Giáo án Tiếng Anh 12 Global Success Unit 5 Language

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge of the topic;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Game: Sentence scramble

c. Expected outcomes:

- Students can revise simple, compound, and complex sentences.

d. Organisation:

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

- Have Ss work in groups of 4-6

- SS work in groups.

- Have Ss put the words/ phrases into the correct order to make a meaningful sentence.

- SS Do the task carefully and write on the posters.

- Ask Ss to pay attention to the subject, verbs, and other complements.

- Have Ss write the answer on the posters and stick them on the board when finishing.

- SS stick the posters on the board

- The group has more correct sentences and be the fastest will be the winner.

- Correct and declare the winner.

- Lead into the new lesson.

- SS Correct.

Answer key:

1. He manages a team of employees.

2. The project deadline is tomorrow, so we must work extra hours to complete it.

3. I work in an office, and she works from home.

4. After she finishes programming, she can assist him with the graphic design work.

a. Objectives:

- To help Ss recognise and practise the stress of some auxiliary and modal verbs.

b. Content:

- Task 1: Listen and repeat. Pay attention to the stressed words. (p.62)

- Task 2: Listen and underline the stressed auxiliary and modal verbs in the following sentences. Then practise saying the sentences in pairs. (p.62)

c. Expected outcomes:

- Students can recognise and practise the stress of some auxiliary and modal verbs.

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and repeat. Pay attention to the stressed words. (6 mins)

- Explain the situations in which auxiliary and modal verbs are stressed.

- SS listen to the teacher’s explanation.

- Play the recording and ask Ss to listen and repeat. Tell them to pay attention to the stressed auxiliary and modal verbs. Ask Ss to practise reading the sentences aloud in pairs.

Listen and repeat.

- Invite some pairs to practise the sentences in front of the class.

Pay attention to the stressed auxiliary and modal verbs

- Practise reading the sentences in pairs.

- Demonstrate the stressed auxiliary and modal verbs again clearly if needed.

Practise the sentences in front of the class.

Audio script:

1. I don’t like working with numbers, but my brother does.

2. I will help you with your maths homework if I can.

3. A: You haven’t submitted your application for the job yet.

B: I have.

4. My brother couldn’t ride a bike two months ago, but he can now.

Task 2: Listen and underline the stressed auxiliary and modal verbs in the following sentences. Then practise saying the sentences in pairs. (6 mins)

- Ask Ss to read the sentences and underline auxiliary and modal verbs that are stressed.

SS: Read the sentences and underline auxiliary and modal verbs that are stressed.

- Play the recording and have Ss check their answers.

SS-Listen and check.

- Play the recording again, pause after each sentence, for Ss to repeat.

- If time allowed, have Ss come up with their own sentences and ask them to practise with others.

SS - Listen and repeat.

Audio script:

1. I would help you find a job if I could.

2. When he started his first job, he wasn't used to working in an office, but he is used to it now.

3. A: Are you ready for the interview?

B: Yes. I am.

4. A: Is your father a teacher?

B: He was, but he’s retired now.

a. Objectives:

- To introduce words and phrases related to work.

- To help Ss practise using the words and phrases in 1 in meaningful contexts.

b. Content:

- Task 1: Match the words with their meanings. (p. 62)

- Task 2: Complete the sentences with the words in 1. (p. 62)

c. Expected outcomes:

- Students understand the meaning of words, memorise them, and are able to use them in meaningful contexts.

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Match the words with their meanings. (6 mins)

- Ask Ss to work in pairs. Ask them to read the words and phrases and match them to their meanings.

SS- Work in pairs

SS- Read the words and match them to their meanings

- Check answers as a class. Call on one student to read an item aloud and another student to

read its meaning.

- Correct.

SS -Give the answers in pairs.

Answer key:

1. c

2. d

3. b

4. e

5. a

Task 2: Complete the sentences with the words in 1. (6 mins)

- Have Ss work in pairs. Tell them to read the sentences carefully and decide which word or phrase in 1 can be used to complete each of the sentences. Explain that they should use the context clues to decide on the word/phrase, e.g. in the first sentence, the gapped word is a verb that the company has to do to meet the production targets.

Students work in pairs, read the sentences carefully and decide which words can be used.

- Check answers as a class by playing the game PICK A BOX.

- Listen to the teacher.

- Have Ss work in 2 groups to play the game.

Work in groups to play the game.

- Listen to the instructions.

- Ss choose the box and give the answers.

- Students read the complete sentences.

- Give instructions.

- Confirm the correct answers. Ask Ss to give reasons why they have chosen the word by referring to the context clues.

- Ask individual Ss to read the complete sentences.

Answer key:

1. employ

2. challenging

3. bonus

4. relevant

5. rewarding

a. Objectives:

- To give Ss an opportunity to practise  simple, compound, and complex sentences.

- To help Ss practise simple, compound, and complex sentences in a speaking activity.

b. Content:

- Task 1: Combine the following simple sentences, using the words in brackets. (p.63)

- Task 2: Work in pairs. Add more clauses to the following sentences to make compound or complex sentences. (p.63)

c. Expected outcomes:

- Students can use simple, compound, and complex sentences correctly in sentences and in speaking activity.

d. Organisation

TEACHER AND STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Combine the following simple sentences, using the words in brackets. (6 mins)

- Tell Ss to read the explanations in the Remember! box on page 62. Check understanding of the grammar point by asking questions about the number of clauses in the sentences.

SS- Read the explanations in the Remember! box on page 62.

- Explain the differences among the three types of sentences to make sure Ss understand them.

- In weaker classes, give more examples to demonstrate the grammar points.

SS- Answer the questions

SS- Listen to the teacher’s explanation

- In stronger classes, have Ss come up with their own example sentences.

- Ask Ss to work in pairs or individually to combine the simple sentences by using the words in the bracket

SS- Combine the simple sentences by using the words in the bracket.

- Check answers as a class and ask Ss to explain their choices.

- Correct

Answer key:

1. Although he left school with no academic qualifications, he found a well-paid job./ He found a well-paid job although he left school with no academic qualifications.

2. If people learn English well, they will have a better chance of getting a job./ People will have a better chance of getting a job if they learn English well.

3. This job requires not only good language skills but also communication skills.

4. My dad attended a cooking course so that he can open his own restaurant.