Tiếng AnhLớp 12Phần 9. Unit 7: The world of mass media

Giáo án Looking back

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Explain the use of adverbial clauses of manner (as, as if, as though) to describe how an action is done or to compare an appearance with a fact.
Use result clauses correctly with so + adjective/adverb + that and such + (a/an) + adjective + noun + that, and distinguish them from purpose clauses with so that.
Pronounce linking /r/ between two words in non-rhotic British speech, and recognise that rhotic American speech needs no inserted sound.
Use the key vocabulary of the unit: mass media, headline, source, verify, misleading, audience.
Apply the unit language to write a short, connected media-check paragraph about a real or fictional claim.

2. Competences

a) General competences

Self-control and independent learning: Ss complete grammar and vocabulary tasks individually, check their answers against the key, and note their own errors in a personal error log.
Communication and collaboration: Ss work in pairs and groups to explain grammar choices, practise linking sounds, and present a joint media-check report to the class.
Problem-solving and creativity: Ss analyse a misleading headline and an outdated notice, decide which source to trust, and design a short fact-check plan.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and imitate linked speech, read a media text and answer comprehension questions, and write a connected paragraph using manner and result clauses.
Language knowledge (pronunciation, vocabulary, grammar): Ss identify manner clauses (as, as if, as though), result clauses (so ... that, such ... that), linking /r/ in non-rhotic speech, and the six topic words of the unit.

3. Personal qualities

Honesty: Ss report their own answers and mistakes truthfully during self-checking, and they do not present an illustrative example as a real observation.
Responsibility: Ss check the date, source and correction of a claim before sharing it, and they complete their group task on time.
Diligence: Ss complete all practice exercises, repeat the linking-sound drills until they are accurate, and write the homework paragraph carefully.

II. Teaching aids and materials

1. Teacher

Projector or interactive board with the slides for the unit review
Printed Worksheet No. 1 and Worksheet No. 2 (one set per pair)
Sets of word cards with the six key words and their Vietnamese meanings
Two sample headlines: 'Library closed forever!' and 'Library closed for one day for repairs'
Audio recording or teacher model for linking /r/ examples
NeoEdu learning page: neoedu.vn/learn/12/english/unit-7-looking-back (lesson slides, examples and interactive exercises)

2. Students

Student's book Tiếng Anh 12 (Global Success), Unit 7
Notebook, pen, pencil and a ruler
Coloured markers and A3 paper for the group poster
Personal error log (a small table or list in the notebook)

III. Procedures

Activity 1: Warm-up · 8 minutes

Headline Detective

a) Aims

Ss activate prior knowledge of mass media and recall how a headline can shape what readers understand.

b) Content

T shows two headlines: (a) 'Library closed forever!' and (b) 'Library closed for one day for repairs'. Ss look at both, discuss in pairs which one is more likely to mislead readers and why. Guiding questions: What is the difference between print and digital media? Which headline would you share first? Why should you check the date before forwarding a headline?

c) Expected outcomes

Ss identify headline (a) as misleading, because it does not give the reason or the date.
Ss state one key idea: a headline without context can change what readers understand.
Ss note the topic of the unit: mass media, headline, source, verify, misleading, audience.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the two headlines on the screen and asks: 'Which headline would you trust more? Why?'
Students
Ss look at both headlines and listen to the instructions carefully.
Teacher
Step 2: Task performance
T asks Ss to discuss in pairs for 3 minutes and walks around to listen and support.
Students
Ss discuss in pairs. Expected answer: 'Headline (a) is misleading because it says forever, but it does not explain the reason or the date.'
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share their answers and asks: 'What should a reader check before sharing?'
Students
Expected answers: 'The date, the source and whether there is a correction.' 'The original notice may be old.'
Teacher
Step 4: Conclusion and assessment
T confirms that the unit is about mass media and how to verify information. T writes the topic words on the board and says: 'Today we will review the grammar and pronunciation to talk about these ideas.'
Students
Ss copy the topic and the lesson objectives into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Manner and Result Clauses

a) Aims

Ss review the form and meaning of adverbial clauses of manner and result clauses, and distinguish result from purpose.

b) Content

T presents the grammar points from the 'Retrieve and connect' section with examples:

Follow the procedure as the editor explained. (manner)
He speaks as if he knew every detail. (appearance, not necessarily a fact)
The headline was so misleading that readers misunderstood. (so + adjective + that)
It was such a clear report that everyone followed. (such + noun phrase + that)
I enlarged it so that people could read it. (purpose, not result)
Ss work in pairs (Think-Pair-Share) to answer: 'What does each clause express: how, appearance, result or purpose?'

c) Expected outcomes

Manner: as / as if / as though describe how something is done, or compare an appearance with a fact.
Result: so + adjective/adverb + that, or such + (a/an) + adjective + noun + that, shows a consequence that really happens.
Purpose: so that shows an aim, not a consequence.
Ss rewrite one sentence with so + adjective + that and one with such + noun + that.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the five example sentences and asks: 'What does the clause in each sentence express: how, appearance, result or purpose?'
Students
Ss read the sentences silently and think about the question for 1 minute.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and discuss. T monitors and prompts with: 'Is the result a real consequence?'
Students
Ss discuss in pairs. Expected answers: 'Sentence 1 shows manner. Sentence 2 compares an appearance; the speaker may not know every detail. Sentences 3 and 4 show results. Sentence 5 shows purpose.'
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to explain. T asks: 'Why is so that different from so ... that?'
Students
Expected answer: 'So that is followed by a clause with can/could/will to show purpose. So ... that shows a result that happened.' Ss rewrite 'The print was so small that I could not read it' and 'It was such a useful source that people trusted it'.
Teacher
Step 4: Conclusion and assessment
T confirms the rules on the board: as / as if (manner and appearance); so + adj/adv + that; such + noun phrase + that; so that (purpose). T says: 'Be careful: so that is not a result.' T gives one quick check: 'Put in such or so: It was ___ useful information. / The article was ___ long.'
Students
Ss write the rules in their notebooks and answer the quick check: 'such' for the first sentence (such a useful piece of information) and 'so' for the second.

Activity 2.2: Knowledge formation · 12 minutes

Linking /r/ in Connected Speech

a) Aims

Ss recognise and produce linking /r/ in non-rhotic British speech and know that rhotic American speech does not need an inserted sound.

b) Content

T plays or models the examples: 'far away' /fɑːr‿əweɪ/ and 'share information' /ʃeər‿ɪnfəmeɪʃən/. T explains that in non-rhotic British speech, a written final r is linked to a following vowel. In rhotic American speech, /r/ is already pronounced, so no special linking sound is added. Ss practise the chant 'far away, share information, far away, share information' in two accent patterns.

c) Expected outcomes

Ss produce the linking /r/ in far away and share information with a smooth connection between words in British pattern.
Ss state the rule: linking /r/ happens before a vowel in non-rhotic speech; in rhotic speech, /r/ is always pronounced and no extra sound is inserted.
Ss keep the meaning of each phrase clear when they use either accent.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the two phrases and their IPA on the board and asks: 'Where is the r in the spelling? Is it pronounced before a consonant or a vowel in British speech?'
Students
Ss look at the phrases and listen to the teacher model.
Teacher
Step 2: Task performance
T models each phrase twice, first in British pattern then in American pattern. T asks Ss to repeat in chorus and then in pairs, one student saying the phrase and the partner checking the linking.
Students
Ss repeat and practise in pairs. Expected answer: 'The r at the end of far is linked to away because away starts with a vowel.'
Teacher
Step 3: Report and discussion
T asks 2–3 pairs to say the phrases and asks the class: 'Would an American speaker add an r in these words?' T also reminds Ss not to drop r before a consonant in American speech.
Students
Expected answer: 'No, American speakers pronounce the r, and no inserted sound is needed.' Ss say the phrases with correct linking.
Teacher
Step 4: Conclusion and assessment
T summarises: 'Linking /r/ connects a written final r with a following vowel in British speech. Accept both accent patterns, as long as the meaning is clear.' T notes that accent variation is acceptable and should not be treated as an error.
Students
Ss write the rule and one example for each accent pattern in their notebooks.

Activity 2.3: Knowledge formation · 10 minutes

Key Words and the Library Case

a) Aims

Ss understand and use the six key words of the unit in the context of a media reading about verifying claims.

b) Content

Ss play a card-matching game with the six words: mass media, headline, source, verify, misleading, audience and their Vietnamese meanings (truyền thông đại chúng, tiêu đề tin, nguồn tin, xác minh, gây hiểu lầm, đối tượng tiếp nhận). Then Ss read the text about the library case (an old one-day repair notice mistaken for permanent closure) and answer the follow-up question: 'Is a professional-looking layout enough?'

c) Expected outcomes

Matching key:
- mass media – truyền thông đại chúng
- headline – tiêu đề tin
- source – nguồn tin
- verify – xác minh
- misleading – gây hiểu lầm
- audience – đối tượng tiếp nhận
Answer to the follow-up question: 'No. Check the date, source, supporting evidence and any correction, regardless of the medium.'
Ss state one reason the old notice misled readers: it was shared without its date.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives each group a set of word cards and asks Ss to match the words with the meanings. T then asks Ss to read the library case and answer: 'Why is the shared image misleading?'
Students
Ss form groups of four and start matching the cards. Then they read the text silently.
Teacher
Step 2: Task performance
T monitors and prompts with: 'Which word describes an old notice presented as new?'
Students
Ss match the cards and discuss. Expected answer: 'The image was shared without its date, so readers believed the library was closed forever.'
Teacher
Step 3: Report and discussion
T checks the matching by asking one group to read the pairs aloud. T then asks: 'What should a reader do before forwarding a claim?'
Students
Expected answer: 'Find the current primary announcement and check the date and source before forwarding.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and says: 'A professional layout does not guarantee reliability. We must verify every important claim.' T asks Ss to add the six words to their vocabulary notes with example sentences.
Students
Ss write the words and one short example sentence each in their notebooks.

Activity 3.1: Practice · 15 minutes

Grammar Choice Exercises

a) Aims

Ss practise choosing the correct manner, result and purpose structures in context.

b) Content

Ss complete Worksheet No. 1 individually (exercises 2–9 from the unit). Then they check answers in pairs and explain their choices using the grammar rules.

c) Expected outcomes

Worksheet No. 1 answer key:

2. B (as)
1. C (so)
1. D (such)
1. D (knew)
1. A (that)
1. B: 'The print was so small that I could not read it.' (result)
1. A (useful information; information is uncountable)
1. B (as)
  Ss write one sentence of their own with as if and one with so ... that.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet No. 1 and tells Ss: 'You have 8 minutes to complete the exercises alone. Then compare with your partner.'
Students
Ss receive the worksheet and read the instructions.
Teacher
Step 2: Task performance
T walks around, checks quickly and reminds Ss to think about the meaning (how, result or purpose) before choosing.
Students
Ss complete the exercises individually. Then they compare answers with a partner and explain their reasons.
Teacher
Step 3: Report and discussion
T reads the key aloud and asks: 'Why is B the answer in item 7 and not C?' T asks 2 pairs to explain.
Students
Expected answer: 'C is a purpose sentence (so that people could read it). B is a result sentence because the print really could not be read.'
Teacher
Step 4: Conclusion and assessment
T confirms the key and highlights the most common errors: confusing so with such before a noun phrase, and using as for purpose. T asks Ss to record their own mistakes in the error log.
Students
Ss update their error log with the items they got wrong and the reason.

Activity 3.2: Practice · 10 minutes

Analysing a Model Paragraph

a) Aims

Ss read a model paragraph about pie charts and identify the unit language used in connected writing.

b) Content

Ss read the model paragraph on the two illustrative pie charts (the class survey of 20 respondents in each group). Ss underline examples of the unit language: 'The two pie charts present illustrative class-survey data', 'Digital news is the largest category in the first group', 'The digital share differs by 20 percentage points.' Ss then answer: 'Is the survey a real observation? Why?'

c) Expected outcomes

The charts show illustrative data, not a survey actually conducted.
Group 1: digital news 60% (12 of 20), television 25% (5), print 15% (3).
Group 2: digital news 40% (8), television 40% (8), print 20% (4).
The digital share differs by 20 percentage points between the two groups.
Ss note that the paragraph uses the topic words and comparison language correctly.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Ss the model paragraph and asks them to underline the unit language and check the percentages.
Students
Ss read the paragraph silently and underline the key phrases.
Teacher
Step 2: Task performance
T asks Ss to check the percentages: '12 out of 20 is what percentage?' and '8 out of 20?'
Students
Ss calculate: 12/20 = 60%, 8/20 = 40%, and find the difference 60% − 40% = 20 percentage points.
Teacher
Step 3: Report and discussion
T asks: 'Does the paragraph present a real survey?' T guides Ss to see the word illustrative.
Students
Expected answer: 'No. It is illustrative data, so we must not treat it as a claimed observation.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'Use illustrative when the data is an example. Use percentage points for the difference between two percentages.' T reminds Ss to write decimals with a comma in Vietnamese notes, if needed.
Students
Ss write two useful phrases from the model in their notebooks.

Activity 4: Application · 15 minutes

Media-Check Group Poster

a) Aims

Ss apply the grammar, pronunciation and vocabulary of the unit to write a connected media-check paragraph about a real-life claim.

b) Content

Groups of four choose one claim from the teacher's list, for example: 'A school will close next week forever' (an old notice shared on social media). Each group writes a short paragraph (5–6 sentences) on A3 paper. The paragraph must use: one clause of manner (as / as if / as though), one so ... that or such ... that clause, one of the words verify, source or misleading, and one example of linking /r/ practised aloud in the group's presentation.
Sample product: 'The notice looked official, so readers believed it at once. It was such a shocking headline that many people shared it without checking. Students should verify the date and source, as the school advises. The notice was misleading because it was an old one. Before sharing, check the current announcement as if you were the editor.'

c) Expected outcomes

A group poster with a connected paragraph of 5–6 sentences.
At least one manner clause (as / as if / as though), one result clause (so ... that or such ... that), and one use of verify, source or misleading.
A one-minute oral presentation, with at least one linking /r/ phrase (for example far away or share information) pronounced clearly.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives each group a claim card and the checklist: manner clause, result clause, key word, linking /r/. T says: 'You have 8 minutes to write and 2 minutes to practise your presentation.'
Students
Ss read the claim card and the checklist and divide tasks among group members.
Teacher
Step 2: Task performance
T circulates and helps with grammar, especially so/such and as if, and checks the stress and linking in the presentation.
Students
Ss write the paragraph on A3 paper and check it with the checklist. They practise the presentation aloud.
Teacher
Step 3: Report and discussion
T invites 2–3 groups to present. The class listens and asks one question about the source or the date.
Students
Each group reads its paragraph aloud and answers the class question. Expected question: 'How can we check whether this notice is current?' Expected answer: 'Look for the date, the official source and any correction.'
Teacher
Step 4: Conclusion and assessment
T gives feedback on the grammar, linking and content, and praises accurate and creative uses of the unit language. T summarises the lesson: 'Speed and depth can work together, but we must always check the context and the source.'
Students
Ss write down the feedback and one improvement they will make.

Worksheets

Worksheet No. 1: Grammar Choice

Choose the best answer (A, B, C or D) for each sentence.

2. Check the source ___ the teacher showed you.
- A. because of
- B. as
- C. so
- D. such
1. The headline was ___ misleading that readers were confused.
- A. as
- B. such
- C. so
- D. too to
1. It was ___ a clear report that everyone understood.
- A. as
- B. so
- C. too
- D. such
1. He speaks as if he ___ every detail, but he has not checked.
- A. has know
- B. knowing
- C. know to
- D. knew
1. The speaker talked so quickly ___ I missed the date.
- A. that
- B. as
- C. who
- D. than
1. Choose a result clause.
- A. Although it was small, I read it.
- B. The print was so small that I could not read it.
- C. I enlarged it so that people could read it.
- D. Read it as I showed you.
1. It was such ___ that people shared it widely.
- A. useful information
- B. a useful information
- C. an useful information
- D. usefully information
1. She checked the figures ___ the editor had requested.
- A. despite of
- B. as
- C. such
- D. so

After you finish, write one sentence with as if and one sentence with so ... that of your own. Then compare with your partner and explain your choices.

Worksheet No. 2: Vocabulary Matching

Match each word (1–6) with its meaning (A–F).

1. mass media
1. headline
1. source
1. verify
1. misleading
1. audience

Meanings:

A. gây hiểu lầm (causing people to misunderstand)
B. xác minh (check that something is true)
C. tiêu đề tin (the title of a news story)
D. truyền thông đại chúng (media that reach many people)
E. đối tượng tiếp nhận (people who read, watch or listen to a message)
F. nguồn tin (where information comes from)

Answer key: 1-D, 2-C, 3-F, 4-B, 5-A, 6-E.

Homework

Write a paragraph of 80–100 words titled 'How I Check a Viral Claim' in your notebook. Use the following language: one clause of manner with as, as if or as though; one result clause with so ... that or such ... that; the words verify and source.
Find one news item or social media post from this week. Note whether it gives a date, a source and any correction. Write two sentences about what you found, using as if or as though.
Practise linking /r/ with the phrases far away and share information. Record yourself and listen to check the linking.
Review the error log and redo the exercises you got wrong in Worksheet No. 1.

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