can use appropriate language to make predictions.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (7 mins)

- Give Ss some time to skim through the conversations. Use the photos to illustrate the context of the conversation if necessary. E.g. Mark and Nam seem to be talking about the Green classroom competition and how to win the first prize.

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

- Students listen to the recording

- Students complete the conversation with phrases in the box.

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

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

- Students practise the conversation in pairs.

Answer key:

1. D

2. B

3. C

4. A

- Teacher asks students to give some expressions for making predictions.

- T asks if Ss can add some more expressions.

Making predictions.

- I guess/ think/ expect…

- … is going to…

- … will…

- it’s likely/ unlikely that

- it’s hard to predict/say…

- Tell Ss that the words they used to fill in the gaps in Activity 1 are used to make predictions.

- Ask Ss to read the list of useful expressions and check understanding.

- 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.

- Give Ss a few minutes to plan their conversations before they role-play them (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.

- 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 answers:

1. A: I wonder if the Youth Union will accept our proposal to install automatic lights and sensor taps in our school. I really hope they will.

B: It’s really hard to say. I mean they are going to like the idea, but it’s unlikely that they will install them around the school because it’s going to cost a lot of money. I guess they may install them in the toilets first.

2.

B: I’m so excited about the Green Day event next week. Do you think many people will come?

A: I guess around 300 people will come to the event. That will include students, teachers and some parents.

B: That’ll be great. What activity do you think will be most popular?

A: It’s hard to say, but I think our game booth will attract a lot of people. Everyone loves playing games and winning eco-friendly prizes!

B: I agree. Do you think the event will make a huge impact?

A: Certainly! People are going to love the Green Day! I expect that as a result, many of the participants will adopt greener habits in the future.

a. Objectives:

- To help Ss learn about the possible environmental damage caused by some cultural traditions around the world.

- To help Ss relate what they have learnt about some cultural traditions to real-life situations.

b. Content:

- Task 1. Read the following text. What are the environmental problems of each tradition as mentioned in the text? Put a tick where relevant. (p.41)

- Task 2. Work in pairs. Suggest some green solutions to replace one of the traditions. (p.41)

c. Expected outcomes:

- Students memorise the information, and relate what they have learnt about how damaging some cultural traditions are to the environment.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Read the following text. What are the environmental problems of each tradition as mentioned in the text? (10 mins)

- Ask Ss to look at the photos and ask some questions to find out what they already know about the topic, e.g. Do you know what traditions are shown in the photos? (releasing sky lanterns, having a firework display, decorating a Christmas tree), Where/when are these traditions popular? (mostly in Asian countries on a full-moon night; in many countries at New Year’s Eve; in many countries at Christmas), Do you think these traditions are environmentally friendly? (answers vary).

- Students put a tick where the damage is relevant.

- Ask Ss what they want to know about the topic. Write their questions on the board, e.g. In what ways are these traditions damaging to the environment? What can be the greener replacements for these traditions?

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

- Tell Ss that they are going to read about three famous festival traditions around the world. As they read, they should fill in the comparison table to show the negative impact of these traditions on the environment.

- Explain or elicit any new or difficult words, e.g. frames, wildfires, chemicals. 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.

- Students share their answers and explain.

- 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.

Key:

1. Balloon and sky lanterns: Causing fires and harming animals

2. Fireworks: Polluting the air and causing fires

3. Christmas trees: Polluting the air and ending up in landfills

Task 2: Work in pairs. Suggest some green solutions to replace one of the traditions. (5 mins)

- Put Ss in pairs. Have each pair choose one of the traditions and discuss how they will make it more eco-friendly and reduce its impact on the environment.

- Students work in pairs to discuss.

- Ask some pairs to share their answers with the class.

- Students share their ideas in front of class.

Suggested answers:

- Instead of releasing balloons and sky lanterns, people can fly kites. Kites are made from materials that are not easy to break and can be used many times without creating pollution. Kite flying is a

sustainable activity that uses a green power source – the wind.

- There are many eco-friendly alternatives to fireworks. For example, a firework display can be replaced with a high-tech laser light show. Laser lights do not have a lasting impact on the environment. Another option is a drone display, which is also safe and more environmentally

friendly. Drones do not release any harmful chemicals into the atmosphere and generate very little noise pollution.

- We can buy a real Christmas tree with roots still attached and not damaged. We can plant it in a big pot, and it will continue to grow. When it is too big, we can plant it in our garden. This way, we won’t contribute to the waste produced by real Christmas trees thrown out every year.