⁄ \> HOÀNG VĂN VÂN (Tổng Chủ biên]~ VŨ HẢI HÀ (Chủ biên) 6 : B AL: CHU QUANG BINH - HOANG TH! HONG HAI O TRONG HOANG — NGUYEN THI KIM PHUONG SU€ESS Tiếng Anh " 1D NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM Pearson CONTENTS INTRODUCTION UNIT 1: LIFESTORIES WETADMIRE ie. ssssicmoumuntmenmimaann 8 UNIT 2:A MULTICULTURAL WORLD. UNIT S5;GREEN LIVING 0700111077777 sa ssesossassauD00007/707000000T71030) REVIEW 1. MINIT 4s URBANISATION rrr em OO.
UNIT SSTELEWOBUD OF WORK satrarseseesssstsnviniassicusainmeresemneuearraiey 102 UNIT. G2 ARTIFICIAL INTELLIGENCE srsscsccosssscccsvosssbosssscnssansosotsapersnstnnossieye 131 UNIT7? THEWORID OF MASS MEDIA ¿con T9 UNIT:8EMWIUDDIEECCONSERVAIIONS5.70010000060001N6áne 173 REVIEW 3 193 UNIT 9: CAREER PATHS .cseiieniiiiiiiiiiiiiieiiiirrrree 202 UNIT 10: LIFELONG LEARNING. 22 REVIEWEA TS Tnaocccooooonpooa CÔ TỔ coocoaoooznoounffi ere 241 TIẾNG ANH 12 - SÁCH BÀI TẬP, KEY. 2ð0 INTRODUCTION Tiếng Anh 12 Global Success is the third the activities in the Student’s Book, suggested level of a three-level English language answers for speaking and writing activities, course for Vietnamese students in upper and the audio scripts for the listening tasks secondary schools.
It follows the systematic, in the Student’s Book. In addition, there are cyclical, and theme-based curriculum issued extension activities that are planned as part by the Ministry of Education and Training of the lesson to extend and emphasise the accompanying Circular No 32/2018/TT-BGDĐT, language point or skill in focus. The answer key on 26th December 2018. The aim of this series to the Workbook tasks is also included in the of textbooks is to develop students’ language Teacher's Book.
skills (listening, speaking, reading, and writing) WORKBOOK as well as communicative competence so that on completion of upper secondary The Workbook mirrors and reinforces the school, students will achieve level three of the content of the Student's Book. It offers further practice of the language and skills taught in Vietnamese Foreign Language Competence Framework (equivalent to level B1 in the class, and four additional tests for students’ self-assessment. Most of the activities in the Common European Framework of Reference units and all the questions in the tests follow for Languages). the format of the National Upper-secondary COMPONENTS OF TIENG ANH 12 School Exam Paper.
This will help students to GLOBAL SUCCESS prepare for this important exam by getting The components include a Student’s Book, familiar with the exam task types and the skills a Teacher's Book, a Workbook, and a CD. STUDENT'S BOOK cD The Student's Book contains: The CD includes the audio for the listening + a book map which provides information activities and the recordings of the reading about the structure of the textbook and the texts. sections of each unit; THE STRUCTURE OF EACH UNIT + ten topic-based units, each comprising The Student's Book consists of 10 units. Each eight sections to be taught in eight unit starts with an overview of the language 45-minute lessons; and skills points, the communication and + four reviews, each providing revision and culture / CLIL topics, and the project, and further practice of the language and skills includes eight sections providing input for learnt in preceding units, including some eight 45-minute lessons.
These theme-based exam practice; units are designed to provide students with + two appendices providing useful memorable lessons and enjoyable learning communication strategies and language for experience. classroom conversations and discussions, It is also noteworthy that many of the tasks and useful exam strategies; in the textbook, especially in the Reviews, + a bilingual glossary of keywords related resemble common task types found in the to the unit topics, including phonetic National Upper-secondary School Exam Paper. transcription and explanations of their This will help students to familiarise themselves meanings in Vietnamese. with the exam format and prepare for this important exam.
Students are encouraged TEACHER’S BOOK to refer to Appendix 2, which provides useful The Teacher's Book gives full procedural strategies for dealing with specific task types. notes for teaching every part of each unit and suggestions for teaching techniques, which SECTION 1: GETTING STARTED teachers can use depending on their teaching Getting Started is the first section of the unit. It also provides the answer keys to It begins with a conversation which introduces 3 the unit topic, some target vocabulary, and which they can use later in the Speaking or the grammar items. This is followed by a Writing lessons.
number of activities for checking students’ Although the division between the stages is comprehensionand helpingthem identify and/ not explicit, the Reading section follows a or practise the vocabulary and grammatical three-stage teaching approach: pre-reading, structures presented in this section. while-reading, and post-reading. There are SECTION 2: LANGUAGE four or five activities in each Reading lesson. The Language section comprises three The first one is always a pre-reading activity.
subsections: Pronunciation, Vocabulary, and It introduces the topic of the reading text, Grammar. providing students with an opportunity to brainstorm ideas about the topic and activate In the Vocabulary and Grammar subsections, their prior knowledge about it. It also helps to some of the vocabulary and grammar points get students involved in the Reading lesson. presented in Getting Started arenow practised in more depth.
In addition, some new ones The next two or three activities are the while- are taught so that students can expand their reading stage. The most useful reading skills of vocabulary and grammar knowledge, and have understanding word meanings from context, more language items at their disposal later in identifying main ideas, finding specific the unit. In the Pronunciation subsection, information, etc. are practised through a students are given the opportunity to variety of task types such as choosing the best practise vowel combinations, sentence stress, title for the text, multiple choice, true/false, homophones, linking sounds, assimilation and comprehension questions, and gap-fills.
intonation patterns, which are considered to The last activity in the Reading section is be aspects of pronunciation difficult to master the post-reading stage. It is usually a pair or by learners. group discussion activity, which asks students Whenteaching these subsections, itisadvisable to express their own ideas or opinions, or that teachers focus students’ attention on share their own experiences about the issue the three aspects of a new language point presented in or related to the reading text. - form, meaning, and use.
The three aspects This helps students both gain a deeper of the Grammar points are summarised in understanding of the text and practise the the Remember! boxes, and extra examples language used there. This activity also provides are provided. There are both form-focused opportunities for developing students’ critical and meaning-focused activities, the former and creative thinking. of which assist students in using grammar SECTION 4: SPEAKING accurately while the latter help students The Speaking section follows the Reading in using grammar communicatively.
In the one, so students can use the ideas and apply Vocabulary subsection, a special emphasis the language they have learnt in the speaking is also given to collocations or words that are activities. There are three or four activities in often used together, which students need to this section. Many of the vocabulary items and learn to sound more natural and idiomatic. In grammatical structures needed for the speaking some Pronunciation subsections, there are tasks are presented and practised in Sections also Remember! boxes, which provide useful 1 and 2.
In addition, the speaking activities in explanations and more examples related to most units are organised and sequenced in such the pronunciation points. a way that they are linked with the activities in SECTION 3: READING the Reading section and some of the ideas and This section is designed to help students language in the reading text can be used for the develop their reading comprehension skills. In some units, the Speaking The reading text also provides students with and Reading sections share the same text more language and ideas about the topic, type or comparative thinking skills, such as life stories/biographies in Unit 1, and comparison express their opinions. Like the post-reading and contrast discussion questions or problem- discussion questions, this activity also provides solving in Units4 and 7.
opportunities for developing students’ critical The activities become less and less controlled and creative thinking. in the flow of the lesson. The language and SECTION 6: WRITING ideas are built up through engaging activities, The Writing sections review text types from and examples are given when necessary, previous levels, such as opinion essays and so that in the last activity students are fully articles, and introduce some new ones, namely prepared for free production of the topic biographies, problem-solving reports, graph language. In all speaking activities, students and chart descriptions, job application letters are encouraged to apply their knowledge to and CVs.
A new skill, which is synthesising the situation and share their own experiences and summarising information from different when discussing the topic; therefore, the sources, is also integrated into the writing output is highly personalised. Students are sections focusing on biographies and articles. encouraged to refer to Appendix 1, which provides different communication strategies When a new text type is introduced, there for starting, developing, and maintaining, are usually three activities. In the first activity, as well as ending their conversations or students are encouraged to brainstorm ideas discussions more effectively and naturally.
about a theme related to the one in the Listening section. The second activity may SECTION 5: LISTENING provide a model of the text type, using some Like Reading, the Listening section consists of the ideas generated in the first activity. of four or five activities representing the The model text activity is designed to focus three stages of the lesson: pre-listening, students’ attention on the structure of the text, while-listening, and post-listening. In most the content of each part and the key features units, the aim of the first activity is to pre- of the text type.
In addition, a Tips box may be teach vocabulary and prepare students for included to further explain the key features of the listening activities which follow. In other the text type, as well as provide some useful units, the first one or two activities aim to draw language. Finally, students areasked to produce students’ attention to the topic of the lesson, their own text of around 120-200 words, using making them interested in the content of the the model and ideas they have brainstormed listening text. This is also a chance for students in the pre-writing activities.
This approach to to share with their peers what they already writing provides learners with useful guidance know about the topic. so that they feel more confident and are better The next two activities are the while-listening equipped to deal with the challenges of the stage of the lesson and provide students writing task. with practice of listening for main ideas, When a text type is revisited, a model is no specific information, people's attitudes, and longer deemed necessary. Therefore, there instructions.
There are also tasks that help are only two activities, the first of which is to students learn new vocabulary or other generate ideas for writing, followed by the meanings of previously encountered words main writing task. An outline is also provided and phrases in meaningful contexts. The most in the second activity to remind students of common task types are true/false, multiple the typical structure of the text type and to choice, comprehension questions, sequencing, support them in their writing. and gap-fills.
In the writing lessons which aim to develop The last activity, which is also the post-listening the skill of synthesising and summarising stage, aims to provide more opportunities information, the first activity or activities help for students to demonstrate understanding students to collect and combine information of the listening text and relate what they from different sections of the unit, which they have learnt to their own experience and can later use in writing. In the last activity, students produce their own texts in the form sentence stress, homophones, linking sounds, of a biography or an article, using the ideas assimilation and intonation patterns. The and information they have synthesised earlier.