Giáo án tiếng Anh 12 Global Success tích hợp Năng lực số

Form

Pronunciation

Meaning

Vietnamese equivalent

1. cultural diversity (n)

/ˈkʌltʃərəl daɪˈvɜːsəti/

the quality of diverse or different cultures

sự đa dạng văn hoá

2. cuisine (n)

/kwɪˈziːn/

a style of cooking

ẩm thực

3. autograph (n)

/ˈɔːtəɡrɑːf/

a signature (= your name written by yourself), especially of a famous person

chữ kí

4. booth (n)

/buːð/

a small space like a box that a person can go into

gian hàng

5. tug of war (n)

/ˌtʌɡ əv ˈwɔːr/

a type of sport in which two teams show their strength by pulling against each other at the opposite ends of a rope, and each team tries to pull the other over a line on the ground

kéo co

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: What is this?

- Teacher divides the class into two teams.

- Teacher prepares the pictures of 6 signature dishes of Viet Nam, Japan and Korea.

- Teacher gives instructions for the game:

+ Students work in 4 teams, look at the picture and raise their hand to answer.

+ If the answer is correct, the team gets one point.

+ If the answer is incorrect, the chance to answer is transferred to the other team.

+ The team having more points is the winner of the game.

- Students work in groups.

- Students look at the picture that the teacher shows them and give the name of the food.

6 signature dishes:

1. kimchi

2. tteokbokki – spicy rice cakes

3. bun cha – grilled pork meatballs with noodles

4. spring rolls

5. sushi

6. sashimi

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher checks students’ understanding with the “Rub out and remember” technique.

- Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further.

- Students listen to the teacher’s explanation and guess the words.

- Students write down the new words in their notebook.

New words:

1. cultural diversity (n)

2. cuisine (n)

3. autograph (n)

4. booth (n)

5. tug of war (n)

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read. (6 mins)

- Set the context for the listening and reading.

- Ask Ss to look at the picture, the heading and the conversation, and ask questions.

- Play the recording twice for Ss to listen and read silently along. Have Ss underline words/phrases related to the culture in the conversation.

- Put Ss in pairs and ask them to compare the words and phrases they have underlined and discuss their meaning. Then check comprehension as a class.

- Call on three Ss to read the conversation aloud.

- In stronger classes, teacher asks Ss to close their books and just listen to the conversation once. Teacher asks some comprehension questions to check understanding. Then have them open their books and listen again, this time following the text and checking if their answers were correct.

- Students look at the picture and answer the questions.

- Students listen to the recording.

- Students underline words/phrases related to the culture in the conversation.

- Students compare the words and phrases with their partners.

- Students read the conversation aloud.

Questions:

1. What can you see in the first photo?

2. What does the second picture show?

3. Where can you buy the souvenirs in the third photo?

4. Who are the speakers?

Suggested answers:

1. a bowl of kimchi, bun cha, rice cake

2. some teenagers playing tug-of-war – a Vietnamese traditional game

3. England

4. Nam, Mai and Linda

Task 2: Read the conversation again and complete the table. (5 mins)

- Ask Ss to work in pairs and look at the given table carefully. Ask them to identify the part of speech which is needed to fill in each blank (E.g: 1-Noun (name of food); 2: noun; 3 – noun (name of food); 4- noun (name of food). Then read the conversation and locate the part of the conversation that contains the information.

- Have Ss work in pairs to discuss and compare their answers.

- Check answers as a class. Encourage Ss to explain where in the conversation they can find the correct answer.

Extension: Ask Ss some additional comprehension questions to check understanding of other parts of the conversation, e.g., Where was the Festival organised? Which booth did Linda want to visit most? Which booth would they visit first?

- Students work independently to do the activity.

- Students compare the answers in pairs.

Answer key:

1. sushi

2. group / singers and get autographs

3. fish and chips

4. bun cha

Task 3: Find words and a phrase in Task 1 with the following words and phrases. (6 mins)

- Ask Ss to identify the part of speech of four given words and phrases and work out their meanings.

- Have Ss read the conversation quickly again, and find suitable words which have the same or similar meaning to the given words or phrases.

- Allow Ss to share answers before discussing as a class.

- Check answers as a class.

- Write the correct answers on the board.

- Students read the conversation again and work independently to do the activity.

- Students share and check the answers.

Answer key:

1. diversity

2. cuisine

3. delicious

4. attractions

Task 4: Complete the sentences based on the conversation. (5 mins)

- Tell Ss to read the summary. Focus attention on the blanks.

- Ask Ss to complete the sentences, using the words and phrases from the conversation in Activity 1. In a weaker class, encourage Ss to read the conversation again and underline the sentences which have the same information. Then try to fill in the correct article.

- Check answers as a class.

- Elicit the use of articles.

- Students work individually to complete the sentences

- Students share and check the answers.

Answer key:

1. the

2. Ø

3. a

4. an

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Design a poster to introduce the International Cultural Festival (10 mins)

- Teacher lets Ss work in groups of 4. Give each group a big sheet of paper and colours.

- Give instructions to students.

- Ask students to draw a diagram of activities in the International Cultural Festival. They can use words, icons or images to illustrate.

- Teacher asks all groups to stick their works on the blackboard.

- Teacher calls on some groups to present their stories.

- Teacher asks other groups to listen and give comments.

- Teacher gives feedback and gives marks to the best group.

- Students work in groups to follow the teacher's instruction.

- Students perform in front of the class.

Students’ own creativity

Form

Pronunciation

Meaning

Vietnamese equivalent

1. surgeon (n)

/ˈsɜːdʒən/

a doctor who is trained to perform surgery

bác sĩ phẫu thuật

2. resistance (n)

/rɪˈzɪstəns/

the act of using force to oppose somebody/something

sự chống lại

3. enemy (n)

/ˈenəmi/

a country or group that you are fighting a war against

quân địch

4. soldier (n)

/ˈsəʊldʒə(r)/

a member of an army, especially one who is not an officer

người lính

5. devote (sth to sth)

/dɪˈvəʊt/

to give an amount of time, attention, etc. to something

cống hiến

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: Who is this? (PPT slides)

- Teacher divides the class into two teams.

- Teacher prepares the pictures of 7 famous people.

- Teacher gives instructions for the game:

+ One student from each group comes and sees a picture. Students use their own words to describe the person so that their teammates can say the famous person’s name.

+ If the answer is correct, the team gets one point.

+ If the answer is incorrect, the chance to answer is transferred to the other team.

+ The team having more points is the winner of the game.

- Students work in groups.

- Students look at the picture that the teacher shows them and give descriptions of the famous figure.

- Other students try to guess the name.

7 famous people:

1. Barack Obama

2. Dang Thuy Tram

3. Steve Jobs

4. Nelson Mandela

5. Vo Nguyen Giap

6. Pelé

7. Michael Jackson

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Vocabulary pre-teaching

- Teacher introduces the vocabulary.

- Teacher explains the meaning of the new vocabulary by pictures.

- Teacher checks students’ understanding with the “Rub out and remember” technique.

- Teacher reveals that these five words will appear in the reading text and asks students to open their textbook to discover further.

- Students listen to the teacher’s explanation and guess the words.

- Students write down the new words in their notebook.

New words:

1. surgeon (n)

2. resistance (n)

3. enemy (n)

4. soldier (n)

5. devote (sth to sth)

TEACHER’S ACTIVITIES

STUDENTS’ ACTIVITIES

CONTENTS

Task 1: Listen and read. (6 mins)

- Set the context for the listening and reading.

- Ask Ss to look at the picture, the heading and the conversation, and ask questions.

- Play the recording twice for Ss to listen and read silently along. Have Ss underline words/phrases related to life events (e.g. was born, joined the army, worked as a surgeon).

- Put Ss in pairs and ask them to compare the words and phrases they have underlined and discuss their meaning. Then check comprehension as a class.

- Call on two or three pairs of Ss to read the conversation aloud.

- In stronger classes, teacher asks Ss to close their books and just listen to the conversation once. Teacher asks some comprehension questions to check understanding. Then have them open their books and listen again, this time following the text and checking if their answers were correct.

- Students look at the picture and answer the questions.

- Students listen to the recording.

- Students underline words/phrases related to life events of Dang Thuy Tram.

- Students compare the words and phrases with their partners.

- Students read the conversation aloud.

Questions:

1. Who are the speakers?

2. What do you think they are discussing?

3. Who is the person in the picture?

4. Do you know anything about her?

Suggested answers:

1. Nam and his friend, Mark.

2. They are talking about the person in the picture.

3. A woman called Dang Thuy Tram.

4. She’s a Vietnamese heroine who wrote a famous diary during the war.

Task 2: Read the conversation again and circle the correct answer to complete each of the sentences. (5 mins)

- Ask Ss to read the conversation again and circle the correct answers. Ask them to identify and underline the key words in the statements first. Then have them read the conversation again and locate the part that contains the information for each statement. Have them compare the information in the conversation with each statement to work out which is the correct answer, and why.

- Have Ss work in pairs to discuss and compare their answers.

- Check answers as a class. Encourage Ss to explain where in the conversation they can find the correct answer.

- Students work independently to do the activity.

- Students compare the answers in pairs.

Answer key:

1. Hue

2. operated on

3. young

4. more than three decades

Task 3: Find words and a phrase in Task 1 with the following meanings. (6 mins)

- Have Ss look at the first letters of the words. Explain that these words are related to life stories and events and they are all in the conversation in Activity 1.

- Ask Ss to read the definitions and find the words so that the words on the right match the definitions on the left, and they should start with the letters given.

- Allow Ss to share answers before discussing as a class.

- Check answers as a class.

- Write the correct answers on the board.

- Students read the conversation again and work independently to do the activity.

- Students share and check the answers.

Answer key:

1. accounts

2. death

3. devoting

4. youth