Giáo án Tiếng Anh 9 Global Success Unit 10 Communication

Persuading

Responding

Why don’t you give it a go?

How would you feel about contributing……….?

Your contribution would really help us out.

Ok, I’ll thing about that.

Alright. I’ll make a contribution

Anticipated difficulties

Solutions

Students may have underdeveloped speaking and co-operating

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

- Provide feedback and help if necessary.

Some students will excessively talk in the class.

- Define expectation in explicit detail.

- Have excessively talkative students practise.

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

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Option 1: Connection

- Let Ss play a game.

- Have one student sticks slips of paper (with a sentence on each slip) on the board.

- Other Ss work in two different groups. Ss from each group take turns to add appropriate non-defining relative clause to each of the sentence on the board. The group that has a wrong sentence loses their turn. The group that has the most sentences with correct non-defining relative clause embedded wins.

- T declares the winner then leads to the new lesson.

- Listen and play games

Example:

The Mekong River, which is the longest river in Southeast Asia, has a length of about 4900km.

Option 2: Headline Hysteria

- Write down a hot-button issue or a controversial statement on the board.

- Divide students into groups and task them with creating compelling headlines that take opposing stances on the issue.

- Encourage them to use strong verbs, evocative language, and attention-grabbing wordplay.

- Discuss the impact of headlines on shaping public opinion and how word choice can influence readers' perspectives.

- Listen and follow instructions

- Work in groups.

Topics

Should homework be banned?

Example headlines:

Homework: Friend or Foe? The The Amazing Tale You've Never Heard.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read the conversations. Pay attention to the highlighted parts. (5 mins)

- Play the recording for Ss to listen and read the dialogues. Ask Ss to pay attention to the highlighted parts. Emphasise the ways to persuade someone to do something and respond to persuasion:

- Tell Ss Why don’t you give it a go?, How would you feel about contributing …, Your contribution would really be helping us out are different ways to persuade someone in different contexts.

- Tell them that if Why don’t you give it a go?Is used to suggest something to someone in general, and the response can be general by saying Ok, I’ll think about that. When the persuasion is more specific with a specific verb like contributing in How would you feel about contributing…, the respond can be more specific with verb contribute like in Alright. I’ll contribute some.

- Listen and read

- Look at the highlighted parts.

- Listen

- Act out

Audio script:

1.

Mi: Have you read this book about the Solar System?

Tom: Not yet. I don’t feel like reading about it.

Mi: Why don’t you give it a go? You will like it.

Tom: Ok, I’ll think about that.

2.

Lan: How would you feel about contributing to our fund to protect the wildlife?

Local resident: Contributing to a fund?

Lan: Yes, your contribution would really be helping us out.

Local resident: Alright. I’ll make a contribution.

Structures:

- Why don’t you give it a go?

- Ok, I’ll think about that

- How would you feel about contributing ….

- Your contribution would really be helping us out.

- Alright. I’ll contribute some.

Task 2: Work in pairs. Make similar conversations with the following situations. (7 mins)

– Have Ss practise the dialogue.

– Ask Ss to work in pairs to make similar dialogues. Tell them to use the contexts given and the sample expressions. Give feedback on their dialogues.

Transition from Everyday English to Earth’s habitats?

- Give Ss a situation as follows: You persuade your peer to read about the Earth’s habitats.

- Tell the class that they will have a chance to read about some of the Earth’s habitats.

- Work in pairs to do the task

- List characteristics

- Answer questions.

- Listen

Examples:

1.

You: Hey, heard of "Planet Earth"? It's this insane doc about our crazy planet.

Friend: Scoffs Pfff, sounds more like "Animal Planet After Dark." Not really my scene.

You: No, trust me! It's like an extreme nature travel program. Why don't you give it a go?

Friend: Hmm, you got me curious. Okay, I'll think about it.

2.

You: Hi, B! Have you heard about the plans for a new nature reserve? Imagine we could have hiking trails, a butterfly garden... wouldn't that be lovely?
B: It sounds peaceful, dear. But these things cost money, and times are tight.
You: True, but how would you feel about contributing to the plans to make our lives better?
B: Alright, I'll contribute some.

Dialogue:

Mi: Have you read this book about the Earth’s habitats?

Tom: Not yet. I don’t feel like reading it.

Mi: Why don’t you give it a go? You will like it.

Tom: Ok, I’ll think about that.

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 3: Read the short descriptions of various habitats and match them with their features.(5 mins)