Giáo án Tiếng Anh 12 Global Success Unit 5 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: Crosswords

c. Expected outcomes:

- Students can review some words in the old lesson and guess the keyword.

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Game: CROSSWORDS

- Teacher divides class into two groups

- Asks Ss to choose the number and answer the question to get the crossword.

- Students join the game and answer the questions.

- 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.

- If the students guess the keyword, they get 3 points for their team.

- The team with the highest score is the winner.

Answer key:

1. teaching assistant

2. accountant

3. exciting

4. boring

5. product reviewer

6. volunteers

7. babysitter

-> ANXIETY

a. Objectives:

- To provide model conversations in which speakers express and respond to anxiety;

- To review expressions for expressing and responding to anxiety.

b. Content:

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

- Task 2: Work in pairs. Use the models in 2 to make similar conversations for these situations. One of you is A, the other is B. Use the expressions below to help you.

c. Expected outcomes:

- Students can use appropriate language to express pleasure and happiness and respond in certain situations.

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. (4 mins)

- Check if Ss know any phrases for expressing and responding to anxiety by asking, e.g. What would you do if you haven’t revised carefully for the exam tomorrow? (I’m so worried about the exam tomorrow.) What would you tell me if I am so worried about it? (You’ll be fine.)

SS- Answer some questions

- Ask Ss to read through the expressions in the box and the incomplete conversations, and check comprehension.

SS- Read through the expressions in the box and the incomplete conversations

SS- Students listen to the recording.

- In stronger classes, have Ss complete the gaps based on context clues in the conversations.

SS- Students complete the conversation with words in the box.

- In stronger classes, play the recording once for Ss to check their answers. In weaker classes, play it twice, the first time just to listen and the second time to write the letters for the expressions they hear in the gaps.

- Check answers as a class by asking the questions and having Ss read out the complete answers.

- Ask Ss to practise the conversations in pairs.

SS- Students practise the conversation in pairs.

Answer key:

1. B

2. C

3. D

4. A

Task 2: Work in pairs. Use the models in 2 to make similar conversations for these situations. One of you is A, the other is B. Use the expressions below to help you. (9 mins)

- Have Ss read the useful expression

- Ss read the useful expression

- Have Ss read the situations and check to understand.

SS- Read the situations

- Revise common expressions used to express and respond to anxiety. In weaker classes, go through the expressions in the table and check to understand.

SS- Practise the role-play conversation, based on the two situations.

- Put Ss into pairs. Give them a few minutes to come up with ideas to support their answers.

SS- Swap the role and continue practising.

- Allow Ss enough time to practise their conversations. Then invite some pairs to role-play them in front of the class.

SS- Perform in front of class.

- Praise for good effort, clear pronunciation, fluent delivery, and interesting ideas

Sample conversations:

1.

A: It’s my first day at work tomorrow. I’m so nervous about starting a job as a teaching assistant at Hanoi School English. Will I be able to make friends with my colleagues?

B: Stop thinking about it, Mai. You’ll be fine. Just go to bed early and arrive at work on time. And be nice to everybody.

2.

A: I’m afraid I’ve sent an email to the wrong customer. I’m worried that he’ll complain about me to my manager. I can’t stop thinking about it.

B: Don’t worry. Just send a follow-up email to explain to the customer. Everybody can make mistakes.

a. Objectives:

- To help Ss learn about unusual jobs around the world.

- To help Ss relate what they have learnt about unusual jobs to their own experiences.

b. Content:

- Task 1: Read the texts and answer the questions.

- Task 2: Work in pairs. Discuss the following questions.

c. Expected outcomes:

- Students can recognise the qualities of the jobs and give opinions about some unusual jobs in the world.

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Read the texts and answer the questions. (7 mins)

- Have Ss watch a video and answer the question.

SS- Watch and answer

- Play the video.

- Call on some students to give ideas.

SS- Give the ideas

- Give feedback.

SS- Listen to the teacher

- Show the pictures and ask Ss to give the name of the jobs.

SS- Look at the pictures and answers

- Tell Ss that they are going to read about some unusual jobs. As they read, they should answer the question.

SS- Read the text and do the task individually.

SS- Read the text and do the task individually.

- Have Ss read the text and do the task.

- Check answers as a class.

SS- Give the answer and correct.

Suggested answers:

1. Cleaners of the world’s highest building.

2. Train pushers

3. Golf balls divers.

Task 2: Work in groups. Discuss the questions. (11 mins)

- Have Ss work in pairs to discuss the job they find most interesting.

- Students work in groups to discuss the question.

- Ask Ss some specific questions, e.g. Why do you think being a window cleaner for a high building is interesting? Do you think it is too dangerous?

- Call on some Ss to present their ideas in front of the class.

- Students share their ideas in front of the class.

- In stronger classes, ask them to discuss other usual jobs that they know and support them with necessary information about the jobs.

- Give feedback.

Suggested answers:

I think being a high-rise window cleaner is the most interesting job. It is exciting to hang off a skyscraper and see the world below you. Because of its risky nature, it also offers high pay. It is easy to find a job as a high-rise window cleaner nowadays because there are so many skyscrapers in every big city.

I think working as a trainer pusher is the most interesting job. It may sound crazy, but pushing people into a train can be lots of fun, especially when they don’t complain and want to be pushed, so they can get to their office on time.

I have read about some other unusual jobs, such as being a pet food taster. In this role, people will have to evaluate products based on their packaging, smell, nutritional value, and yes, even the texture and taste.