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

Giáo án Writing

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to identify the purpose, audience, opening and closing sentences and supporting details of a description of pie charts.
  • By the end of the lesson, Ss will be able to use adverbial clauses of manner (as, as if/as though) and result clauses (so + adjective/adverb + that; such + noun phrase + that) correctly, and distinguish result from purpose (so that).
  • By the end of the lesson, Ss will be able to use the key vocabulary (mass media, headline, source, verify, misleading, audience) and pronounce linking /r/ in British-style speech.
  • By the end of the lesson, Ss will be able to write a coherent description of pie charts with specific supporting details and an appropriate register.

2. Competences

a) General competences

  • Self-control and independent learning: Ss complete the analysis of the model text individually before comparing answers, and revise their own draft against a checklist.
  • Communication and collaboration: Ss work in pairs and groups to discuss the model, share answers and give constructive feedback on each other's descriptions.
  • Problem-solving and creativity: Ss decide which details are most useful for the audience and design a short illustrative survey with clearly labelled data.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse the model description, talk about pie charts and media sources, and write a complete description for a class audience.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the target vocabulary, manner and result clauses, and linking /r/ accurately in context.

3. Personal qualities

  • Responsibility: Ss complete each task on time and check that their final description keeps the conditions and limits stated in the model.
  • Honesty: Ss do not present illustrative or invented data as real findings; every example figure in their writing is clearly labelled as illustrative.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board showing the two pie charts from the lesson (60%, 25%, 15% and 40%, 40%, 20%)
  • The model description of pie charts (printed or projected)
  • Worksheet No.1 and Worksheet No.2 (printed for each pair)
  • Checklist for writing (purpose, audience, opening, details, condition, closing, register)
  • NeoEdu lesson page: neoedu.vn/learn/12/english/unit-7-writing (lesson text, examples and interactive exercises)

2. Students

  • Notebook, pen, pencil and eraser
  • Printed model text and Worksheet No.1 and No.2
  • Highlighter (optional) for marking details and linking words

III. Procedures

Activity 1: Warm-up · 8 minutes

Pie chart snapshot

a) Aims

Ss activate prior knowledge about pie charts and the sources people use to get news, and get ready to read a description of pie charts.

b) Content

T shows the pie chart image and asks Ss questions about what it shows. Ss talk in pairs about their own news sources and predict what a description of this chart would contain.
Questions:

  • What does a pie chart show?
  • What do the parts of the chart add up to?
  • Which media do you use most to get news: digital news, television or print?

c) Expected outcomes

Ss give short answers: a pie chart shows the parts of a whole; the parts add up to 100%; the chart compares the main source chosen by each group. Ss predict that the description will compare the largest category in each group and state the difference between groups.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the pie chart image and introduces the topic "The world of mass media". T asks the warm-up questions and tells Ss to discuss in pairs for two minutes.

    Students

    Ss look at the chart and listen to the questions.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and helps Ss with the words pie chart, slice, percentage and source.

    Students

    Ss discuss in pairs. Expected answers: "It shows parts of a whole." "The parts add up to 100%." "I mostly use digital news on my phone."

  3. Teacher

    Step 3: Report and discussion

    T asks two or three pairs to share their predictions about the description.

    Students

    Some Ss report: "I think the description will compare the biggest source in each group." "It will show the difference between the two groups."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a description of pie charts reports the main features of the chart with supporting figures, and writes the topic on the board. T says that the lesson will focus on how to write this type of text clearly.

    Students

    Ss copy the key idea into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Genre features: purpose, audience and structure

a) Aims

Ss identify the purpose, audience, opening, supporting details and closing of the model description of pie charts.

b) Content

Ss read the model text in pairs and complete Worksheet No.1 (purpose, audience, opening sentence, closing sentence, details and the 20-point difference). T explains that the two charts show illustrative class-survey data, not a real survey, and the model shows how a description states its message and limits.
Questions for Ss:

  • Who is the audience?
  • What is the purpose of the description?
  • Which sentence opens the text, and what does it establish?
  • Which sentence closes the text, and what condition does it state?

c) Expected outcomes

Ss' completed Worksheet No.1:

  • Audience: class readers comparing the two illustrative groups.
  • Purpose: to compare two fictional distributions of main media sources without generalising them to all teenagers.
  • Opening sentence: The two pie charts present illustrative class-survey data, not a survey actually conducted.
  • Closing sentence: A real report would state the question, sample and date before interpreting the results.
  • Supporting details: digital news 60%, television 25%, print 15% (first group); digital news 40%, television 40%, print 20% (second group); the digital share differs by 20 percentage points.
    Key takeaway: a description has a clear message, specific figures and a limit on what the figures can prove.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No.1 and asks Ss to read the model silently for one minute, then work in pairs to complete the worksheet.

    Students

    Ss read the model and receive Worksheet No.1.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: "Who will read this description?" "Why are the groups described as illustrative?" "Where are the figures for each group?"

    Students

    Ss work in pairs. Expected answers: "The audience is the class." "It is illustrative because the survey was not really done." "The figures are in the first and second sentences of the body."

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their answers for items 3 and 4 and asks the class whether the opening and closing sentences do the same job.

    Students

    Pairs report. Expected answer: "The opening introduces the topic; the closing states the condition for a real report." Other Ss add: "The 20-point difference is the main comparison."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers on the board and highlights that a description of pie charts needs an opening that sets the subject, specific figures and a closing that states limits. T reminds Ss that the illustrative data must never be presented as real findings.

    Students

    Ss correct their worksheets and write the key features of the genre in their notebooks.

Activity 2.2: Knowledge formation · 20 minutes

Vocabulary and language focus: manner and result clauses

a) Aims

Ss understand and use the key vocabulary, adverbial clauses of manner and result clauses, and distinguish result from purpose.

b) Content

T presents the vocabulary: 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). T then shows the grammar points from the lesson:

  • Manner: Follow the procedure as the editor explained. As if/as though introduce an appearance or comparison, not necessarily a fact.
  • Result: The headline was so misleading that readers misunderstood. It was such a clear report that everyone followed.
  • Purpose vs result: so that (purpose) and so ... that (result).
    Ss complete Worksheet No.2 in pairs.

c) Expected outcomes

Ss' completed Worksheet No.2:

  1. Vocabulary matching: 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.
  2. The headline was so misleading that readers misunderstood the story.
  3. It was such a clear report that everyone followed it.
  4. Follow the procedure as the editor explained.
  5. The data looked as if it had been verified. (appearance, not a proven fact)
  6. Put the sample size in the caption so that readers can check the figures. (purpose)
  7. The sample was so small that the figures cannot be generalised. (result)
    Key takeaway: use so ... that and such ... that for result; use so that for purpose; use as if/as though for appearance.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T presents the six vocabulary items with pictures or examples, then gives the grammar examples and distributes Worksheet No.2.

    Students

    Ss listen, repeat the vocabulary chorally and note the grammar patterns in their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and checks that Ss do not confuse so that (purpose) with so ... that (result). T asks: "Is this sentence about a purpose or a result?"

    Students

    Ss complete Worksheet No.2 in pairs. Expected answers include: "The headline was so misleading that readers misunderstood the story." "It was such a clear report that everyone followed it."

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to read their sentences aloud and asks the class to decide whether each sentence expresses purpose, result or appearance.

    Students

    Pairs read their answers. Expected responses: "Item 6 is purpose because readers check the figures." "Item 7 is result because the figures cannot be generalised."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers, stresses that as if/as though does not mean the thing is true, and reminds Ss that so ... that and such ... that express result while so that expresses purpose.

    Students

    Ss correct their work and write one example sentence of their own for each pattern.

Activity 3.1: Practice · 16 minutes

Analysing the model: details, summary and purpose

a) Aims

Ss analyse the model in detail, select useful details and explain their function, and write a short summary that keeps the essential condition.

b) Content

Ss work in groups of four using a jigsaw-style task. Each pair in the group takes one exercise from the lesson and then shares the answer with the group.
Exercise 2: State the purpose and audience of this description of pie charts on "The world of mass media". Support your answer with one detail.
Exercise 3: Explain how the opening introduces the topic. Identify the actual opening sentence.
Exercise 4: Select two useful details from the model and explain why including them is better than saying only that the topic is important.
Exercise 5: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

c) Expected outcomes

Exercise 2 answer: Audience: class readers comparing the two illustrative groups. Purpose: to compare two fictional single-main-source media distributions without generalising them to all teenagers. Detail: The two pie charts present illustrative class-survey data, not a survey actually conducted. The detail shows the data are illustrative and sets the limit on the claim.
Exercise 3 answer: The actual opening sentence is "The two pie charts present illustrative class-survey data, not a survey actually conducted." It establishes the specific subject before the supporting detail "The digital share differs by 20 percentage points."
Exercise 4 answer: Detail 1: "In the first model group of twenty respondents, twelve mainly use digital news, five television and three print; the shares are 60%, 25% and 15%." Detail 2: "A real report would state the question, sample and date before interpreting the results." Both give specific information and conditions; a statement that the topic is important gives neither.
Exercise 5 answer (sample): The two pie charts present illustrative class-survey data, not a survey actually conducted. In the first model group of twenty respondents, twelve mainly use digital news, five television and three print; the shares are 60%, 25% and 15%. Because the groups are small and fictional, the figures cannot support a claim about all teenagers.
Accepted equivalent answers are allowed if the meaning is accurate.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides Ss into groups of four and assigns Exercises 2 to 5 to each pair within the group. T gives a time limit of eight minutes.

    Students

    Ss receive their exercise and read the model text again.

  2. Teacher

    Step 2: Task performance

    T circulates and checks that Ss quote exact figures from the model, not invented results. T prompts: "Which sentence proves the data are illustrative?"

    Students

    Each pair writes its answer. Expected difficulty: Ss may confuse the opening with the title; T reminds them that a title or greeting has a different role.

  3. Teacher

    Step 3: Report and discussion

    T asks each group to share Exercise 5 and explain whether the condition "Because the groups are small and fictional" was kept.

    Students

    A group reports: "Our summary keeps the limit, so it does not claim anything about all teenagers." Other Ss compare the details they chose.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the criteria for useful details: specific, relevant, and showing a condition or limit. T writes the best summary on the board and asks Ss to correct theirs.

    Students

    Ss revise their answers and note the criteria in their notebooks.

Activity 3.2: Practice · 12 minutes

Concluding the description and linking /r/ practice

a) Aims

Ss write a closing paragraph that keeps the message of the model, and practise linking /r/ in British-style speech while respecting rhotic American speech.

b) Content

Ss complete Exercises 6, 7 and 8 from the lesson:
Exercise 6: Choose one sentence from the middle of the model and explain what it contributes to the message.
Exercise 7: Read the opening and closing aloud. Explain one difference between their jobs in the complete product.
Exercise 8: Write a short final paragraph or spoken conclusion that preserves the model's message. Use details already supplied, not invented results.
Pronunciation drill (British accent): far away /fɑːr‿əweɪ/, share information /ʃeər‿ɪnfəmeɪʃən/. Ss in American accent keep /r/ pronounced and do not insert extra sounds.

c) Expected outcomes

Exercise 6 answer: The sentence "The digital share differs by 20 percentage points." adds concrete information to the opening, rather than repeating the unit title. The closing sentence shows the condition under which the detail can be interpreted.
Exercise 7 answer: The opening establishes the specific subject: illustrative class-survey data. The closing completes and qualifies the message by stating what a real report would need. The opening introduces; the closing limits.
Exercise 8 sample: Because the groups are small and fictional, these figures are only illustrative. The digital share is 20 percentage points higher in the first group, but a real report would state the question, sample and date before drawing any conclusion about teenagers.
Pronunciation: Ss produce linking /r/ in far away and share information (British accent); American speakers pronounce the /r/ clearly and do not add a linking sound.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives the exercises and models the pronunciation of far away and share information. T explains that British speakers link the final r to the next vowel, while American speakers pronounce the r already.

    Students

    Ss listen to the model and repeat the phrases chorally.

  2. Teacher

    Step 2: Task performance

    T asks Ss to write answers for Exercises 6 to 8 individually, then read the opening and closing aloud in pairs and check the linking.

    Students

    Ss write their answers. Expected responses: "Sentence 2 gives the actual figures." "The opening sets the topic; the closing states the condition."

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read their closing paragraph aloud and asks the class whether it invents any result.

    Students

    Ss read. Peers respond: "Your paragraph keeps the condition, so it is accurate."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the final paragraph must keep the model's message and conditions, and gives feedback on the linking of /r/ in British-style speech. T reminds Ss that the American pattern does not need linking /r/.

    Students

    Ss note the correct paragraph and pronunciation patterns in their notebooks.

Activity 4: Application · 14 minutes

Writing my own description of an illustrative survey

a) Aims

Ss produce a complete description of pie charts for a class audience, using specific details, a clear message and appropriate register, and label any example data as illustrative.

b) Content

Ss work in pairs. Each pair designs a short illustrative class survey on "The world of mass media" (for example, the main source of news for 20 classmates), creates two simple pie charts with labelled percentages and writes a complete description. The description must follow the model structure: opening, specific details, a condition or limit, and a closing without unsupported promises. Ss then exchange their texts and check them with the checklist. Ss finish the writing at home if needed.

c) Expected outcomes

A complete description of pie charts (approximately 120 to 150 words) with:

  • an opening sentence that clearly introduces the illustrative survey;
  • at least two specific details with exact percentages or numbers;
  • one sentence that explains the difference between the groups;
  • one condition or limit (for example, a small sample or fictional data);
  • a closing sentence that states what a real report would need;
  • a neutral, academic register suitable for classmates.
    All example data are labelled as illustrative.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task, shows the checklist and reminds Ss that all example figures must be labelled as illustrative. T sets a time limit of eight minutes for drafting.

    Students

    Ss receive the checklist and decide on the survey topic and data.

  2. Teacher

    Step 2: Task performance

    T monitors pairs, helps with sentence links (however, in contrast, because) and checks the register.

    Students

    Pairs draft their description and check each other's use of so ... that, such ... that and as if.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their description aloud. The class checks whether the message is coherent, the details are specific and the limit is stated.

    Students

    Pairs read. Peers give feedback: "Your opening states the survey is illustrative, which is clear." "Add a sentence about the sample size so the reader can judge the figures."

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights the strongest features of the descriptions and reminds Ss that a good description states its message, supports it with real figures from the chart and avoids claiming more than the data show. T assigns the final version as homework.

    Students

    Ss revise their drafts based on the feedback and keep the final version for homework.

Worksheets

Phiếu học tập số 1

Worksheet No.1: Genre features of a description of pie charts
Read the model description and answer the questions.

    1. Who is the audience of this description?
    1. What is the purpose of the description?
    1. Write the actual opening sentence.
    1. Write the closing sentence that states the condition for a real report.
    1. Write the supporting figures for the first group: digital news ___%, television ___%, print ___%.
    1. Write the supporting figures for the second group: digital news ___%, television ___%, print ___%.
    1. How much does the digital share differ between the two groups? ___ percentage points.
    1. Why must the illustrative data not be presented as real findings? Write one reason in one sentence.

Phiếu học tập số 2

Worksheet No.2: Vocabulary and language focus
Part A. Match each word with its Vietnamese meaning.

    1. mass media ___ a. tiêu đề tin
    1. headline ___ b. nguồn tin
    1. source ___ c. xác minh
    1. verify ___ d. gây hiểu lầm
    1. misleading ___ e. đối tượng tiếp nhận
    1. audience ___ f. truyền thông đại chúng

Part B. Combine the two sentences using so ... that or such ... that.

    1. The headline was misleading. Readers misunderstood the story.
    1. It was a clear report. Everyone followed it.
    1. The sample was small. The figures cannot be generalised.

Part C. Complete each sentence with as, as if or so that.

    1. Follow the procedure ___ the editor explained.
    1. The data looked ___ it had been verified.
    1. Put the sample size in the caption ___ readers can check the figures.

Part D. Decide whether the underlined clause expresses purpose (P), result (R) or appearance (A).

    1. The sample was so small that the figures cannot be generalised.
    1. Put the sample size in the caption so that readers can check the figures.
    1. The data looked as if they had been verified.

Homework

  • Finish your description of the illustrative survey on "The world of mass media" (approximately 120 to 150 words), following the structure: opening, specific details, a condition or limit, and closing.
  • Check your description with the checklist: the audience and register are appropriate, every example figure is labelled as illustrative, and you have used so ... that, such ... that and as if correctly.
  • Practise reading your opening and closing aloud. If you speak with a British accent, link the final /r/ to the next vowel (for example, far away, share information). If you speak with an American accent, keep the /r/ clear and do not add extra sounds.
  • Prepare to exchange your description with a partner in the next lesson.

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