Giáo án Tiếng Anh 12 Global Success Unit 8 Writing

Anticipated difficulties

Solutions

Students may have underdeveloped

listening, writing and co-operating skills.

- Play the recording many times if necessary.

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

- Provide feedback and help if necessary.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Game: Whispers

- Teacher divides the class into 2 teams and stand in 2 lines.

- Teacher starts with a sentence and whispers it to the 2 first students standing in each line. They then have to whisper it to their next friend, and so on. The last learner then has to say out loud what they think the sentence was that they heard.

- Teacher observes and leads in to lesson.

- Students work in teams to play the game.

Suggested sentences:

1. We should protect tigers.

2. Tigers are poached for their skins.

3. Tiger’s habitats have been destroyed and degraded.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Work in pairs. Read the solutions and write the threats.(7 mins)

- Ask Ss to read the solutions and check understanding.

- In weaker classes, recap some of the threats Ss learnt about in the Listening section and write them as prompts on the board.

- Put Ss in pairs and have them complete the activity.

- Check answers as a class.

- In stronger classes, encourage Ss to add more solutions and come up with other threats to wild tigers, e.g. climate change,

tiger farms, conflict with humans.

- Students work in pairs and complete the activity.

- Students add more threats and solutions.

Answer key:

1.Loss of habitat

2.Poaching and illegal trade in body parts

3.Rising demand for tiger parts

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 2: Read the announcement and write a problem-solving report. Use the ideas in 1 and the outline below to help you.

- Ask Ss to read the announcement and check understanding. Have Ss think about the audience or the readers of the Wildlife Magazine, and the reason for writing the report, i.e. to inform or persuade the readers or share information.

- Remind Ss of the structure of a problem-solution report and the purpose of each part as explained in Unit 3.

- Have Ss identify the parts in the outline, e.g. Introduction, Threats, Solutions, Conclusion, and think about the information they need to add to complete it.

- In weaker classes, ask Ss to go back to pages 39-40 in Unit 3 and give further explanations if necessary.

- Set a time limit for Ss to write their report in class. Walk round the class to provide help.

- If time allows, encourage Ss to swap their writing with a partner for peer feedback. Ask them to focus on the content, language, and structure in their comments. Encourage Ss to make some revisions based on their partners’ suggestions before they produce a final draft.

- Collect Ss’ writing and give face-to-face feedback in private or give them back with some written feedback.

- Students read the announcement and brainstorm for the ideas and the language necessary for the writing.

- Students write the first draft individually using the ideas in task 1 and 2.

To: The Wildlife Magazine

From: Nguyen Van A

Subject: Threats facing tigers and possible solutions

Date: 5 May, 20___

This report describes the main threats facing wild tigers and suggests some solutions to the problem.

Research has shown that over the last 100 years, many of the wild tigers’ natural habitats have been lost due to human activities. Humans and tigers continue to compete for space. Deforestation continues as people clear forests for farming, roads and housing. As a result, tigers are forced to live in smaller, unnatural environments where it is hard to find food. Another serious threat to wild tigers is poaching and illegal trade in tiger parts. Although the demand for fur coats made of tiger skins has decreased, tigers are still poached for other body parts used to made traditional medicine. 

What can we do to save tigers from extinction? One solution is to stop deforestation, restore degraded habitats, and rebuild or replace habitats that have been lost. In addition, educating people about the importance of tiger conservation is also very important. This will increase public awareness of the threats facing tigers and help reduce demand for tiger parts. Finally, governments should introduce stricter laws and harsher punishments to stop poachers from killing and selling tiger parts.

In conclusion, there are several threats facing tigers. Therefore, we recommend that governments, organisations and individuals should act now so that tigers can be saved.

TEACHER’S ACTIVITIES

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 Ss do the peer review.

- Ss do the task as required.

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

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

- Students swap their piece of writing with their partners and give peer review.

Writing rubric

1. Organization: …/10

2. Legibility: …/10

3. Ideas: …/10

4. Word choice: …/10

5. Grammar usage and mechanics: …/10

TOTAL: …/50