INTRODUCTION
Rationale of the study
English has emerged as a universal means of communication worldwide, prompting Vietnam to enhance its efforts in training dynamic individuals proficient in English In response to this global trend, the Ministry of Education and Training (MOET) established new objectives for English language instruction in secondary education in 2002 and introduced updated English textbooks for grades 6 to 12.
The new high school English textbooks are categorized into advanced and standard sets, featuring five components in each unit: Reading, Speaking, Listening, Writing, and Language Focus The Language Focus sections are designed to enhance students' pronunciation and grammar skills These textbooks implement modern teaching methodologies, specifically the communicative and learner-centered approaches, with the goal of fostering both language skills and knowledge among students.
Since their nationwide implementation in the 2006-2007 school year, numerous studies have evaluated new textbooks and their impact on high school teaching and learning While much research has focused on the four primary language skills—speaking, listening, reading, and writing—an essential aspect often overlooked is the role of culture as the fifth skill in language learning Culture significantly influences language acquisition and communicative competence, yet research on teaching culture, particularly American studies, remains limited Therefore, further investigation into how teachers and students engage with cultural education in the classroom is crucial.
Besides, national examinations (national examinations for GCSE, university entrance examinations) have currently included some questions related to American cultural studies issues (for example: how to address certain situations, etc.)
The English language is increasingly connecting with diverse cultures, with the United States standing out as a dominant economic, political, and cultural powerhouse Its renowned education system makes the U.S a prime destination for international students, highlighting the importance of understanding American culture as a valuable endeavor.
After two years of implementing new English textbooks at Tran Phu Gifted High School, it was observed that both teachers and students encountered several challenges in teaching and learning American cultural studies in the classroom.
Cultural literacy is essential in English Language Teaching (ELT) because language learners often struggle to communicate effectively with native speakers when they lack exposure to relevant cultural elements (Bada, 2000) Furthermore, the integration of L2 culture has become a crucial interdisciplinary component in various L2 curriculum designs and textbooks (Sysoyev & Donelson, 2002).
Motivated by these factors, the researcher has chosen to undertake this study, aiming to uncover the true state of teaching and learning American cultural studies at Tran Phu Gifted High School The goal is to provide practical solutions based on the findings.
Aims of the study
The aim of this study is to examine the current teaching and learning of American cultural studies in the high school classroom at Tran Phu Gifted High School
In order to achieve the aim, the study seeks to find out:
(1) The teachers‟ and students‟ perceptions on the importance of American cultural studies teaching and learning
(2) How the teachers and the students deal with American cultural studies in the classroom
(3) The teachers‟ perceived difficulties in teaching and learning American cultural studies in the classroom
Research questions
To achieve the aim and objectives of the study, the following research questions were proposed:
1 How do the teachers and the students at Tran Phu Gifted High School perceive the importance of American cultural studies teaching and learning?
2 How do the teachers teach and the students learn / expect to learn American cultural studies in high school classroom?
3 What method and techniques do the teachers and the students use / expect to use?
4 What are the difficulties in teaching and learning American cultural studies as perceived by the teachers?
Scope of the study
This study is limited to the teaching and learning reality with regard to teaching and learning American cultural studies in the classroom
This study conducts an in-depth survey at Tran Phu Gifted High School in Hai Phong, with findings that are specific to this context Consequently, the results should not be generalized to other schools, as they may only be relevant to the participants involved in this particular research.
Significance of the study
This study aims to identify issues and propose improvements, benefiting both teachers and learners at Tran Phu Gifted High School through reflective experiences Additionally, the findings will provide valuable insights for textbook writers and educators, guiding curriculum development and program direction.
Method of the study
The study was designed to use both quantitative and qualitative methods Then, various instruments were used to collect the data for the study from different sources:
A survey was conducted to explore the attitudes of teachers and students towards American cultural studies, focusing on their teaching and learning habits The study aimed to identify the challenges faced by educators and learners in effectively engaging with American cultural studies in the classroom.
- class observations to get information about both the teachers‟ methods of teaching and students‟ ways of learning American cultural studies in the classroom
Interviews with teachers provided valuable insights into the suggestions from both educators and Grade 11 students for enhancing the teaching and learning of American cultural studies in the classroom.
Design of the study
The study is divided into three parts: Introduction, Development and Conclusion
The Introduction presents an overview of the study including the rationale, aims, scope, significance, methodology and design of the study
The major part of the study, the Development, is divided into three chapters
The study is structured into three main chapters: the first chapter offers a theoretical background, the second chapter outlines the methodology, and the final chapter focuses on the analysis and discussion of the findings.
The conclusion summarizes the findings related to the four research questions and offers recommendations for enhancing American cultural studies education It also addresses the limitations of the study and suggests areas for future research Additionally, the appendices include survey questionnaires for teachers and students, along with a proposed lesson plan.
DEVELOPMENT
LITERATURE REVIEW
1 LANGUAGE AND CULTURE 1.1 WHAT IS LANGUAGE?
Language has existed since humans began to communicate for their daily needs, yet defining it remains a complex challenge While some definitions, like Patrikis (1988), describe language as signs that convey meanings, others, such as Kramsch (1998), emphasize its cultural value as a system of signs Renowned linguist Sapir (1968) highlights language as a uniquely human method for expressing ideas, emotions, and desires through voluntarily produced symbols Ultimately, language encompasses both verbal and nonverbal signs used to convey meanings, and it is often discussed alongside the concept of culture in language teaching literature.
Cultural studies is a dynamic and popular field that has gained traction among progressives, as it shifts the focus from society to culture as the primary subject of inquiry Its influence spans across various academic disciplines, including the arts, humanities, social sciences, and even science and technology, making it a ubiquitous topic of discussion Understanding cultural studies requires a deep awareness of the concept of culture itself.
Culture is a complex and multifaceted concept that has been defined in various ways by researchers The term itself is often contentious, as it encompasses a wide range of perspectives, including oral and written traditions, highbrow and popular forms, and both significant events and everyday practices.
One of the well-known definitions of culture is Goodenough‟s (1957, p 167):
A society's culture encompasses the knowledge and beliefs necessary for individuals to function in ways that are deemed acceptable by its members, enabling them to fulfill various roles within the community.
Culture, as defined by Brown (2007), is a way of life that shapes how individuals think, feel, and interact, serving as the "glue" that unites groups It encompasses the ideas, customs, skills, arts, and tools that define a specific community during a particular time period.
Mead (1961) suggested that culture is a learned phenomenon, while Fox (1999) emphasized its relative and dynamic nature across different contexts Similar to language, culture is a complex concept that eludes a precise definition Tang (2006) pointed out that despite extensive interdisciplinary efforts, a universally accepted definition of culture remains elusive.
Culture is a vital yet fragile tool for human survival, constantly evolving and easily lost as it resides in our minds While our written languages, governments, and buildings are products of culture, they do not define it Cultural studies encompass a broad range of disciplines, including philosophy, theology, and literature, to analyze the formation of cultures and the behaviors of different groups This interdisciplinary approach reveals the complexities of cultural dynamics and the reasons behind human actions.
1.3 CULTURAL STUDIES IN LANGUAGE LEARNING
Defining language and culture has proven challenging for scholars, yet their relationship is undeniable According to Shaul and Furbee (1998), both concepts are systematic, observable, and describable Numerous authors, including Ardila-Rey (2008) and Brown (2007), emphasize the close connection between language and culture Ardila-Rey (2008) asserts that "language and culture are inextricably linked," while Brown (2007) highlights their interrelatedness.
Language and culture are deeply interconnected, making it impossible to separate them without diminishing their significance Learning a second language involves not only mastering the language itself but also embracing a new culture, except in cases of specialized acquisition, such as learning a language solely for reading scientific texts.
The interconnection between language and culture is a significant focus for L2 teachers and educators Numerous studies emphasize the importance of integrating L2 instruction with target culture education In the past decade, scholars like Byram have contributed valuable insights into this relationship, highlighting the need for a cohesive approach to teaching languages alongside their cultural contexts.
The relationship between culture and language teaching has been increasingly recognized by scholars such as Kramsch (1996; 2001) and others (1997a; 1997b) Understanding a language is challenging without an appreciation of its cultural context In fact, learning a language is often viewed as inseparable from learning its culture (Kuang, 2007, p.81).
Over twenty years ago, Brown (1986) highlighted that learning a second language often entails developing a second identity, closely linking language acquisition with cultural understanding In 2007, he reiterated this notion, asserting that mastering a second language is fundamentally about embracing a second culture.
Seliger (1988) emphasized that culture significantly influences the effectiveness of second language teaching He argued that since language is used in social interactions, learners' feelings, attitudes, and motivations toward the target language, its speakers, and the associated culture impact their responses to the language input they receive.
Incorporating culture into second language (L2) education is essential for effective teaching, as language and culture are intertwined and should not be treated as separate entities Scholars widely agree that understanding the culture of the target language is crucial for L2 students, as language learning becomes meaningless without knowledge of the people and context behind it Mastering a new language involves more than just syntax and vocabulary; it requires a deep understanding of both the native and target cultures.
2 What are the main goals for teaching American cultural studies?
To effectively teach foreign languages, it is essential to enhance students' ability to communicate in diverse contexts, which includes integrating cultural education to promote intercultural understanding In English classes focused on American cultural studies, the objectives are multifaceted: they aim to increase awareness and knowledge of American culture, teach the etiquette associated with it, highlight the distinctions between American and Vietnamese cultures, and convey the core values of American society.
DATA ANALYSIS AND DISCUSSION
This chapter is structured into four key sections: the first section reveals the results from questionnaires administered to both teachers and students; the second section analyzes observations made during classroom activities; the third section discusses the findings in relation to the research questions posed; and the final section provides a comprehensive conclusion for the chapter.
3.1 Findings from questionnaires for the teachers
The definition of American cultural studies was the initial question in the questionnaire, allowing respondents 3-4 lines for their answers While the term itself is straightforward, providing a comprehensive explanation proves challenging This was evident as teachers shared their interpretations, yet not all responses were precise.
The provided definitions can be very broadly divided into two groups:
1 those which apply to the so-called small „c‟ culture and concentrate on the American way of life and their beliefs and perceptions (4 definitions);
2 those which claim that culture embraces both people‟s way of life (small „c‟ culture) and American history, geography and arts (capital „C‟ culture) (8 definitions)
In conclusion, the responses from teachers indicate that American cultural studies are primarily defined through a diverse range of elements These include both observable aspects of culture, such as art, customs, traditions, and behaviors, as well as invisible features like beliefs, values, and attitudes, though these elements were not consistently combined in individual answers.
3.1.2 Importance of teaching American cultural studies in the classroom
The majority of teachers acknowledge the significance of American cultural studies, with most deeming it either very important or important Over half of the educators believe that incorporating cultural topics into their lessons greatly enhances student interest and motivation in language learning Notably, only one teacher advocates for American cultural studies to be taught as a separate course.
3.1.3 Frequency of the culture-related issues
One of the teachers (21%) claimed that they discussed culture-related issues
“often”, which is in almost every lesson Three teachers stated that they included America-cultural issues in their lessons “sometimes” Eight teachers chose „rarely‟ (once a month) as an answer
And, no one had participated in courses on teaching culture before
3.1.4 Ways of teaching American cultural studies in the classroom
The teachers considered discussions on cultural differences and similarities most useful for the teaching of American cultural studies The average score on a five-point scale was 4.41 (see Figure 1)
The high score of 4.33 for projects indicates that teachers recognize the value of a comparative approach in teaching culture within foreign language classes, aligning with established educational theories Watching videos and discussing current events also received favorable ratings of 4.25 and 4.00, respectively Conversely, lectures scored low at 2.25, reflecting their infrequent use in high school settings due to time constraints Drama activities were rated even lower at 2.08, while listening to songs and radio programs were not favored by most teachers However, role-play was deemed quite beneficial, earning a score of 3.25.
Teachers evaluated the culture capsule, a specialized technique designed for teaching American culture, and rated it positively, achieving an average score of 3.75, indicating its effectiveness in the educational process.
While teachers were given the opportunity to incorporate cultural teaching methods, few took advantage of it Suggested approaches included student presentations, organizing displays, engaging with native speakers, facilitating student exchanges, and writing letters.
Figure 1: The teachers' scores for the ways of teaching American cultural studies in the classroom
Teachers were also asked to indicate which topics they considered the most important to teach A list of 16 topics was provided for assessment The teachers rated
The study highlights the significance of teaching "rules of behavior" and "patterns of politeness," with an impressive average score of 4.66, indicating that educators recognize the importance of fostering students' intercultural communicative skills alongside cultural background knowledge Additionally, "customs and traditions" and "national stereotypes" received high scores of 4.58 and 4.33, respectively, while "non-verbal communication" also ranked notably in importance.
4.25 The topics connected with people‟s everyday life, such as „family life‟, „youth life‟, and „education‟ all scored higher than 4.0 At the same time, the topics which refer to the so-called capital „C‟ culture were rated comparatively low This might be considered a slightly surprising result as it is often assumed that topics like „history‟,
„geography‟, „literature‟, „art and music‟ get the most attention in foreign language classes
Figure 2: The teachers' scores for the topics of teaching American cultural studies in the classroom
The topics of "government and political institutions" and "law and order" received the lowest scores, with ratings of 2.58 and 2.5 respectively This suggests that teachers may lack adequate preparation to effectively teach these subjects.
The teachers added only two topics to the list: „film‟ and „tourism‟
While English language textbooks are primarily used for teaching foreign languages in high schools, teachers aiming to incorporate American studies in their classrooms often rely on diverse resources A mere 8% of teachers reported using school textbooks for American cultural studies, citing insufficient cultural content in these materials The most commonly utilized resources include the Internet, used by 75% of teachers, and videotapes, utilized by 58%.
In a recent survey, 50% of teachers reported using realia in their teaching methods, while 33% indicated they utilized newspapers as educational resources Additionally, 17% of teachers mentioned the use of cultural studies textbooks, such as "American Ways," but there was no reported use of folklore and literature in their instruction.
Many educators refrain from utilizing recordings in English classes for two primary reasons: the audiocassettes and CDs accompanying textbooks often lack sufficient culturally relevant content, and a limited amount of class time is allocated to listening activities compared to other skills development.
Figure 3: The teachers’ scores for materials for teaching American cultural studies in the classroom
Teachers reported their current textbooks, revealing a limited selection that lacked local titles and sufficient culture-related content Many educators listed multiple textbooks, suggesting they rely on one primary source while supplementing with additional materials as needed.
About what concerns culture-related issues, not many teachers agreed that they were present in textbooks Actually, more than half of the answers to the question were
A significant majority of teachers, 67%, expressed dissatisfaction with the cultural content in their textbooks, while only 8% believed there was sufficient material Additionally, 25% found the cultural aspects of their textbooks somewhat satisfactory A contributing factor to this issue may be the way teachers engage with the textbooks, as noted by Aleksandrowich-Pędich et al (n.d.: 5-6), who argue that despite the presence of culture-related activities and texts, many teachers fail to utilize them due to a lack of awareness regarding cultural elements.
3.1.7 Difficulties in teaching and learning American cultural studies in the classroom
Large class Students' low level of English proficiency
Lack of students' interest in learning American studies
Not included in the exam content
Figure 4: Difficulties in teaching American cultural studies in the classroom
CONCLUSION
Summary of the study
At Tran Phu Gifted High School, both teachers and students express a positive outlook on the integration of American cultural studies into English language education They believe that incorporating these cultural elements enhances student engagement and involvement in classroom lessons.
The study revealed that teachers faced several challenges when incorporating American culture into their English lessons, including time constraints, the exclusion of American studies topics from exam content, and a lack of appropriate teaching materials.
Pedagogical implications
In accordance with the findings, this section will offer some suggestions for the better teaching and learning of American cultural studies in the classroom
To effectively teach culture in the classroom, educators must establish clear and attainable objectives focused on enhancing students' intercultural understanding and communication skills Most scholars agree that integrating American cultural studies into lessons should be seen as an essential complement to language instruction In English as a Foreign Language (EFL) settings, teaching the language inherently involves imparting cultural knowledge Achieving this integration is more feasible with a well-structured inventory that encompasses both linguistic and extralinguistic elements of the target culture.
Although the significance of culture in language education is acknowledged, its teaching remains limited due to time constraints, challenges in developing a cultural syllabus, difficulties in selecting suitable techniques, and the way culture-related topics and activities are presented in educational materials.
A significant challenge in teaching American cultural studies is the lack of time, often cited by teachers as a reason for limited classroom discussion on cultural issues However, educators can design lessons that encourage students to prepare topics at home, allowing for additional activities focused on American culture An effective approach could involve dedicating a lesson to American cultural studies every four to five units, which helps students consolidate their previous knowledge while gaining a deeper understanding of the subject This strategy requires only 2 to 3 classes per semester, making it a manageable solution for teachers.
According to the questionnaire results, teachers believe that their current materials lack sufficient cultural competence, a challenge that can be addressed by creating tailored resources Teachers should develop handouts or additional tasks that enhance students' engagement with American cultural studies It is recommended that educators adopt a theme-based approach to design a cultural syllabus, utilizing a list of curriculum-based topics to provide a systematic learning experience This method will facilitate students' understanding of American culture while ensuring the themes are familiar, engaging, and relevant to maintain their motivation.
Once the course content is established, educators must select an effective teaching methodology A comparative approach proves to be both significant and beneficial The selection of appropriate techniques and activities is influenced by the objectives of teaching culture High school teachers often employ tools such as culture capsules, cultural asides, and culture clusters to enhance students' cultural understanding.
Limitations of the study
As with any study, the findings must be considered in the light of the limitations of the research
The study's limitations arise from the possibility that the data collected may not comprehensively capture all the challenges faced by teachers and students in American cultural studies This is primarily due to the reliance on questionnaires, which featured restricted optional items.
The study faced limitations as it could not observe every lesson from all teachers, potentially affecting the authenticity of the classroom dynamics due to the presence of a "guest" observer Despite the researcher’s non-participant role, both teachers and students might have altered their behavior, leading to observations that may not fully reflect the true classroom environment Acknowledging this issue, the researcher made efforts to minimize their influence, though complete elimination was not possible.
Suggestions for further study
On the basis of the findings and limitations of the study, the following suggestions are made for further research
This study explored the teaching and learning of American cultural studies in the classroom, but it did not thoroughly examine the underlying teaching methods employed by educators Consequently, further research is needed to investigate the factors influencing how teachers approach American cultural studies instruction.
This study focused exclusively on integrating American cultural studies into the curriculum for grade 11 students Future research could expand on this topic by exploring its application in grades 10 and 12, providing valuable insights into the broader impact of cultural studies in education.
Conclusion
In summary, this study highlights the current state of teaching and learning American cultural studies in the classroom, focusing on the attitudes of both teachers and students regarding its significance It explores their teaching and learning methods, as well as the challenges they encounter Based on these findings, immediate pedagogical implications are provided to enhance the integration of American cultural studies into English instruction Additionally, the study addresses its limitations and offers suggestions for future research.
In "Language, Culture, Policy, and Standards in Teacher Preparation," Ardila-Rey (2008) explores the intersection of language, culture, and educational policy in training teachers to effectively meet the needs of culturally and linguistically diverse (CLD) children The chapter highlights research findings and model practices that emphasize the importance of integrating cultural awareness and linguistic competence in teacher preparation programs By addressing the unique challenges faced by CLD students and their educators, the author advocates for a comprehensive approach that fosters inclusive and effective teaching strategies This work underscores the critical role of language and culture in shaping educational standards and practices.
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SURVEY QUESTIONNAIRE FOR THE TEACHERS
My name is Mai, and I am conducting research for my master's thesis on the integration of American Cultural Studies in English lessons I aim to explore English teachers' perspectives on teaching culture, including the extent, content, and methods used in secondary education Your insights and experiences will significantly contribute to my research, and all information shared will remain confidential Thank you for your valuable cooperation.
QUESTIONNAIRE Please answer the following questions:
1 How would you define culture?
2 Do you think it is important to integrate the teaching of culture into foreign language classes?
Yes, very important Not important Yes, important It should be taught on a separate course
3 If the answer were yes then how often do you discuss culture - related issues in your English classes?
Often (in almost every lesson) Rarely (once a month) Sometimes (once a week) Never
4 Do you think the students are more interested and motivated in learning the English language with some background knowledge in American culture?
Yes, with significant difference No difference Yes, but not much difference Don‟t know
5 Which of the following do you consider most useful for teaching American Cultural studies? Please rate from 1 to 5 for each selection 1-least useful, 5- most useful Please tick the appropriate box
Discussions on cultural differences and similarities
Watching videos Listening to songs and discussing the lyrics
Reading and discussing newspaper / magazines articles
Reading authentic texts (short stories, poems)
*culture capsule is a brief description of an aspect of culture followed by a discussion of the contrasts between culture in the first and second language
6 What aspects of culture would you consider the most important to teach?
Please rate from 1 to 5 for each selections 1-least important, 5-most important Please tick the appropriate box
Geography History Customs and festivals Literature and art Music
Government and political institutions Law and order
Education and schools Family life
Food Youth life National symbols and stereotypes Rules of behavior
Patterns of politeness Non-verbal communication
7 What sources do you use for teaching culture Please tick the ones you use school textbooks newspapers cultural studies (e.g British studies) textbooks literature folklore videotapes recordings the Internet realia (maps, brochures, tickets etc.) other: please specify ………
9 In your opinion do the textbooks you use offer enough material for discussing culture-related issues?
10 Which are the anticipated difficulties in teaching American Cultural studies in the classroom? lack of time large class students‟ low level of English proficiency lack of students‟ interest in learning American Cultural studies lack of teaching materials
American Cultural studies issues not included in the exam content other: ………
SURVEY QUESTIONNAIRE FOR THE STUDENTS
My name is Mai, and I am conducting research for my master's thesis in cultural studies related to English language teaching A key focus of my research is to explore high school students' perspectives on the integration of American cultural studies into English instruction I would greatly appreciate your insights on the importance of teaching culture in the classroom.
Thank you for your cooperation
Please answer the following question about learning culture
1 Do you think learning culture is important while learning English?
Yes, very important Yes, important Not important Don‟t know
2 Should culture be taught in English classes or on a separate course?
In English classes On a separate course Both
4 Which of the following would be most useful for understanding and learning about the other culture? Please rate from 1 to 5 for each selection 1-least useful, 5- most useful
discussions on cultural differences and similarities
reading and discussing newspaper articles
reading authentic texts (short stories, poems)
4 What aspects of culture would you be more interested to learn about?
Please rate from 1 to 5 for each selection 1-least interesting, 5- most interesting
5 I have acquired most knowledge about the United States: from my English classes from American Cultural studies classes from the media from elsewhere Please specify ……….………
6 I would like to know more about the USA and other English speaking countries
7 If the answer was Yes would you like to learn more about American Cultural studies in your English classes
Interview questions for the teachers
1 What do you think about integrating American Cultural studies into teaching English in the classroom?
2 In the classroom, do you often discuss American Cultural studies issues?
3 What do you suggest to improve the teaching and learning of American Cultural studies in the classroom? ppendix 4:
SAMPLE OF EXTRA TASK TO INTEGRATING AMERICAN CULTURAL STUDIES INTO TEACHING ENGLISH TO THE GRADE 11 STUDENTS
I Objectives: By the end of the lesson Ss will be able to:
Develop such reading micro-skills as scanning for specific ideas and guessing meaning in context
Use the information they have read to discuss the topic
Ss may need help with the discussion task, so T should be ready to help them
T asks the whole class to look at the picture on page 90 and discuss 3 questions in pairs
T goes around to offer help
T calls on some Ss to present their answers
T should only teach the words which do not appear in Task 1
Lunar New Year: Tết Âm lịch
To fall between … and …: rơi vào khoảng thời gian
To be full of: having or containing a large number or amount of sth (đầy, nhiều)
Candied fruit: mứt Positive comments: những lời nói tốt đẹp
Instruction: Find the meaning of the words You can also use the dictionary
T writes these words on the board
Grand, banner, sugared apples, agrarian, pray, excitement
Then T instructs Ss to read the passage quickly and stop at the lines that contain these words to guess their meanings
Ss guess the meaning of the words based on the contexts in the sentences
T checks that Ss understand the words correctly by asking them to provide the Vietnamese equivalents to the words
T feedbacks and gives the correct answers
1 Grand: impressive and large (trọng đại, hoành tráng)
2 Banner: a long piece of cloth with a message on it that is carried between two poles or hung in a public place to show support for sth (biểu ngữ, băng rôn)
Whole class, individual work & pair work
3 Sugared apples: táo dầm đường
4 Agrarian: connected with farming and the use of land for farming (thuộc về nông nghiệp)
5 Pray: to speak to God, especially to give thanks or ask for help (cầu nguyện)
6 Excitement: the state of feeling excited (niềm vui thích, sự nô nức, nhộn nhịp)
Instruction: You are to read the passage and decide whether the statements are true (T) or false (F)
T asks Ss to work individually to do the task and discuss their answers with their pairs
T calls some Ss to give their answers and ask them to explain their choices
1 F (It falls between 19 th January and 20 th February)
2 F(It’s just for agrarian people)
4 F(according to the passage, lucky money tends to be given to children)
Whole class, individual work & pair work
Instruction: You are required to answer the seven questions in the book
T asks Ss to work individually to do this task, then discuss the answer with their friends
Whole class, individual work & pair work
T calls on some Ss to write down their answers on the board and ask them to explain their choices
1 It sometimes between 19 th January and 20 th February
2 Tet’s preparations and celebrations used to be spread over months
3 They are decorated with coloured lights and red banners
4 They buy gifts, clean and decorate their houses and cool traditional foods
5 It is made from sticky rice, green beans and fatty pork
7 Visiting friends and other family members, exchanging wishes, going to the pagoda, playing games, etc
T asks Ss to work individually to do the task in the handout, and then discuss the answer with their friends
T asked Ss some other questions:
1 Which holiday do the USA share the title with Vietnam? Do they occur on the same date? How different?
2 Which holiday used not to be celebrated in Vietnam?
3 Do you know what the most important holiday is in the USA? How about in Vietnam?
ADAPTATION: To save some time for the extra task, T:
skips the warm-up part
Students should complete the "After-you-read" section at home, as it will serve as their homework and contribute to the content of the oral test in the following lesson.
Holidays and Special dates in the U.S.A
Fill in the blank with the missing date / title of the holidays in the USA
New Year’s Valentine’s Day President’s Day April Fool’s Day Easter
Jan 1 Feb 14 3 rd Mon in Feb Apr 1 Mar./Apr
Mother’s Day Memorial Day Father’s Day Independence Day Labor Day
2 nd Sun in May Last Mon in May 3 rd Sun in Jun Jul 4 1 st Mon Sep
Halloween Veteran’s Day Thanksgiving Day Christmas
Oct 31 Nov 11 4 th Thu in Nov Dec 25
Holidays and Special dates in the U.S.A
Fill in the blank with the missing date / title of the holidays in the USA
New Year’s April Fool’s Day
Feb 14 3 rd Mon in Feb
Memorial Day Father’s Day Labor Day
2 nd Sun in May Last Mon in May 3 rd Sun in Jun Jul 4