Giáo án Tiếng Anh 12 Global Success Unit 4 Communication and Culture

a. Objectives:

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

b. Content:

- Video watching

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Video watching

The teacher shows a short video about travelling around “The planet Earth”.

- Students watch the video and answer.

- Teacher asks students to look at the questions and raise hands to answer.

- Teacher checks the answer and corrects if it’s necessary.

Link:

https://www.youtube.com/watch?v=gKdxPw9HDUs&t=1s

a. Objectives:

- To provide a model conversation in which speakers make complaints and respond to them.

- To review expressions for making complaints and responding.

b. Content:

- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (p.57)

- 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. Use the expressions to help you. (p.57)

c. Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully. 

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

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

- Ask students to read through the incomplete conversation. Check comprehension by asking questions, e.g. Who are the speakers? What are they talking about?

- Students do the task as instructed.

- Have students listen and complete the conversation with the expressions from the box.

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

- Have students underline expressions used to make complaints (I want to complain about …; I’m sorry to have to say this …) and to give responses to complaints (I promise.../I’m sorry, but there’s nothing we can do about it.).

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

Answer key:

1. D

2. A

3. C

4. B

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. Use the expressions to help you. (8 mins)

- Ask students to read through the situations, and check their understanding.

- Students do the task as instructed.

- Underline words and phrases in the model conversation that students can replace with information from the new situations.

- Go through the useful expressions in the box and remind students to use them in their conversations.

- Have students spend a few minutes planning their conversations, e.g. deciding how they are going to start each one, how they are going to start making complaints and how they will respond to those complaints. Then have students practise their conversations.

Students’ performance

a. Objectives:

- To help students understand urbanization in Malaysia and Australia.

- To help students relate what they have learnt in the reading text to their own culture.

b. Content:

- Task 1: Read the text and complete the table. (p.57)

- Task 2: Work in groups. Compare urbanisation in Viet Nam with that in Malaysia and/or Australia. Use the information in Writing and Culture/CLIL and the questions below to help you. (p.58)

c. Expected outcomes:

- Students can understand the lesson and do the tasks successfully.

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Read the text and complete the table. (7 mins)

- Ask students to look at the two pictures showing these two countries. Raise some questions to find out what they already know about urbanisation in Malaysia and Australia, e.g. Is Malaysia/Australia urbanised? (Yes, it is.) When did urbanisation start in Malaysia/Australia? What is the percentage of the current urban population in Malaysia/Australia?...

- Students do the task as instructed.

- Ask students what they want to know about the topic. Write their questions on the board, e.g. How fast is the urbanisation rate in Malaysia/Australia? Why is urbanisation so fast in Malaysia/Australia?...

- Put students into pairs. Ask them to read the text about urbanisation in Malaysia and Australia, and then complete the table. Walk around the class and offer help, explaining unfamiliar words or answering questions.

- Check answers as a class by calling on pairs to write the information on the board.

- Go back to the questions on the board, i.e. the things students wanted to know about the topic. Ask which of the questions they can answer now and cross them out. Assign the rest for homework.

Answer key:

1. At the end of 19^th century

2. about 26 per cent

3. gradual growth

4. One of the most urbanised countries in East Asia

5. Almost 90 per cent

Task 2: Work in groups. Compare urbanisation in Viet Nam with that in Malaysia and/or Australia. use the information in Writing and Culture/CLIL and the questions below to help you. (13 mins)

- Have students look back at the text and refer to the text and the notes they completed in Activity 1 about urbanisation in Malaysia and Australia.

- Students do the task as instructed.

- Ask students to work in groups and compare Viet Nam’s urbanisation with that in Malaysia and/ or in Australia, based on the suggested questions. Walk around and help Ss if necessary.

- Invite some groups to report their discussion.

Students’ answers.