Giáo án Tiếng Anh 12 Global Success Unit 8 Communication and Culture

Anticipated difficulties

Solutions

Students are reluctant to work in groups.

- Encourage students to work in pairs and in groups so that they can help each other.

- Provide feedback and help if necessary.

Students may lack vocabulary to deliver a speech.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

- Provide vocabulary and useful language before assigning tasks

- Encourage students to work in groups so that they can help each other.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Game: If I were in charge

- Give learners around five minutes to write exactly what they’d do if they were in charge of a national park.

- Ask them to express their ideas.

- Observe and give feedback or ask more further questions.

- Lead in the lesson.

- Students work individually to brainstorm the ideas.

- Students share the ideas in front of the class.

Students’own ideas.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (6 mins)

- Check if Ss know any phrases for expressing concern by asking, e.g. What would you say to a friend who was absent from school? (Has something happened?) What would you say to a friend who

had been unwell? (Do you feel better now?).

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

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

- In weaker classes, play the recording twice, the first time just to listen and the second time to complete the conversations with the correct expressions.

- Check answers as a class by having pairs of Ss read out the conversations.- Ask Ss to practise the conversations in pairs.

- Students listen to the recording.

- Students complete the conversation.

- Students practise the conversation in pairs.

Answer key:

1. A

2. D

3. B

4. C

Task 2: Work in pairs. Use the models in 1 to make similar conversations for these situations. One of you is A, the other is B. Use the expressions on page 109 to help you. (6 mins)

- Have Ss read the situations and check understanding.

- Revise common expressions used to express concern. In weaker classes, go through the expressions in the table and check understanding.

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

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

- Praise for good effort, appropriate use of the target expressions, clear pronunciation, and fluent delivery.

- Make plan for the role-play

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

- Swap the role and continue practising.

- Perform in front of class.

Suggested answers:

1.

B: You look so worried. What’s the matter?

A: It’s my biology project. The deadline is tomorrow, but I haven’t collected enough information

about endangered species such as tigers and rhinos.

B: Oh, I see. Is there anything I can do to help?

A: Yes, please. If you could find out the most endangered animals in Viet Nam, it would be very

helpful. Thank you.

2.

A: Hi, how are you? I didn’t see you on the school field trip to the Endangered Species Rescue

Centre. What happened?

B: Oh, I was a bit under the weather so I couldn’t join the trip.

A: Sorry to hear that. Are you OK now?

B: Thanks. I’m much better now.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Read the following text. Put a tick (✓) if the animals in the table are classified as endangered and a cross (✗) if they are not. (7 mins)

- Ask Ss some questions to find out what they already know about the topic, e.g. Do you know anything about the Red List categories? What criteria for endangered species?

- Encourage Ss to share their ideas about the topic.

- Put Ss into pairs. Ask them to read the text about the criteria to classify animals as endangered species and put a tick (✓) if the animals in the table are classified as endangered and a cross (✖) if they are not.

- Walk round the class and offer help, explaining unfamiliar words or answering questions.

- Check answers as a class.

- Students put a tick or a cross.

- Students share their answers and explain.

Suggested answers:

1. ✓

2. ✖

3. ✖

4. ✓