Giáo án Tiếng Anh 12 Unit 2: Cultural diversity

GIÁO ÁN TIẾNG ANH 12 Unit 2: Cultural diversity Lesson - Reading Objectives: By the end of the lesson, students will: - understand some more about the senses and personal experiences directly related to the sense - improve their reading skills Teaching aids: Textbook, pictures and posters Procedure: Time Teacher’s activities Ss’ activities Warm – up: Group work 5’ * Competition game – network - Prepares a hand out with a network of the word’ a Marriage” Expected words: and asks Ss the Question - romantic love - What things make a marriage happy? - understanding - sharing - partnership of equals …… Marriage 15’ - Teacher divides the class into groups and gives each group a hand out Teacher asks Ss to complete the network - The winner will be the group completing the network in the shortest period of time - Ask students to look at the pictures and work in pairs to ask and answer the questions ? What can you see in the pictures? ? What are the differences between them? Call students to answer before the class Feedback Lead to the lesson Before you read * Pair works: - Ask Ss to work in pairs and discuss the question: +Which of the following factors is the most important for a happy life? Why? Individual work/ group work and pair work Time 18’ Teacher’s activities - Love a nice house / flat - Money, a good job - Parents, approval good health - T asks Ss to talk before the class and give the reason why The other can asks Questions *Vocabulary: Give some main words to present using vocabulary technique to teach 1.Phycical attractiveness Confiding Partnership of equals Trust built on love 5.diversity (n) 6.diversify (v) 7.diverse (adj) 8.approval (n) 9.marriage (n) - Read aloud and ask Ss to repeat - Correct mistakes /Checking: Gap-filling 1.Love is supposed to follow marriage,not……….it 2.They agree that it is unwise to……….in their wives An Indian woman has to……… more in a marriage than a man 4.A husband is …………to tell his wife where he has been * T/ F prediction 1.Americans believe in “romantic”marriage 2.Asians believe in “contractual ”marriage 3.In Asians wifes and husbands share all thoughts While reading Task Check T / F prediction Task Answer the questions ( 22 ) - Get Ss to read the whole text silently to answers the question - Ask them to work in pairs or groups asks and answers the questions - Call on some Ss to answer in front of the class - Give feedback What are the four key values in the servey ? 2.What are the Indian students’attitudess on a partnership of equals ? 3.Why does the American wife trust her husband to the right thing ? 4.What is the main finding of the servey ? Ss’ activities Pair work/ group work and whole class Time Teacher’s activities -Students work in groups Ss’ activities 5’ After you read - T divides class into small groups of or and asks them to discuss the question: what are the differences between a tradition Vietnamese family? * Number of children * The house they like to have * The head of the family * Who works? * Who takes care of the housework and children? * The income… - T goes around to help Ss if they have any problem - T asks to talk before the class some pairs groups Homework - Learn the new words by heart, read and translate the text, the tasks again - Prepare the section B (The Speaking part of Unit two) Group work/ whole class 2’ * Number of children: more *The house they like to have : big * The head of the family: fathers … Whole class Unit 2: Cultural diversity Lesson 2: speaking Objectives: By the end of the lesson, students will: - understand more about differences among cultures - discuss information that relates to the differences between Vietnamese and American cultures - to improve the students’ speaking skills Key structures: + I think/feel/believe… + In my opinion… + I don't agree… + It' s not true… Key vocab: Generation, precede, marriage, independent life, old-gate Teaching aids: Textbook, posters & some pictures Procedure: Time Teacher’s activities Ss’ activities 5’ Warm - up Whole class - Gives two tables and asks Ss to work in group of three or four to complete the table - Give a picture - Ask Ss to look at the picture and answer questions What are they doing? Can you guess where they are? In Viet Nam, people often kiss in public? Why or Why not? What about in America? - Lead into the new lesson Today we will learn about the differences between Vietnamese and American cultures 10' Before speaking - T presents some new words: + old-aged people (n): People who are old + marry to smb (v) = get married to smb marriage (n) They are kissing In the public / In the street No, they don’t It’s impolite It is very common The whole class Time 18' 10’ 2’ Teacher’s activities Task 1: Expressing point of view - T shows some useful languages in the box (P.23) Agreement Disagreement I think/ feel/ believe It's not true In my opinion, That's wrong For me I don't agree - T asks Sts to look through the information inTask - T models with one St Eg.: T In my opinion, S That's wrong - T lets Sts work in pairs to express their points of view, using the words and expressions in the box While speaking Task 2: Discussing & finding out the corresponding features of Vietnamese culture - T gives instruction: + What are typical features of American culture? + Can you find out other features of Vietnamese culture? - T gets Sts to read though the st column, then discuss and find out the corresponding features of Vietnamese culture - T models with one St : T: Two generations ( parents & children) live in a home in America And ask what about in Vietnam? - T asks Ss to work in pairs to the Task - T calls on some pairs to discuss & find out the typical features between American & Vietnamese cultures - T gives feedback: there are differences & similarities between Vietnamese & American cultures ( In Vietnam, but in America ) Post speaking Task 3: Talk about the similarities and differences between Vietnamese and American in cultures - Explain how to the task - Ask Ss to read the answer of task again before doing the task - Ask Ss to work in group of four - Call on some pairs to give their ideas - Correct and give feedback Homework - T summsrises the main points of the lesson Ss’ activities Pair work Read the features given and find the corresponding features of Vietnam S: In Vietnam, three or four generations may live in a home Group & pair work Whole class Whole class Time Teacher’s activities - T asks Sts to rewrite their report the similaritties & differences between Vietnamese & American cultures Ss’ activities Unit 2: Cultural diversity Lesson 3: listening Objectives: By the end of the lesson, students will: - Listen and understand the conversation about the wedding ceremony in Vietnam - Listen and fill the missing information in the gaps - Listen and answer the questions about the wedding ceremony in Vietnam - Know some more new words about wedding ceremony Teaching aids: Textbook, pictures, cassette, tape, handouts and real objects Procedure: Time Teacher’s activities Ss’ activities Warm – up 5’ * Competition Game - Net work Whole class - Instruction: Find out words relating to the key word "Wedding" flowers Wedding - The group which write more words and earlier will win the game - Lead - in: The wedding ceremony - Ask some more questions : - Have you ever attended a wedding ceremony? 2- What the bride and the groom usually at the wedding ceremony? + To know more about it, today we listen to a conservation about a wedding ceremony in Vietnam 16’ Before you listen - Ask Ss to open the book - Ask Ss to look at the pictures on page 24 and discuss what is happening in each one - Gives some guide questions: What you see in the pictures? Who are they? What are they doing? - Check correct answers - T introduces the new lesson: You will hear two people talking about a wedding ceremony in Vietnam Listen and some listening tasks - Ss answer the teacher’s questions I see a wedding ceremony a bride anda groom They are bringing a lot of gifts Time 10’ 12’ Teacher’s activities * Vocabulary: Listen and Repeat - T teach some new words first and then plays the tape for students to listen and repeat Altar: bàn thờ Master of Ceremony: Banquet: buổi yến tiệc Groom: rể Bride:cô dâu Ancestor: ông bà tổ tiên Tray: khay Schedule: lịch Blessing: cầu chúc While - listening Instruction: You are going to listen to a conservation between two people, listen and fill in the gaps with the missing words - Collect the ideas on the board - Play the tape for the first time - Ask Ss if they are clear, if not, play the tape again - Call on some Ss to present the answers in front of the class * Answers: - Groom's parents 2-red paper 3- altar 4- at the wedding banquet 5- wedding cards money - Correct mistakes + Task 2:Answer the questions - Give Ss handouts: There are five questions and the answers put in the wrong order There is one extra answer that they don't need to use - The answers: e- They stop by each table to say thank to their guests d- They would pray asking their ancestors' permission to be married c- To go to the bride's house bringing a lots of gifts wrapped in red papers g- At the groom and bride's home, at a hotel or a restaurant a- After they pray and ask their ancestors' permission to be married b- When the M.C introduces the groom, the bride, the parents - Play the tape for them to the task - If a lot of Ss aren't able to do, play the tape again and pause at the sentences they need Post – listening + Task 3: Discussion - Set the scene: You are going to discuss the questions in Ss’ activities - Ss write down the new words in the notebook - Ss repeat - Read through the task and guess the missing words - Listen and correct themselves - Work in groups Read the questions carefully and the task - Listen to the tape and find out the correct answers to the questions - Answers: 1-C/2-D/3-A/4G/5-E Work in groups Each group gives representative to Time 2’ Teacher’s activities book: "What family often to prepare for a wedding ceremony?" - Go around and give help if necessary - Pick out the groups; writings and seal on the board - Correct some usual errors + Who do/ does the speech? + What they at the party? + What kinds of food and drinks? + When .? + Where ? - T gives comments Homework - Retell a wedding you have seen Ss’ activities read aloud the writing Give feedback Whole class Unit 2: Cultural divbrsity Lesson 4: Writing Objectives: By the end of the lesson Ss will be able to do: - Describing Vietnamese conical leaf hat - Developing sentences Teaching aids: - Handouts, pictures, posters … Procedure: Time 3’ 15’ Teacher’s activities Warm – up - T ask Sts to look at the real conical leaf hat and answer questions Do you know what it is in Vietnamese Do you often wear it? Is it the symbol of Vietnamese girls/women? - Lead - in: Today, we are going to describe about the conical leaf hat which is not only the symbol of Vietnamese girls/wo men but also a part of the spirit of the Vietnamese nation Pre- writting *Vocab: + rim (n): (real thing) + ribs (n) : (real thing) + strap (n): (real thing) + conical (a): (real thing) - T provides some new words and explains their meaning - Ask Sts to listen and repeat the new words several times in whole class and individually + Check new words by using the task (12') + What is the conical leaf that symbolized? + What is it made of? + What shape is it ? + How big? (width/ height) + What is it covered with? + What is it used for? Ss’ activities Whole class Answers: Whole class Individual work Pair work Time 18’ 7’ 2’ Teacher’s activities - T gives some gided questions - Ask Sts to discuss in groups and write down the outline on the poster - T goes around and give help if necessary - call each group to show their outline on the board - Feedback While - writing + Act 1: Discussion - Show them to the discussion - Call on some Ss to present their answers about the hat - Collect all the sentences and write on the board + Act 2: Writing - Ask Ss to write the passage based on the cues and the sentences given -Give some connectors such as: But, So, At last, finally … - Go around and provide help it necessary - Collect Ss' writings on board - To cleverer Ss, ask them to develop the sentences more interesting Ss’ activities Post – writing: (7ms) - Call some Sts to read their writting after having peer correction - T gives feedback Summary and Homework - Ask Ss to newrite the paragraph at home Whole class Whole class Individual work Whole class Unit 2: Cultural divbrsity Lesson 5: Language focus I Objectives: Educational aim: - The pronunciation of "ed" endings - Review of tenses Knowledge: - General knowledge: Students learn how to write a passage about cultural diversity - Language: * The present simple and adverbs of frequency for talking about daily activities * The past simple used in a narrative - New words: Words related to pronunciation / ed/ Skills: Writing a passage about cultural diversity II Method: Intergrated, mainly communicative III Teaching aids: Student’s book, pictures showing some activities IV Procedure: Time Teacher’s activities Ss’ activities 8’ Warm – up Pronunciation - Matching (group work) Group work A B cooked /t/ needed started watched /d/ rained lived /id/ -Divide class into groups Each group is given one handout - Ss word in group in minutes - Collect and check Individual work 2- Pronunciation Whole class * The way to pronounce the "ed" ending sound 8’ +/ed/ ending sound is pronounced /t/ when the verbs end with the sounds /k/, /p/, /s/, /S/, /ts/, /F/, Ex: worked, stopped, laughed + /id/ after /d/ and /t/ ex: started, demanded + /d/ after all the sounds left Ex: Phoned, enjoyed Note: All the adjectives ending with "ed" -> /id/ Ex: learned /∂: nid/ Work in groups beloved /bil∧vid/ * Practice : - Ask Ss to listen and repeat the pronunciation fart (p.27) Time 13’ 14’ 2’ Teacher’s activities Grammar - Give Ss some cards in which there are sentences with italic words (verbs) - Ask them to word in groups to decide the tense of the verbs in the sentences given below G1: A: Have you ever seen a fire? B: Yes, I have -> Prensent perfect G2: A: When did you see it? B: I saw it last month -> past simple G3: A: Do you like visiting china? B: Yes, I am visiting it next week -> present continuous future decided and arranged - Feed back * Exercise 1: (pair work) - Correct Have seen, saw, am going to see drank, have not drunk, drank has written, did write, wrote have been cooking, cooked, cooked Exercise 2: (individual and peer correction) - Ask Sts to the exercise and have peer correction - T goes round to give help - Give answers 1C 2a, 3c, 4a, 5C, 6a, 7c, 8a Production Game: Crosses and noughts /t/ future tense simple perfect simple present /d/ present continuous past simple past continuous /id/ - Ask sts to make sentences using the sounds and the tense in the grids Ex: I looked at her -> sound /t/ Do you have money? -> present simple - Feedback Homework - Ask Sts to the exercise at home Ss’ activities Work in groups Group work Work in pairs Whole class