Giáo án Tiếng Anh 12 Global Success Unit 7 Looking Back

Anticipated difficulties

Solutions

Students may have underdeveloped speaking, writing and co-operating skills when doing the project.

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

- Provide feedback and help if necessary.

Some students will excessively talk in the class.

- Explain expectations for each task in detail.

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

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Game: Lucky number

- Ss work in 2 teams.

- There are 7 numbers, 2 of which are lucky ones.

- Each team takes turn to send a representative to turn his/her back to the board and choose a number.

- If he/she chooses a lucky number 🡪 one point without answering the question.

- If he/she chooses the other numbers 🡪 receive a word and describe it without saying the word directly.

- Other Ss try to guess the words. One point for a correct answer.

- The team with the most points is the winner.

- Students join the game, choose a number and describe the word.

Suggested words:

1. mass media

2. leaflet

3. billboard

4. loudspeaker

5. pie chart

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Pronunciation: Work in pairs and mark the places where the linking /r/ can appear. Listen and check. Then practise saying the sentences. (4 mins)

- Ask Ss to read through the sentences to get a broad understanding.

- Tell them to identify the places where linking /r/ can appear. In weaker class, give an example first. E.g. 1. The linking /r/ can appear between the final vowel /ə/ in ‘Peter’ and the initial vowel/ə/ in ‘and’.

- Ask Ss to listen to the recording and check their answers. Have them pay attention to the linking /r/ in each word.

- Ask Ss to listen to the recording again, but this time, have them repeat the whole sentences with emphasis on the linking /r/.

- Students identify the places where linking /r/ can appear

Answer key:

1. Peter ᴗ and I are discussing the news in the local press.

2. There ᴗ is a huge poster ᴗ on the wall advertising the public event.

3. The village is far away in the mountains, but the villagers have a fast ᴗ Internet connection.

4. The singer ᴗ is the focus of media ᴗ attention.

Vocabulary: Solve the crossword with the words you’ve learnt in this unit. What is the hidden word? (4 mins)

- Ask Ss to work in pairs to solve the crossword. Remind them that all the words they need are in this unit, and there is a hidden vertical word.

- Have Ss complete the activity.

- Check answers as a class.

- If time allows, ask them to find the texts where these words first appear in the unit and call out the section, e.g. media first appears in the Getting started section.

- Ss work in pairs to solve the crossword

Answer key:

Grammar: Circle the mistake in each sentence. Then correct it. (4 mins)

- Ask Ss to read the whole sentence, focus on the underlined words / phrases

- Encourage them to check whether these underlined words / phrases are grammatically correct or not by studying both the underlined parts and the phrases and the sentences that contain these parts. E.g. 1. A. ‘The’ Internet is correct because we often use ‘the Internet’ to refer to the network we use to share information. B. ‘so a convenient tool’ is incorrect because we use ‘so’ with an adjective, not with a noun phrase like this.

- In weaker classes, remind them that the focus today is on the use of adverbial clauses of manner and result. Help them review these grammar rules before they complete the task.

- Check answers as a class by asking individual Ss to identify the incorrect part, give corrections and reasons for their corrections, e.g. 1. B. ‘so’ is the answer because we say ‘such a convenient tool’, not ‘so a convenient tool’.

- Ss read the sentences, circle the mistake in each sentence and correct it.

Answer key:

1. B (so 🡪 such)

2. D (like 🡪 if)

3. D (so 🡪 that)

4. C (as if 🡪 as)