Giáo án Tiếng Anh 12 Global Success Unit 3 Writing

a. Objectives:

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

- To lead into the new lesson.

b. Content:

- Create a situation. Ask students what they should do.

c. Expected outcomes:

- Students are eager to give solutions.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Situation

- Teacher brings some plastic bottles into class and throws them here and there.

- Teacher asks students: What should you do when you see people throwing rubbish improperly?

- Students brainstorm the ideas and share with the whole class.

- Teacher listens to Ss’ answers and gives feedback.

Students’ own answers.

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Work in pairs. Complete the notes using the words in the box. (8 mins)

- Ask Ss to skim through the table. Make sure they understand the problems and consequences listed on the left and the words / phrases in the box.

- Put Ss in pairs. Ask them to complete the table using the words / phrases in the box. Remind them that the green solutions they complete on the right should respond well to the problems and consequences on the left.

- Students work in pairs and complete the table.

- Check their answers as a class.

- Students share their answers with their partner and check with the whole class.

Answer key:

1. recycle

2. automatic

3. compost piles

4. public transport

Task 2: Read a problem-solving report and match the sections (A-D) with the correct headings (1-4). (8 mins)

- Have Ss skim through the problem-solving report. In weaker classes, read each part and check if Ss know the words.

- Have Ss match the sections (1-4) with the correct headings (A-D).

- Students read the text and decide the suitable headings

- Check answers as a class.

- Students check the answers with the whole class.

- Ask Ss to read the Tips box. Use the text to illustrate each part. E.g. Part 1 is the introduction, because It gives a brief introduction presenting the problem (i.e., single-use plastic in the school) and solutions (i.e., suggesting three solutions to the problem)

Answer key:

A - 3

B - 2

C - 4

D - 1

a. Objectives:

- To help Ss practise writing a problem-solving report.

b. Content:

- Task 3: Choose one of the problems in Task 1, and write a problem-solving report (180 words). Use the model in Task 2 and the outline with useful expressions below to help you. (p.40)

c. Expected outcomes:

- Students can write a report on how to solve a problem.

d. Organisation

TEACHER- STUDENTS’ ACTIVITIES

CONTENTS

Task 3:  Choose one of the problems in 1, and write a problem-solving report (180 words). Use the model in 2 and the outline with useful expressions below to help you.

- Tell Ss that they are going to write a problem-solving report. They should use the ideas and the model in Activity 1 and 2, as well as the outline with useful expressions in this activity.

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

- Give Ss a time limit. In weaker classes, put Ss in pairs or groups to help each other. Walk around the class to provide help when necessary.

- In stronger classes, have Ss work individually, then swap their drafts with a partner and comment on each other’s ideas, vocabulary and grammar. If time allows, encourage 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’ writing tasks and give face-to-face feedback in private, or give them back with some written feedback.

Suggested answer:

Introduction

This report describes the problem of traffic jams, noise and air pollution at the school gate and suggests two solutions to the problem.

Problem

Many parents drive their children to school and pick them up from school. This creates long queues of private cars and motorcycles outside the school gate twice a day, five days a week. As a result, traffic jams, noise and air pollution have increased. This is not good for the health of

students and parents as well as the environment.

Solutions

To solve this problem, we suggest two solutions. First, students should be encouraged to take public transport if they live far away from school. The school could arrange for free bus tickets to motivate students to use public buses. Second, those who live near school should be invited to join the school Cycling-to-school programme, which will help them find an experienced cycling buddy who lives nearby and knows the safe cycling routes to school.

Conclusion

Using public transport and cycling to school will lead to a greener school environment, and help promote a green lifestyle among young people. Therefore, we recommend you put the suggested solutions into practice as soon as possible.

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.

- Ss do the task as required.

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

- 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.

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

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

Writing rubric

1. Organization: …/10

2. Legibility: …/10

3. Ideas: …/10

4. Word choice: …/10

5. Grammar usage and mechanics: …/10

             TOTAL: …/50