thiết kế bài giảng tiếng anh 12 tập 1

thiết kế bài giảng tiếng anh 12 tập 1 tài liệu, giáo án, bài giảng , luận văn, luận án, đồ án, bài tập lớn về tất cả các...

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CHU QUANG BÌNH

THIET KE BAI GIANG

TIENG ANH 12 TẬP MỘT

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Soi noi dau

Để hỗ trợ cho việc dạy, học môn Tiếng Anh 12 theo chuong trinh sdch giáo khoa (SGK) mới ban hành năm học 2008 - 2009, chúng tôi biên soạn

cuốn Thiết kế bài giảng Tiếng Anh 12 gôm hai tập Sách giới thiệu một cách thiết kế bài giảng Tiếng Anh 12 theo tỉnh thần đổi mới phương pháp dạy học

nhằm phát huy tính tích cực nhận thức của học sinh (HS)

Về nội dung: Sách được viết theo đúng trình tự các bài học trong sách giáo khoa lớp 12: gôm 16 bài, mỗi bài được chia thành 5 tiết Ở mỗi tiết học

déu chỉ rõ mục tiêu, đồng thời chỉ rõ các công việc chuẩn bị của giáo viên, các

phương tiện trợ giảng cần thiết nhầm đảm bảo chất lượng từng tiết học trên lớp

Trình tự các bước tiến hành bài giảng được chia thành các hoạt động:

Kiểm tra bài cũ, Hoạt động bài mới, Củng cố kiến thức, Bài tập về nhà và Hoạt động bổ trợ Hoạt động bài mới được thiết kế thành những hoạt động

1, 2 theo các phần nhỏ đúng trình tự trong sách giáo khoa Ở mỗi hoạt động

nhỏ này đều được thiết kế theo mơ hình “Pre— While — Post” cho từng kĩ năng Hoạt động bổ trợ bao gồm các trò chơi, bài tập bám sát nội dung của tiết học

Giáo viên (GV) có thể lựa chọn và lông ghép vào các hoạt động khác trong tiết học hoặc tiến hành sau khi đã hoàn thành các hoạt động chính trong bài

Về phương pháp: Sách đã cố gắng vận dụng phương pháp dạy học mới để chuyển tải từng nội dung cụ thể của bài học Ở mỗi tiết học tác giả đưa ra một

loạt các hoạt động lông ghép nhị: xem tranh, đoán tranh, làm việc theo cặp, theo nhóm, nhầm phát huy tính tích cực, tự giác trong học tập của học sinh Đặc biệt, nhằm hình thành đồng thời cả 4 kĩ năng: nghe (listening), nói (speaking), đọc (reading), viết (writing) tiếng Anh, sách đã tập trung nhiều vào hoạt động luyện tập trong mỗi giờ học Ngoài ra, sách đưa ra các tình huống

giao tiếp và trị chơi thích hợp, nhằm giúp học sinh có điều kiện củng cố vững chắc bài học

Chúng tôi hi vọng cuốn sách sẽ là tài liệu tham khảo hữu ích cho các thầy, cơ giáo dạy môn Tiếng Anh 12 trong việc nâng cao hiệu quả bài giảng của

mình Đồng thời rất mong nhận được ý kiến đóng góp của các thầy, cơ giáo và các bạn đọc gần xa để cuốn sách ngày càng hoàn thiện

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Unit 1 HOME LIFE PERIOD 1 (Reading) I Aim

Reading a text about the life of a happy family

ll Objectives

By the end of the lesson, Ss will be able to:

— get the ideas of a happy family by understanding a range of related

vocabulary such as close-knit, join hands, active, mischievous, obedient, supportive,

— improve mirco reading skills by guessing meaning from context through multiple choice and answering questions exercises

Ill Materials

Textbook, family pictures, whiteboard markers,

IV Anticipated problems

— Ss may not fully understand the meaning of some words and phrases

such as Men build the house and women make it home, join hands or close-knit V Procedure i Work

Time Steps Arrangement

WARM-UP Brainstorming

5’ Group work

Have Ss work in groups, each member talks about things related to his/ her own family, for example:

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Time Steps Arrangement Work

— My family have four people We lead a very happy life

— My mother always shows her cares to all members in my family

— My father has to work hard, but he never misses a chance to take care of mother and us

7° PRE-READING Pair work

Have Ss look at the pictures and the questions that follow, then answer the question

1 2

Where is the family?

What is each member of the family doing? 3 Is the family happy? Why (not)?

Encourage Ss to share their own ideas and feelings upon seeing the picture

Go round the class and join the pairs if possible Give suggested answers:

1 2

The family is at home

The son is playing games, the father is playing with the son, the daughter is studying and the mother is helping her with her work

The family is very happy because the members are getting on well with each other

Give the main content of the unit: home life

Pair work

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10’

WHILE-READING

Set the scene

Each family is a cell of the society A happy family makes it a good cell And if a cell is in good condition, the society is sure to be good as well In today’s lesson, we will read about elements for a happy and close-knit family

Task 1 - Multiple choice

Have Ss work with another Ss, read the sentences and have a guess of the answers before reading the text for the right information

Ask Ss to work on their own, read the text and choose

the best answer to each sentence Have Ss cross check their answers

Call on some Ss to give their answers in front of the class

Feedback and give the correct answers

1.B 2.C 3.A 4.B 3 Á

Ask Ss to practice using the new words and phrases from the exercise to help them comprehend the use of these words and phrases

Task 2 - Answering questions

Have Ss work in pairs, asking and answering about information in the text, using the given questions Call on pairs to make questions and answers in front of

the class

Pair work Pair work

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Feedback and give the correct answers:

1 Very busy They have to work long hours and sometimes they have to work at night

2 She is always the first one to get up in the morning to make sure that her children leave home for school with breakfast and in suitable clothes She always makes dinner ready before her husband comes home

3 The daughter helps with household chores: she washes the dishes and takes out the garbage She also looks after the boys/ her younger brothers The father sometimes cooks/ does some cooking or

mends things around the house at weekends 4 She attempts to win a place at university

5 Because they are very close-knit and supportive of one another They often share their feelings and whenever problems come up, they discuss them frankly and find solutions quickly

10’

POST-READING

Group discussion

Have Ss work in groups and compare the family described in the text with their own family

Help Ss find the main ideas about the family described in the text:

— Number of family members: five

— Mother: nurse, busy but caring, run the

household

— Father: biologist, busy but willing to help his wife, enjoy cooking

— I: study at the secondary school, help with the

household chores, look after the boys Group work

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Work

— A very close-knit family and supportive of one another

Then ask Ss to provide the information about their family following the above points to compare the two families

WRAPPING

3° | Summarize the main points Whole class

Assign homework

Supplements Exercise

Read the following passage about Nuclear family and answer the questions that follow

NUCLEAR FAMILY

The term nuclear family developed in the western world to distinguish the family group consisting of parents, most commonly a father and mother, and their children, from what is known as an extended family Nuclear families can be any size, as long as the family can support itself and there are only parents and children (or the family is an extended family.) According to Merriam- Webster the term dates back to 1947 and is therefore relatively new, although nuclear family structures themselves date back thousands of years The term "nuclear" was used because of its original Latin meaning, "kernal" or "nut" Today roughly one quarter of households in the United States, for example, are described as consisting of nuclear families, making them the third most common household Arrangement in that nation

Answer the following questions:

I A nuclear family consists of and their a parents/children

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2 How big can a nuclear family is? a It consists of four members

b It consists of more than two generations

c It have only two generations with as many members as possible 3 When was the term “nuclear family” first used?

a thousands of years ago _b 1947 c one thousand years ago 4 How many percent of households in the United States are described as

consisting of nuclear families?

a a quarter b 50% c 25% Answers: I a 2 €C 3 b 4 c PERIOD 2 (Speaking) I Aim

Talking about family life

ll Objectives

review related words about family life including household chores,

responsibility, wash the dishes,

exchange information about their family life by carrying out interviews from a given list of questions and sharing information with a friend lll Materials

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Ss may not know how to use words describing daily activities related to family life V Procedure i Work

WARM-UP

5’ Group work

Networks

Have Ss work in groups and give all the words related to family life

The group which has the longest list will be the winner

PRE-SPEAKING

5’

Checking appropriate information Individual work

Have Ss work individually, check the suitable box for information that apply to his/ her own family

T is advised to help Ss fully understand all the information by giving them meaning of the following words:

work (V): kiếm tiên

share (v): chia sé

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interest (n): so thich

closely (adv): m6t cach chặt chẽ personal secret: bi mat riéng tu

make an important decision: đưa ra một quyết định quan trong

Call on some pairs to give their choices

10°

10’

WHILE-SPEAKING

Task 1 - Asking and answering about family life Have Ss work in pairs, prepare a list of questions to ask each other to find out whether their family life is alike or not

Suggested questions are as follows: — Who works in your family?

Who does the household chores in your family? What are you responsible for in your family? What interest does your family share closely? Who do you often share your secret with? Who do you talk to before you make a decision? Have Ss work in pairs, asking and answering, using the given information

Call on some pairs to practice speaking in front of the class

Feedback on the Ss’ work

Task 2 - Getting information

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Work

Who works in the family Both parents Who does the house hold chores Mother

Your responsibility in the family Look after brother

7 Task 3 - Giving information Pair work Ask Ss to go back to their original pairs or make

another pair if needed, and tell the other information about the family life of the friend who he/she has just interviewed

Note: Remind Ss to change all verb tenses and pronouns where necessary

For example:

I have just had an interview with Lan about her family life Both her parents work And at home, her mother usually does the household chores Lan’s responsibility in the family is to look after her little brother

POST-SPEAKING

5’ Pair work

Have Ss work in pairs, discuss the question: Why “ should family members share household chores?

Help Ss to list some benefits of sharing the housework

— Relieve the burden on parents’ shoulder — Members become more close to each other — Children aware of the value of labor — Help children become more independent

WRAPPING

3’ Summarize the main points Whole class

Assign homework

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Supplements

Exercise

Fill the numbered blank with the most suitable word given in the box below

indoor chores nature included work performed work outdoor

important family home vital HOUSE WORK

House work is a specific _ (1) required to be done as a duty or for a specific fee, related to or used in the running of a household

Depending on the _ (2) of the house, chores can be divided into two categories, (3) and _ (4) Indoor _ (5) might include cooking, setting the table and washing dishes; cleaning, sweeping, vacuuming, dusting and mopping; laundry and ironing; lifting and carrying things, putting things away; child and elder care; paying bills Outdoor _ (6) can include decorative and vegetable garden care, lawn and grounds maintenance, animal

care, snow removal, driveway maintenance, outbuilding maintenance

In traditional economic analysis, such house work (7) by members of the household are not _ (8) in economic output However, housework isa (9) part ofthe (10) and society

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PERIOD 3 (Listening)

I Aim

Listening about a family life

ll Objectives

— understand a family life through a conversation between two friends — enrich more vocabulary used to describe a family life

Ill Materials

Textbook, whiteboard markers,

Ss may have difficulties catching exact words to complete the table Thus, careful instruction for this activity is needed

Procedure

Work

Ti

ume Steps Arrangement

WARM-UP

, Jumbled words

7 Group work

Write the words whose letters are in a random order on the board All the words are related to music

Divide the class into groups of four Ss from each group discuss to find out the correct words The final work of each group is written down on a paper and submitted to the T The T reads aloud the result of each group The group which gets more correct words and submits earlier will be the winner

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Work

resha share creest secret rincag caring ineotbedn obedient riposteupv supportive PRE-LISTENING 7 Pair work Pair work

Have work in pairs, looking at the picture, then ask and answer about the picture like in the following examples:

— What’s happening in the picture? — A family is having a big meal

— How many people are there?/Who are they? — There are 9 people

— Howare they feeling?/ How do they look? — They look very happy

Vocabulary pre-teach

reserved: not showing your feelings or thoughts (kin

dao, dé dat)

coach (n): a long motor vehicles with comfortable seats (xe buyt duong dai)

close-knit (a): describing a group of people in which everyone helps and supports each other (gan b6 voi nhau)

spread out: live away from one another (meaning in

the context) (song xa nhau)

leftover: food remaining after a meal (thức ăn thừa)

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Work

Checking technique Ordering vocabulary

Write all the new words on the board Make sentences which contain the new words randomly Read the sentences aloud

Ask Ss to write down the words they hear in order 1, 2, 3,

Listen and repeat

Have Ss listen to the tape and repeat the words they hear

Call one some Ss to read the words aloud

Make necessary comments to make sure Ss pronounce them correctly

Explain the meaning of the words when necessary WHILE-LISTENING

10” Task 1 - True or false Individual

Have Ss work on their own, look at the sentences work

about Andrea’s plan to go home and have good gueses of the answers

Then ask Ss to compare their gueses

Ask Ss to work on their own, check the box to

decide whether the statements are True or False in

accordance with the listening

Play the tape more than once if necessary Have Ss exchange their answers for a check

Comment and give the correct answers:

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10’ 1F 2F 3.F 4.T 3.7

Optional activities: Depend on Ss’ ability in the class, ask Ss to give reasons for their choices by giving the questions:

Why do you think it is true/false? Task 2 - Note-taking

Again in pairs, have Ss write down the differences between Paul’s family and Andrea’s from the details in the listening that Ss remember

Ask Ss to work individually, note down the two

differences between the two families

Play the tape again

Ask Ss to crosscheck their answers

Check the answers together with the Ss by playing the tape and pausing where appear the information showing the differences, and give the correct

answers:

Paul’s family Andrea’s family

1 family members not very | a close-knit family close

2 often eat the meal the | often go out to eat when

mother cooks at home getting together

Listening script

P—So, Andrea, you’re going home for the holiday? A — I’m sure I’ve booked a flight for tomorrow

afternoon and I can’t wait

Pair work

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P — That sounds great

A — What about you? Going home too?

P—I haven't decided yet I’m still considering A — Haven’t decided yet? Oh, you are never going to

get a flight out of here All the seats have been reserved by now I’m sure It’s the holiday

season, after all

P — Well, it’s not very important to me My family lives about 180 kilometers from here I usually take the train or the coach

A — You don’t sound excited about it

P — Well, we are not a very close-knit family I have three brothers, and they’re spread out all over the place We rarely get together as a family any

more

A — Well, I try to get home as soon as possible We’re a big family — there are six of us — children — so it’s always a lot of fun

P — Six kids?

A — Yes And we’re all really close My brothers are married, so it makes for a very crowded home over the holiday And there are too many people to cook for, so we end up going out to dinner a lot That’s also fun

P — Well, at my home, my mother loves to cook, so when we get home she often cooks big meals We have leftovers for days

8’ POST-LISTENING

Group discussion

Divide the class into groups of four and discuss the

importance of family in a person’s life Group work

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Work

T is advised to help Ss further understand the idea of the topics by going into more details For example:

— Is your family important to you?

— Can you live well without your parents and your brother(s)/sister(s)?

— Do your family members help you in your study?

— Do they tell you what the do’s are and what the don’ts are?

— Do you consult them about important decisions you make?

Call on some group leaders to present some of the ideas of his/her group members’

WRAPPING

3° ; ; ; Whole class

Summarize the main points

Assign homework

Supplements Further reading

EXTENDED FAMILY

Extended family (or joint family) is a term with several distinct meanings First, it is used synonymously with consanguineous family Second, in societies dominated by the conjugal family, it is used to refer to kindred who does not belong to the conjugal family Often there could be many generations living under the same roof, depending on the circumstances

Roles and Responsibilities

In extended families the network of relatives acts as a close-knit community Extended families can include, aside from parents and their children:

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— spouses (chéng/vo) of children

— cousins, aunts, uncles

— foster children/adopted children etc

In the cultures where the extended family is the basic family unit, growing up to adulthood does not necessarily mean severing bonds between oneself and one's parents or even grandparents When the child grows up, he or she moves

into the larger and more real world of adulthood, yet he or she doesn't, under

normal circumstances, establish an identity separate from that of the community

Workload is equally shared among the members The women are often housewives and cook for the entire family The patriarch of the family (often the oldest male member) lays down the rules, works (if not retired) and arbitrates disputes Other senior members of the household baby sit infants They are also responsible in teaching the younger children their mother tongue, manners and etiquette The members of the household also look after each other in case a member is ill

Glossary:

synonymously: déng nghia consanguineous: cing huyét thong

to kindred: ho hang than thich

spouses: chéng/vo

foster children/adopted children: con nudi severing bonds: quan hệ, ràng buộc patrlarch: gia frưởng

arbitrates: phân xứ

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PERIOD 4 (Writing)

I Aim

Writing about rules to follow in a family

ll Objectives

By the end of the lesson, Ss will be able to: — give an account of their family rules

— strengthen micro-writing skills such as brainstorming, outlining,

editing,

Ill Materials

Ss may not have sufficient vocabulary about things that should be and should not be done in their family T should provide necessary vocabulary so that Ss can fulfill the task easily

V Procedure

Work

WARM-UP

7 Group work

Jumbled words

Write the words whose letters are in a random order on the board All the words are related to music

Divide the class into groups of four Ss from each group discuss to find out the correct words The final work of each group is written down on a paper and submitted to the T The T reads aloud the result of each group The group which gets more correct words and submits earlier will be the winner

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Work

yniteigr integrity salgosohlipycce psychological cesfenloden-fic self-confidence riagityv gravity tasonuatr astronaut PRE-WRITING

0 Have Ss work in pairs, discuss and decide what verb | Pair work

(phrase) to be used with the expressions to describe rules in the family

Call on some Ss to give their pair’s opinion

T is advised to help Ss revise the use of such verbs as

let, allow, have to, permit, etc correctly

Use of verbs with to infinitive and bare infinitive: * let+sb+do+sth

> My mother let me wash the dishes when I was six * allow + sb + to do + sth

> Our teacher does not allow_us_to have private talks in class.(= We_are_not allowed _to_have private talks in class.)

* have to + do sth vs must + do + sth

+ ”*must” is personal We use “must” when we give our personal feelings

> She’s a very nice person You must_see her (=I say this is necessary.)

+ “have to” is impersonal We use “have to” for facts, not for personal feelings

> My eye sight is not very good, so I have to wear glasses for reading

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* “permit” has two forms: + permit + sb + todo + sth

> The guard will not permit you to enter if you don’t have the invitation card

+ permit + doing sth

> The hospital permits visiting at lunch time only Ask Ss to work in pairs, use the above words to

match with the expressions to make full sentences For example:

— Inot allowed to come home late at nights — Ihave to do the household chores

— We are not permitted to use the family motorbike until we are 18 years of age

15’

WHILE-WRITING

Describing family rules

Have Ss work individually, write a letter to a pen pal describing his/ her family rules

If possible, remind Ss of the form of a letter to a pen pal so that they can have a good Arrangement of

such a letter

Go round the class and provide help when necessary Have Ss exchange their writing and then pick up certain writings of the Ss and check in front of the class

Give suggested writing:

Dear Hue,

We haven't written each other for a long time There are changes in my family so that we have had new

rules for our family members to follow Individual work

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Because my mom has to look after our new-born

brother, we have to do the household chores Moreover, we are not allowed to come home late at

nights as usually because it may disturb mom and my brother

For meals, my sister Mary has to prepare it In the

evening, we are not allowed to watch TV too late

And another thing is that we are not permitted to talk loudly on the phone And another thing is that my dad doesn’t allow us to go out with friends whenever we have spare time

Busy as we are, we still feel very happy because we can help parents a lot with things around home How about you? Are there any changes in your family rules?

Look forward to your reply

Best wishes,

Jenny

10°

POST-WRITING

Have Ss work in groups, think of some family rules that are the most popular then divide these rules into two kinds namely “Do” rules and “Don’t” rules and if possible state why should we use these rules Go round the class and provide help when necessary Call on some groups to give their ideas in front of the class

Feedback and give suggested answers:

e ‘Do’ rules: ‘Walk inside’, ‘Sit down to eat’,

‘Speak in a polite voice’, ‘Wear your seatbelt in the car’ and ‘Be gentle with each other’ are examples of ‘do’ rules ‘Do’ rules are preferable in most

situations because they tell a child what to do Group work

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Work

rather than just what not do to A ‘do’ rule is a good teaching tool

¢ ‘Don't’ rules: ‘Don't spit’ and 'Don't ask for things in the supermarket’ are examples of ‘don't’ rules Use ‘don't’ rules when it's difficult to say exactly what to do instead It’s better to have more

‘do’ than ‘don't’ rules

WRAPPING

3? ¬ Whole class

Summarize the main points

Assign homework

Supplements

Exercise

Further reading about family rules and answer the questions in accordance with the information given in the text

FAMILY RULES

Families need some rules Effective rules are positive statements about how your family wants to look after and treat its members When rules are stated clearly and unambiguously, they help children learn where the limits are and what is expected of them An additional benefit is that rules can help adults be consistent in the way they treat children

It is important to involve children as much as possible in the development of family rules Children as young as three years can have meaningful discussion

with parents about what the rules are and why they are necessary As children get older they can make more and more of a contribution to what the rules should be and what the consequences for breaking them will be Involving your children in developing the family rules and the consequences for breaking them helps them to understand and internalize the principles behind the rules Many families find it useful to write down a set of rules about how the family members are expected to behave Having them written down makes them clear and can prevent arguments about what is or is not a rule for the family

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What are effective rules about? How do rules help children? How do they help adults?

Should children be involved in the development of family rules?

wm

KR

WN

What are the benefits of writing down family rules? Answers:

I They are about how a family wants to look after and treat its members 2 They help children learn where the limits are and what is expected of

them

3 They help adults be consistent in the way they treat children Yes, they should

5 Writing down family rules makes them clear and can prevent arguments about what is or is not a rule for the family

PERIOD 5 (Language Focus)

| Aim

Revision of pronunciation of the ending “s” Revision of verb tenses

ll Objectives

6699 3

— pronounce the ending “s” correctly

— master the use of the past simple, past progressive and present perfect

tenses

Ill Materials

Ss may confuse the rules for pronouncing the ending “s” and the use of

tenses

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V Procedure

WARM-UP

5’ Group work

Lucky numbers

Divide the class into groups

T writes on the board several numbers, of which some are lucky numbers

If the Ss choose the right number, they will get 2 points and won’t have to do anything

The remaining numbers are equivalent to one question or requests, if the Ss give correct answers or follow the requests well, they will get 2 points If one team give the wrong answers, other teams can continue to answer

When all numbers are chosen, the team with more points will be the winner

PRONUNCIATION

19 PRESENTATION Whole class

The pronunciation of the ending “s”

e “s” is pronounced /s/ after voiceless sounds E.g: work > works > work + /s/

e« “s” is pronounced /7/ after voiced sounds E.g: play > plays > play + /z/

Have Ss listen to the tape and repeat the words Write certain words on the board and call on Ss to read these words aloud

Correct mistakes (if any)

PRACTICE 1 "

> Read the sentences once for the Ss to listen ——

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Ask Ss to practice reading the sentences in pairs so that they can help each other correct the mistakes in pronunciation

Call on some pairs to read the sentences aloud in front of the class

Feedback on Ss’ work 10’ GRAMMAR PRESENTATION

The Past simple, Past progressive and

Present perfect tenses Past simple

The Past simple is used for an action completed at one specific time in the past

E.g: John cooked dinner for his family last evening I walked to school yesterday morning

Bob bought a new bicycle yesterday Past progressive

The Past progressive is used for an action which was occurring at some specific time in the past

E.g: Martha was watching television at seven o’clock last night

What were you doing at one o’clock this afternoon?

Present perfect

Present perfect is used to indicate an action that began in the past and is still occurring in the

present

E.g: John has lived in the same house for twenty years (He still lives there.)

John has lived in the same house since 1975 (He still lives there.)

Ask Ss to make more sentences using the tenses

given

Whole class

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PRACTICE 2

Have Ss work independently, underline the most suitable tense of verbs in each sentence

Have them exchange answers with a friend

Call on some Ss to read their answers aloud in front of the class

Feedback and give the correct sentences: 1 Have you seen

has written has asked

Did you give - saw didn’t listen Have you two met

NAM

KR

WN

Did you meet

Individual work

8’

PRACTICE 3

Have Ss work on their own, choose the best answer

to fill the numbered blanks

Ask Ss to crosscheck their friends’ answers

Call one some Ss to give their answers in front of the class

Comment and give the correct answers

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Unit 2 CULTURAL DIVERSITY PERIOD 1 (Reading) I Aim

Reading a text about differences in people’s thoughts on love and marriage

ll Objectives

— have some basic background information about the difference between American and Asian thoughts on love and marriage such as physical attractiveness, confiding, partnership of equals, trust built on love, — improve their reading skill by explaining the meaning of words and

answering questions

lll Materials

Textbook, whiteboard markers, cassette player

— Ss may find some terms in the text difficult to understand so T should deliver the lesson carefully

V Procedure Work Time Steps Arrangement WARM-UP 5’ Group work Matching

Ask Ss to work in groups and match the names of kinds of Vietnamese culture in English in column A with its equivalents in Vietnamese in column B

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Work

A B

1 Love a Áo đài 2 Traditional music b Dam cui 3 Long traditional dress c Goi hon 4 Marriage d Pam ma 5 Mid-autumn Festival e Tết Nguyên đán 6 Calling spirits of the f, Nhac cé truyén

deceased

7 Funeral rite g Tinh yéu 8 Lunar Tet Holiday h Tét Trung thu Answers: l.g 5.h 2.7 Ố.C 3.a 7d 4.b ổ.e PRE-READING

’ What makes a happy marriage? Pair work

Have Ss work in pairs, discuss the significance of factors of a happy life

T may provide Ss with forms of discussion: questioning and answering Examples are as follows:

1 Why love is an important factor for a happy marriage?

Can you buy all what you want without money? Do your parents advise you on your decisions? Is a good job essential for good income?

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Work Time Steps Arrangement

And the answers may look like this:

I Because with love, the two people may understand each other better before marriage 2 Not all, especially expensive ones

3 Yes, it is A good job will bring you more

money

Vocabulary pre-teach

8° contractual (adj): making a legal agreement with Whole class sormeone (thỏa thuận, nghĩa trong bài là sếp đặi)

decide on: to choose sth or someone after careful thought (lua chon)

to be supposed to: to be intended to (cho 1a, coi nhu 1a) physical attractiveness: the attraction of the beauty of the body (ve dep hình thê)

conduct (v): to organize and perform a particular activity (tién hanh)

wise (adj): clever, smart, having knowledge, learned (khôn ngoan)

partnership (n): the state of being a partner (tinh đối

tac, su chung than)

record (n): a piece of information or a description of an event which is written on paper or stored on a computer (ban ghi chép)

counterpart (n): a person or thing which has the same purpose as another one in a different place or

organization (doi tac, bén tuong img) Checking technique

Sentence modeling

Ask Ss to make sentences with the new words above Call on several Ss to make sentences with the same words to make sure Ss understand the meaning of the

words

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Time Steps Work

Arrangement 7 WHILE-READING

Set the scene

“Cultural diversity” refers to the cultural differences that exist between people, such as language, dress and

traditions, and the way societies organize themselves,

their conception of morality and religion, and the way they interact with the environment In our today’s

lesson, we shall learn about the differences in the

American’s and Asian’s thought on love and marriage Task 1 - Meaning of words

Have Ss read each sentence and give the meaning of

each italicized word in the sentence

Encourage Ss to try to guess the meaning of the word depending upon the context in which it appears

For example, the meaning of precede in the sentence “Love is supposed to follow marriage, not precede it.” can be inferred from the word follow (This is called Context with contrasting words.)

Ask Ss to work on their own, read the text and explain the meaning of the words

Feedback and give the suggested answers: 1 precede = happen or exist before 2 determine = find out

3 confide = tell someone about something very private or secret

4 sacrifice = willingly stop having something you

want

5 obliged = having a duty to do something

Individual work

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Work

Time Steps

Arrangement

8’ Task 2 - Answering questions Pair work Ask Ss to work in pairs, answer the questions in

accordance with the information given in the reading

passage

Go round the class and provide help when necessary Call on some pairs to make questions and answers in front of the class

Feedback and give the suggested answers:

1 Americans believe in “romantic” love — a boy and a

girl are attracted to each other, fall in love, and

decide to marry each other Asians believe in “contractual” marriage — the parents of the bride

and the groom decide on the marriage; and love is

supposed to follow marriage, not precede it 2 They are Trust built on love; Physical

attractiveness; Confiding; Partnership of equals 3 The Americans are more concerned than the Indians

and the Chinese with physical attractiveness when choosing a wife or a husband

4 The Indian students agree that a woman has to sacrifice more in a marriage than a man

5 The American wife, trusts her husband to do the

right thing because he loves her not because he has

to

6 The main finding of the survey is that young Asians are not as romantic as their American counterparts

POST-READING

Group discussion

Group work

Have Ss work in groups, discuss the topic: the differences between a traditional Vietnamese family and a modern Vietnamese family

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Work

Time Steps

Arrangement

T should advise Ss to note down any ideas that appear in their mind, and then arrange them into the right order in the form of an outline so that it will make it easier for the Ss to select relevant ideas

Go round the class and provide help when necessary Call on some pairs to present their ideas in front of the class

Feedback and give the suggested outline

Traditional Modern

- Family usually has three - Only two generations generations living - The younger listen to the

together older when making

- The older tell the younger important decisions

what to do - Children tend to be more

- The children are and more independent

dependent on their parents

3’ WRAPPING Whole class

Summarize the main points Assign homework

Supplements Further reading

Read the following passage about the traditional wedding rites of Vietnam

VIETNAM WEDDING CEREMONY

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Sunday, as well as they believe it is good based on the groom and the bride's age)

Depending on habits of specific ethnic groups, marriage includes various steps and related procedures, but generally there are two main ceremonies:

Le an hoi (betrothal ceremony): Some time before the wedding, the groom and his family visit the bride and her family with round lacquered boxes known as betrothal presents composed of gifts of areca nuts and betel leaves, tea, cake,

fruits, wines and other delicacies covered with red cloth and carried by

unmarried girls or boys Both families agree to pick a good day for wedding Le cuoi (wedding ceremony): Guests would be invited to come to join a party and celebrate the couple’s happiness The couple should pray before the altar asking their ancestors for permission for their marriage, then to express their gratitude to both groom’s and bride’s parents for raising and protecting them

Guests will share their joy at party later

On the wedding day, the groom's family and relatives go to the bride's house bringing a lot of gifts wrapped in red papers These gifts are similar to those of the engagement: betel leaves and areca nuts, wines, fruits, cakes, tea Those who hold these trays are also carefully chosen, usually they are happily married couples Ladies and women are all dressed in Ao Dai Men could be in their suits or men traditional Ao Dai The troop are usually led by a couple that is most wealthy and successful among the relatives, this means to wish the to-be-wed couples a blessing life together in the future

The groom's family would stop in the font of the bride's house The leading couple should enter the house first bringing a tray with wine and tiny cups on it They would invite the bride's parents to take a sip By accepting the toast, the bride's family agree for the groom family to enter their house The firework is immediately fired to greet the groom's family

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wife The Master of the Ceremony would gave the wedding couple advices on starting a new family The groom and the bride's parents would take turn to share their experience and give blessing The groom and the bride then exchange their wedding rings The parents will give the newly wedded value gifts such as golden bracelets, ear rings, necklace The ceremony is ended with a round applause

Today, a lot of Vietnamese couples have their wedding ceremony done in Temples or Churches which is very much similar to American and Western style, including exchanging vows and wedding rings However, they still maintain Vietnamese traditional ceremony in the bride's home before heading to temples or churches

A wedding banquet is scheduled in the evening at a hotel or a big restaurant It is always a delight feast that all relatives, friends, and neighbors are invited A music band is usually hired to play live songs

At the banquet, the groom, bride, and their family are once again introduced to the guests and everyone will drink a toast Dinner will be served at the tables

During the reception, the groom, bride, and their parents will stop by each table to say thank to their guests The guest in return, will give envelopes containing wedding cards and money gifts to the newly wedded couples along with their blessing A lot of weddings nowadays are followed by a dancing party, which is opened by the groom and the bride's first dance The party does not recess until very late at night The newly wedded couples then leave for their honey moon

Glossary

ritual: nghi lễ

ethnic groups: ddn tc thiéu sé betrothal ceremony: /é cin hoi

red envelop: phong bao

betel leaves: /d trdu

areca nuts: cau

tray: chap

Master of the Ceremony: chu hén

soon-to-be / would-be husband or wife: vo / chông tương lai

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PERIOD 2 (Speaking)

I Aim

Expressing one’s point of view

ll Objectives

— compare and contrast the culture of a Western country and an Eastern

one

— express their point of view on cultural matters related to family life by using structures showing agreement and disagreement such as J think

, | don’t agree ., etc

Ill Materials

Ss may not understand fully the useful expressions to show their point of view and make comparison

V Procedure

Work

WARM-UP

7 Group

Matching work

Have Ss work in groups, match the picture of weddings with the country it belongs to

Each picture is typical of the wedding of a country or

culture

1 Vietnamese wedding 2 Korean wedding

3 Western countries’ wedding

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4 Japanese wedding 5 Indian wedding 6 Lao wedding

Call on Ss from groups to give their answers and explain their answers if possible in front of the class Feedback and give the correct answers:

1E 4 C

2 B 5 A

3 D 6 F

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