Giáo án Tiếng anh lớp 12 Unit 4: The mass media mới nhất

Time/Stages

Activities

Interactions

1. Warm up

5 minutes

- T asks students to elicit some of their ideas of what a green lifestyle is.

- T asks Ss to look at the picture and guess what the students in the picture are talking about. -Sts answer.

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2. New lesson

7 minutes

10 minutes

10 minutes

10 minutes

Activity 1: Nam and Lan are talking about the use of mobile devices and the Internet. Listen and read

- T. plays the recording, asks Ss to listen and read silently.

- Ss listen and read silently.

Activity 2:Answer the following questions

- T. asks Ss to read the questions, and underline any key words.

- Ss read the questions, underline any key words.

Keys: 1. They are chatting, sending messages or searching for news and information on different websites.

2. Because everyone in his house uses digital devices to read the news.

3. He had used the computers in the local library to access the Internet.

4. She thinks that they may not understand the benefits of sharing online information.

5. He thinks that she is addicted to social media and relies too much on the Internet.

6. Ss’ answers.

Activity 3:Complete the table with the appropriate words and phrases in the box

- Ss work in pairs to compare answers.

- T. checks answers as a class.

Key:1. Digital devices: smartphones, tablet PCs, computers

2. The mass media: newspapers, magazines, radio, TV, DVDs, social media, the Internet

3. Online activities: chatting, sending messages, searching for news and information, reading online newspapers, accessing Internet resources

Activity 4:Read the text again. Pick out 5 verbs followed by a prep. Discuss the meaning with a partner.

- T explains to Ss how to do the activity.

- T has Ss scan the conversation quickly and underline the five verb phrases in focus.

Key: Cut down (on), subscribe to, take sth. with, listen to, connect with

Activity 5:Read the following sentence. Underline the verbs. What tenses are they in?

- T. reminds Ss of the verb forms of the tenses.

- Ss underline the verbs forms in the two sentences.

- T. asks two Ss to explain which action happened first in each sentence.

Key: He had (already) started using the computers in the local library to access Internet resources

Past perfect (This action happened first)

When Minh’s dad bought him a tablet PC four months ago.

Past simple

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Whole class

Individually

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or

Pair work

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Individually

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Individually

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3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

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4. Homework

1 minute

- Ask Ss to learn by heart the words or phrases related to the topic- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Homework

3 minutes

- T spells some words, asking Ss to try to recognize them

- Ss try to recognize them

- T. asks Ss to read the context provided to do the task.

Mediawebsitecommunicationsmart phone

Emailtelevisionnewspapermagazine

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2. New lesson

5 minutes

7 minutes

12 minutes

15 minutes

A. Vocabulary:

Activity 1: Match the words and phrases with the definitions.

- Ss work individually, read each word or phrase and match it with the definitions.

- T checks answers as a class.

Key: a. 3b.1c.5d.2e.6f.4

Activity 2: Complete the sentences with the correct forms of the words and phrases in 1.

- T asks Ss to complete the sentences individually.

- Sts find the suitable words to fill in the gaps.

- T checks answers as a class.

Key:1. Mass media2. Addicted3. social networking4. Efficient5. instant messaging6. Cyberbullying

2. Pronunciation: The pronunciation of the verb ending -ed

Activity 1. Listen and repeat, paying attention to the ending

-ed of the verbs

- T tells Ss what the objective of the activities is, and asks them to read the information in the Remember box.

- T plays the recording for Ss to listen and repeat all the verbs.

- Ss recognise & practise pronunciation of the verb ending-ed.

- Ss repeat chorally and individually.

Activity 2: Listen and repeat the following sentences, paying attention to the verbs ending -ed

- T plays the recording for Ss to repeat chorally and individually.

- Ss listen and repeat the following sentences.

2. Grammar:Prepositions after certain verbs

Activity 1: Match each verb with a preposition

The aim of this matching activity is to focus Ss’ attention on collocations consisting of verbs and prepositions that normally appear together.

- T has Ss work in pairs to read the Do you know..? box and discuss the meaning of the verb phrases provided.

- Ss work in pairs to discuss the meaning of the verb phrases provided and do the matching.

Key: 1. d 2. e 3. b4. a/c 5.c

Activity 2: Make sentences with the verbs in 1

- T allows time for Ss to work individually

- T asks them to exchange their work in pairs for peer comments.

- T asks a few Ss to read their sentences aloud, and have the class make comments on grammar, word choices and meaning.

- Ss make sentences with the verbs in 1.

The past perfect vs. the past simple

- Remember the use of relative pronouns who, that, and which.

- Sts read the Do you know…? and explain the difference between which defining something in the main clause and which defining the whole idea of the main clause.

Main clause, which + relative clause

Note: In relative clauses, the relative pronoun whichcan be used to define the whole idea presented in the main clause. It is usually separated with a comma after the main clause.

Activity 1: Put the verbs in brackets in the correct tenses.

- T explains the objective of activity 1, and ask Ss to read the Remember box. Check their comprehension and review the formation of the past perfect (had + past participle).

- T allows time for Ss to do the task individually.

- Ss do as required

- T checks answer as a class, then invites a few Ss to read the sentences aloud if necessary.

Key:1. had invented, completed2. appeared, helped

3. had risen, started4. understood, had read

5. Had (ever) … appeared, took part, had

6. got, submitted, showed, had arrived 7. had already finished, left, arrived

Activity 2: Complete the following sentences using either the past simple or past perfect and your own ideas.

- Ss work independently to exchange their work with a partner for peer checking.

- A few Ss read out their sentences.

Suggested answers:

1. … had used the library’s computer to get access to the Internet.

2. … rang his doorbell.

3. … started sending me their greetings/ had already posted their greetings for my birthday.

4. … they began drawing their charts.

5. … the teacher changed the topic.

6. … he wrote a brief description of the data.

Individually

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Individually

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Individually/

or

Pair work

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Pair work

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Individually

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Individually

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Individually

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3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

Expected answers: I can use: ed-endingin connected speech

Prepositions after certain verbs

The past perfect and past simple

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4. Homework

1 minute

- T asks Ss to do exercises again at home.

- Prepare for the next lesson.- Complete Exercises in workbook.

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Time/Stages

Activities

Interactions

1. Lead-in

8 minutes

Objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the history and forms of mass media.

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2. New lesson

17 minutes

12 minutes

5 minutes

Mass media forms

Activity 1:Put the words and phrases related to the mass media in three groups

- T checks answers as a class.

Key: Print: books, magazines, leaflets, newspapers

Television: news programmes, dramas, reality shows, documentaries

The Internet: email, websites, instant messaging, data sharing

Activity 2: Quickly read instructions and choose the best heading for the text.

- T. gets Ss to read instructions and predict the best heading for the text.

- T checks answer as a class, invites one or two Ss to explain how they came up with their answers.

- T draws Ss’ attention to the keywords (… each form of…; new digital media forms…) in the last paragraph.

- Ss read instructions and choose the best heading for the text.

Key:Forms of mass media

Activity 3: Match each of the following words with its meaning.

This matching activity is to improve and expand Ss’ vocabulary by learning words in context.

- Ss do the task individually.

- T checks answers as a class, invites several Ss to say the Vietnamese equivalent.

Key: a. 3 b. 4 c. 6 d. 2 e. 7 f. 1 g. 5

Activity 4: True, False or Not given:

- Ss read the sentences in the table and underline the key words which help to justify the answers.

- T checks answers as a class.

Key 1. F2. T3. F4. F5. T6. NG7. F

Activity 5: Discussion

Discuss the forms of mass media that you use daily. Explain how you benefit from using them.

- T asks Ss to work in pairs to share their preferred forms of mass media for daily communication.

- T reminds them of the six forms of mass media mentioned in the text.

- T asks several pairs to report their discussion results.

- Ss work in groups of four to discuss the forms of mass media.

Pair work

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Pair work

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Pair work

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Individually/

Pair work

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Group work

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3.

Consolidation

2 minutes

- Summarize the main points of the lesson

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4. Homework

1 minute

- Ask students to learn by heart the new words.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up

8 minutes

- Ss work in groups to make a list of their favourite social networking sites. Making as many words as possible from the words:A SOCIAL NETWORKING SITE.

- Social networking sites: Facebook, Twitter, Linkedln, Pinterest, GooglePlus +, Instagram, etc. (The following URL is a good reference for the most popular social networking sites: http://www.ebizmba.com/articles/social-networking-websites)

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2. New lesson

10 minutes

11 minutes

13 minutes

Talking about social networking

Activity 1: Complete conversation with sentences in the box

- T asks Ss to read the sentences in the box and the conversation, reminds them to underline any contextual clues.

- Ss read the sentences in the box and the conversation and then do the task as required.

- T checks answers as a class.

Key: 1. E2. C3. D4. B5.F6. A

Activity 2: Put the following opinions about using social networks in the appropriate box

- T lets Ss work in pairs to complete the conversation.

- Encourage Ss to share their ideas and help each other complete the sentences.

Key: Positive opinions: 2, 4, 5Negative opinions: 1, 3, 6

Activity 3: Make a similar conversation

- T explains the opinions provided in the table.

- T asks Ss to work in pairs.

- T asks several pairs to role-play their conversations in front of the class, encourages Ss to make comments or ask questions.

- Ss make a similar conversation (as in 3) and express the opinions about social networking. Ss explain the opinions provided in the table.

Individually

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Pair work

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Pair work

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3.

Consolidation

2 minutes

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

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4.Homework

1 minute

- Ask students to learn by heart the expressions.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Lead-in

7 minutes

Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking about their uses of social media and how they use it for language learning.

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2. New lesson

10 minutes

13 minutes

12 minutes

Social media: language-learning apps

Task 1: Read about how three students use social media. Complete the sentences with the words from the box.

- T allows time for Ss to quickly read the conversation and complete the gapped sentences.

- T checks answers as a class.

Key: 1. app2. record3. GPS

4. interactive5. connect6. audio7. updates

Task 2: Listen to a conversation between two students talking about language learning applications. Which of the following did they not talk about?

- T asks Ss to read the instructions and the information provided.

- T plays the recording without pausing, so Ss get the gist of it.

- T plays the recording again. This time T asks Ss to listen and circle the information that they did not hear in the recording.

Key : 2 & 3

Task 3: Listen again. Give short answers to the following questions.

- T asks Ss to read through the questions and answer them.

- Ss do as required.

Key: 1. He showed her a few social networking sites that help people to improve their English.

2. She downloaded some language learning apps on her smartphone and started learning vocabulary on the go.

3. Because she wants to improve her English.

4. She uses some social networking sites.

5. She used a free programme on her smartphone.

6. She used it to collect samples from English TV and radio.

Pair work

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Group work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

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4. Homework

1 minute

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up

5 minutes

The lesson objective: describing a pie chart showing Ss’ use of online resources at a secondary school.

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2. New lesson

15 minutes

8 minutes

Describing a pie chart showing the use of online resources

Task 1: In pairs, discuss what a pie chart is and how you can describe it.

- T asks Ss to look at the illustrations and credit their answers.

- Sts do as required.

+ A pie chart - a circular chart divided into triangular areas (slices/ segments) proportional to the percentages of the whole.

+ To describe a pie chart: the information (content) and proportion of each segment, which can be measured in percentages (%) or fraction (e.g. one-third, a quarter).

Task 2: The pie chart below illustrates the forms of communication used by students in Intel school. Complete the description with the words in the box.

- T allows time for Ss to read the text and do the task.

- T checks answer as a class.

Key: 1. preferences2. recorded3. majority

4. tied in5. dominant6. the least

Task 3: Study the pie chart and write a paragraph of about 130-160 words to describe the sections.

- T asks Ss to work in pairs and discuss the words and phrases.

- Sts work independently and write their final drafts.

- One or two students write the descriptionon the board.

- Ss listen to the T’ feedback

Suggested answer:The pie chart shows students’ preferred online resources recorded in a survey carried out at Intel Secondary School Library in 2014. A brief description of the students’ preferences follows.

We can see that a majority of students used interactive games, which rank the first at 30%. Fiction e-books line in the second at 20%, and are given 10% less than interactive games. Online magazines rank the third at 18% while non-fiction e-books account for 15%. Online dictionaries are the fifth library resource at 11%. Only a minority of students, or 6% used science journals, which is the least popular of all resources, and used five old less than the most preferred resource, interactive games.

To conclude, the dominant form of online resources used by the students at Intel Secondary School Library is interactive games. Of all the resources – fiction e-books, online magazines, non-fiction e-books, online dictionaries – students used science journals the least.

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today?What can you do now?

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4.Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up

5 minutes

- Inform the class of the lesson objectives: Further skill development

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2. New lesson

18 minutes

19 minutes

1. Communication: Learning English with video

Activity 1:Listen to a conversation between Nam and Mai about learning English with video. Decide whether the statements are T or F.

- T plays the recording all the way through for the first time, plays it again for Ss to do the task.

- Ss work in pairs to compare their answer.

Key: 1. F2. T3. T4. F5. T

Activity 2: Discussion

- T asks Ss to work in groups and discuss what videos they would like to watch in their English lessons classes.

Suggested ideas: 1. The videos clips are powerful audio-visual resources for learning a language.

2. They can: - provide authentic language use

- capture learners’ attention

- increase their motivation

- enhance their learning experience

2. Culture:Social media apps

Activity 1:Read the following text and give short answers to the questions.

- Ss read the instructions and brainstorm the social networking.

- Ss compare their answers with a partner.

Key: 1. They are for communication, entertainment and security on the Internet.

2. Because they want to have more advanced options than basic services.

3. A video-sharing app is an application for creating videos and sharing them with family and friends.

4. They are action and adventure games followed by puzzles and board games.

5. Beside protecting smartphones and tablet devices from theft and loss of data, these security apps detect and remove viruses as well as phishing scams.

6. We should go through its functions very carefully and read the user reviews.

Activity 2:Work in groups. Tell your group about your favorite social networking app and its functions.

- Ss discuss their favourite social networking apps in groups.

- Ss read the questions and underline the key works or any clues that may help them to identify the answers as they scan the text.

- Some Ss are asked to present the apps and demonstrate its functions in front of the class.

Pair work

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Group work

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Pair work

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Group work

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?What can you do now?

- Elicit answer: I have improved my listening, speaking and reading skills. I can talk about the educational values of videos for learning English. I can also talk about social media apps for communication, entertainment and security.

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4. Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm-up

5 minutes

T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. T reviews from and use of simple past tense and past perfect tense.

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2. New lesson

10 minutes

7 minutes

12 minutes

8 minutes

Pronunciation:

Activity 1: Put the words in the correct box.

- T asks Ss to do the task independently.

- Ss put the words in the correct box, then compare their answers in pairs or groups

Key: /t/: watched, surfed, talked, checked

/d/: installed, enabled, shared, enjoyed, offered

/id/: updated, reported, provided, protected, downloaded

Activity 2 Listen and write down the verbs in the appropriate columns.

- Ss are asked to read the verbs aloud.

Key: /t/: 1. decreased2. developed4. influenced 7. produced

/d/: 6. emerged9. compared

/id/: 3. downloaded 5. invented8. provided

Vocabulary:

Activity 1: Complete the sentences with the correct words / phrases in the box.

- Ss compare their answers in pairs or groups.

- T gives feedback.

Key:1. disposal of2. depleted3. cluster4. organic

5. combustion6. soot particles7. pathway

Activity 2: Complete gapped sentences with words in the box.

- T asks Ss to read and complete the gapped sentences.

- Ss are asked to underline the key words in each sentence, then fill in the gaps with the words given.

Key: 1. social media2. Social networking 3. Mass media

4. app5. Advent6. Microblogging

Grammar:

Activity 1: Complete the gapped sentences with the appropriate prepositions.

- T asks Ss to read the statements and understand all the verbs.

- Ss discuss these clues in pairs and decide on the correct preposition.

Key: 1. on2. Out3. to4. for5. of/ about6. with

Activity 2: Match the two halves of the sentences.

- T asks Ss to read and complete the gapped sentences.

- Ss are asked to underline the key words in each sentence.

Key:1.b2.d3.a4.e5.f6.c

Activity 3: Put the words in brackets in past simple or past perfect tense.

- T asks Ss to read the incomplete sentences and underline any key words independently.

- Ssunderline the key words in each sentence.

- Ss exchange the answers in pairs.

Key: 1 had had2. attended3. deleted, had received

4. got, stopped5. had wasted6. had edited, uploaded

Project: Interview three classmates to find out their opinions about social networking sites and apps. Then report to the class.

Ask Ss to work in groups of four.

Ask Ss to read and discuss the guiding questions.

T. encourages groups to prepare an outline for their presentation.

Individually

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Pair work

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Pair work

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Pair work

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Individually

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Group work

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

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4. Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

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