Giáo án Tiếng Anh 12 Global Success Unit 4 Writing

a. Objectives:

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

- To gain an overview of the line graph.

- To lead into the new lesson.

b. Content:

- Quiz

c. Expected outcomes:

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

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Quiz

- Teacher shows the questions one by one, and the whole class competes to answer the questions.

- Students listen to the instructions and do the task individually.

- After each question, teacher pauses for a moment to ask students to raise their hands to answer.

- Teacher leads in the lesson.

a. Objectives:

- To help students develop language for line graph description.

- To familiarise students with the structure and language of line graph description.

b. Content:

- Task 1: Work in pairs. Look at the line graph. match the sentences with the information in the graph. (p.55)

- Task 2: Look at the line graph and put the paragraphs in the correct order. (p.56)

c. Expected outcomes:

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

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Work in pairs. Look at the line graph. Match the sentences with the information in the graph. (10 mins)

- Ask students to look at the line graph that shows the percentage of population in urban and rural areas over a long period of time.

- Students listen to the instructions and work in pairs.

- Focus students’ attention on the changes over the years in the urban and rural population patterns.

- Ask students to read the given descriptions and explain if they don’t understand what these descriptions mean.

- Tell students to match the phrases (descriptions) with the information in the graph.

- Put students into pairs. Have them work together to do the matching.

- Students check answers with the class.

- Check answers as a class.

Answers key:

1. b

2. c

3. a

Task 2: Look at the line graph and put the paragraphs in the correct order. (10 mins)

- Ask students to read the instructions, look at the line graph and then study the outline of a line graph description. Explain any words/phrases that students don’t know.

- Students listen to the instructions and work in pairs.

- Pre-teach some of the more difficult words and phrases, e.g., main trends, introduces,...

- Put students in pairs to read and discuss the structure of line graph description. Then have them match each paragraph with a description.

- Check answers as a class.

- Students check answers with the class.

• Ask students to read the Tips box. In weaker classes, give students time to read and explain any structures that they don’t know.

• To check understanding of the structure and language of the line graph description, ask questions, such as How does the writer introduce the line graph? What expressions can be used to show the upward trends? What expressions can be used to show the downward trends? What linking words can be used to compare or contrast?

Answer key:

The order is: B – C - A

a. Objectives:

- To provide students with some ideas for the writing activity.

- To help Ss practise writing a description of a line graph.

b. Content:

- Task 3: The line graph below illustrates population trends in Viet Nam from 1960 to 2020. Write a description (120–150 words) of the graph. Use the expressions in Task 1, the model and tips in Task 2, and the suggestions below to help you. (p.56)

c. Expected outcomes:

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

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 3: The line graph below illustrates population trends in Viet Nam from 1960 to 2020. Write a description (120–150 words) of the graph. Use the expressions in Task 1, the model and tips in Task 2, and the suggestions below to help you. (8 mins)

- Ask students to read the instructions, and then look at the line graph. Tell Ss that they are also provided with some suggestions to complete their description.

- Students work in pairs and independently as instructed.

- Have students complete the description in pairs or individually.

- Have students work individually to write their first draft.

- Put students in pairs and ask them to swap their writing for peer feedback.

- Collect students’ writings to mark and provide written feedback in the next lesson.

Students’ answers

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 pieces of writing.

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

CROSS-CHECKING

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

- Students perform peer review.

- Students do the task as required.

- After peer review, students 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 students have used to give suggestions to other students.

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

Writing rubric

1. Organization: …/10

2. Legibility: …/10

3. Ideas: …/10

4. Word choice: …/10

5. Grammar usage and mechanics: …/10

TOTAL: …/50