GA CV5512 HKII TIẾNG ANH 10 mới

Date of preparation: 26/12/2020 Period 55 Unit 6: GENDER EQUALITY GETTING STARTED I OBJECTIVES Knowledge: - Use lexical items related to the topic Gender Equality Competence: - Have positive attitude toward the lesson Quality: - Have self-solving; communication, cooperation, using language, selfmanaging, creation, hard-working, modest, responsibility, patriotism, humanism, responsibility II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content -Ask students what they think about when they see or hear the words “gender”, “equality” and “gender equality” c) Products - Visualize what they think of when they hear or see such words as: gender, equality or gender equality - Possible answers: + I think of men and women + I think of the word same - + I think that men and women should be treated in the same way and given the same opportunities d) - Ask students what they think about when they see or Implementatio hear the words “gender”, “equality” and “gender n equality” Elicit students’ answers - Elicit sts’ answers - Listen to the sts and give feedback Lead sts into new lesson ACTIVITY 2: KNOWLEDGE BUILDING a) Use lexical items related to the topic Gender Equality Objectives b) Content Activity - Look at the picture and answer the questions about it Give the answers questions about it: c) Products Suggested questions: + Who you see in the picture? + Where you think they are? + What are they doing? d) - Play the recording Implementatio Ask students to listen and read n ACTIVITY 3: PRACTICE a) Objectives b) Content c) Products d) Implementatio n - Listening to a conversation with new and disagreement among words, three agreement characters - Practice the conversation - Enhance reading techniques Activity Work individually first and then in pairs to decide if the statements are true (T), false (F) or not given - Reading: Read about the topic Gender Equality - Speaking: Exchange opinions about women’s going to work - Listening: Listen to to a conversation with new words, agreement and disagreement among three characters - Suggested answer: F F T NG T - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products d) Implementatio n - To provide Ss some motivation - Students are more aware of the drawbacks of gender discrimination - Activity 3: Read the conversation again and answer to the questions - Suggested answers: Only 82 girls enrolled per 100 boys in secondary school Because they might be forced to work at home and in the fields There are slightly more boys than girls in both primary and secondary schools Women Gender discrimination should be eliminated so that everyone has equal opportunities in education - Ask students to read the conversation again and think of the answers to the questions - Have them work with a partner and switch roles to ask and answer - Check the answers and provide the correct ones if necessary Từ vựng tham khảo UNIT GENDER EQUALITY (Bình đẳng giới) address (v) /əˈdres/ giải effective /ɪˈfektɪv/(adj) có hiệu affect /əˈfekt/ (v) ảnh hưởng eliminate /ɪˈlɪmɪneɪt/(v) xóa bỏ caretaker /ˈkeəteɪkə(r)/(n) ngư ời trơng nom nhà encourage /ɪnˈkʌrɪdʒ/(v) động viên, khuyến khích challenge /ˈtʃælɪndʒ/ (n) thách thức enroll /ɪnˈrəʊl/(v) đăng ký nhập học discrimination /dɪˌskrɪmɪˈneɪʃn/ (n) phân biệt đối xử enrolment /ɪnˈrəʊlmənt/ đăng ký nhập học (n) 10 equal /ˈiːkwəl/ (adj) ngang + equality /iˈkwɒləti/ bằng, bình đẳng 19 progress /ˈprəʊɡres/ (n) ngang (n) tiến 20 property /ˈprɒpəti/ (n) tài sản 21 pursue /pəˈsjuː/(v) theo đuổi + inequality /ˌɪnɪˈkwɒləti/ (n) khơng bình đẳng 22 qualified /ˈkwɒlɪfaɪd/(adj) đủ khả năng/ lực 11 force /fɔːs/ (v) bắt buộc, ép buộc 12 gender /ˈdʒendə(r)/ giới tính 23.remarkable /rɪˈmɑːkəbl/ (adj) đáng ý, khác thường (n) giới, 25 right /raɪt/ (n) quyền lợi 26 sue /suː/(v) kiện 13 government /ˈɡʌvənmənt/ (n) phủ 14 income /ˈɪnkʌm/ (n) thu nhập 27 treatment /ˈtriːtmənt/(n) đối xử 15 limitation /ˌlɪmɪˈteɪʃn/ (n) hạn chế, giới hạn 28 violent /ˈvaɪələnt/(adj) có tính bạo lực, 16 loneliness /ˈləʊnlinəs/ cô đơn + violence /ˈvaɪələns/ (n) bạo lực; dội (n) 29 wage /weɪdʒ/(n) tiền lương 17 opportunity /ˌɒpəˈtjuːnəti/ (n) hội 18 personal /ˈpɜːsənl/ nhân 30 workforce /ˈwɜːkfɔːs/ lượng lao động (adj) cá 4.Consolidation: Summarize the main points of the lesson Vocabulary related to Gender Equality Homework: Ask students to learn by heart new words and collocations in the text Date of preparation: 27/12/2020 Period 56 Unit 6: GENDER EQUALITY LANGUAGE I OBJECTIVES Knowledge: (n) lực - Pronounce correctly two-syllable words with stress on the first or second syllable in isolation and in context - Understand and use the passive voice with modals Competence: - Have positive attitude toward the lesson Quality: - Have self-solving; communication, cooperation, using language, selfmanaging, creation, hard-working, modest, responsibility, patriotism, humanism, responsibility II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content Vocabulary checking c) Products Understand new words related to the topic d) Implementatio n Call some sts to write the new words they learned in the previous lesson Lead in ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives Use lexical items related to the topic Gender Equality b) Content VOCABULARY Activity Work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f) Activity Work individually first, and then check with a partner c) Products Suggested questions: + Who you see in the picture? + Where you think they are? d) Implementatio n + What are they doing? Activity - Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f) - If students need support, ask them to use the context of the conversation to help them choose the correct meaning for each word - Check answers as a class - Suggested answers: D F E A C B Activity - Ask students to work individually first, and then check with a partner - Make sure that student have the right answers by going over all the answers in class - Allow students to look up the words in the glossary, if necessary - Suggested answers: Enroll Force Eliminate Discrimination Equal Gender ACTIVITY 3: PRACTICE a) Objectives b) Content c) Products d) Implementatio n - Understand more about modal verbs use in passive voice Activity - Explain to students that modal verbs are special verbs that behave differently from other verbs Shouldn’t – advice Must - duty May - permission Might - possibility Will – request Mustn’t - prohibition Can - ability Activity - Read the sentences - Underline the passive voice with modals May be kept Might be forced Shouldn’t be allowed Should be eliminated - Master modal verbs use in passive voice - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products - To help learners get started with skills in Unit Activity - Have students work in pairs first, and then write down the correct answers Write words related to the topic that learned in “Getting started” lesson - Have students work in pairs first, and then write - Expect answers: Lan might be chosen to represent us in the School Youth Union Will Korean be taught in our school next year? The instructions must be followed strictly by the students Sugary food shouldn’t be eaten by very young children Men and women should be given equal rights to education and employment Hopefully, a planet similar to Earth will be discovered by scientist d) Implementatio n - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next Consolidation: Teacher summarizes the main points of the lesson - Put stress in two-syllable words - Use modal verbs correctly Homework: - Ask Ss to finish the uncompleted exercises - Ask students to review the vocabulary at home Date of preparation: 28/12/2020 Period 57 Unit 6: GENDER EQUALITY READING I OBJECTIVES Knowledge: - Read for general ideas and specific information about gender equality in employment Competence: - Have positive attitude toward the lesson Quality : - Have self-solving; communication, cooperation, using language, selfmanaging, creation, hard-working, modest, responsibility, patriotism, humanism, responsibility II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives b) Content Introduce the topic of the lesson and to raise students' interest - Look at the pictures and name the women c) Products - Understand new words related to the topic Gender equality in employment (Bình đẳng giới việc làm) d) - Show some pictures of some famous women in some Implementatio aspects like politic, economic…: Hillary Clinton, n Teresa May, Nguyen Thi Kim Tien… - Have sts name these women - Lead sts into new lesson ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives b) Content - Know more about Brenda Berkman- a brave woman daring to fight for her own desire Activity - Look at the symbols and give the answers A ctivity 2: Firstly, work individually to the task, then work in pairs to compare the answers - Possible answers 1: - “They are the symbols of genders, gender equality and gender discrimination.” Possible answers 2: “They are the symbols of genders, gender equality and gender discrimination.” Have students look at the symbols and answer the questions - c) Products d) Implementatio n ACTIVITY 3: PRACTICE a) Objectives b) Content - Understand passive voice more about modal verbs use in Activity 3: Quickly read the text and choose the best title for it - Firstly, work individually to the task, then work in pairs to compare the answers Activity 4: Read the statements, decide whether it is T, F or NG - Work in pairs to the task - Give the answers - Check and correct Activity 5: Answer the questions - Work in groups of to the task - Give the answers Check and correct c) Products Activity 3: Quickly read the text and choose the best title for it Expected answers: The best title of the text is "A woman who did a man's job Activity 4: Read the statements, decide whether it is T, F or NG F NG F T T F Activity 5: Answer the questions - Expected answers: She wanted to become a firefighter She sued New York City and the DNY for gender discrimination and won They were unwelcomed at meals, faced loneliness and even violence d) - Step 1- Transfer the tasks Implementatio State the requirements for each activity for the n students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content - Discussion Discus with a partner: should a woman a man's job? - - Work in groups of to discuss the question c) Products Discuss with a partner: should a woman a man's job? - Put Ss in groups of four and let them discuss the questions freely - Useful languages: 10 Unit 7: CULTURAL DIVERSITY LISTENING I OBJECTIVES Knowledge: - Listen for specific information about wedding traditions of a small community in the USA Competence: - Have positive attitude toward the lesson Quality : - Have self-solving; communication, cooperation, using language, selfmanaging, creation, hard-working, modest, responsibility, patriotism, humanism, responsibility II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content c) Products The Amish population is shrinking in Pennsylvania Yet the community known for favoring a simple lifestyle over most modern conveniences is hardly in trouble, according to academics who study the Amish d) - Listen to the sts’ answers Implementati - Give feedback on - lead sts into the new lesson ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives Introduce the listening topic Cultural diversity b) Content Activity You are going to listen to a talk about the wedding traditions of the Amish community living in Pennsylvania, the USA Make your own predictions about them by deciding whether the following statements are true (T) or false (F) c) Products Activity 1.F Amish weddings take place in the spring => in winter (Đám cưới người Amish diễn vào mùa xuân) 2.F Amish parents choose life partners for their children => parents not select life partner for their children (Cha mẹ người Amish chọn bạn đời cho họ) 3.T The wedding service is held at the bride's parents' home (Tiệc đám cưới tổ chức nhà ba mẹ cô dâu.) 4.T The couple spends the first night at the bride's home (Cặp đôi dành đêm nhà cô dâu) 5.T After getting married, a man begins to grow his beard (Sau kết hôn, người đàn ông bắt đầu nuôi râu) d) Implementati on - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 3: PRACTICE a) Objectives Exchange opinions about women’s going to work b) Content Activity 2: Listen to the talk and check your answers in Activity 3: Listen to the talk again and complete the missing information, using no more than three words c) Products Activity Activity 1.December 2.two or three 3.approval 4.wedding meal 5.visit relatives d) - Step 1- Transfer the tasks Implementati State the requirements for each activity for the on students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products d) Implementati on - Report the discussing result in front of the class Activity 4: Work in pairs Name three things you have learnt about the Amish wedding customs Did you find anything unusual or interesting? Tell your partner Activity The children choose their partners They use the benches to form the tabic for wedding The couple spends the first night in bride’s home The most unusual is that they use the benches to form the table for wedding - Strategies for Building Discussion throughout a Class Session - Turn Students Into Instructors - Plan Time for Students to Interact - Encourage Higher-Level Thinking - Let Students Record Themselves Speaking - Give Students a Format for Their Explanations Consolidation: use the vocabulary related to cultural diversity Homework: to name the things they have learnt about the Amish wedding customs and talk about whether they find anything unusual or interesting Date of preparation: 01/02/2021 Period 68 Unit 7: CULTURAL DIVERSITY WRITING I OBJECTIVES Knowledge: - Write about the typical characteristics of the Vietnamese people Competence: - Have positive attitude toward the lesson Quality : - Have self-solving; communication, cooperation, using language, selfmanaging, creation, hard-working, modest, responsibility, patriotism, humanism, responsibility II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: name the things they have learnt about the Amish wedding customs and talk about whether they find anything unusual or interesting New lesson: ACTIVITY 1: INTRODUCTION a) Objectives b) Content Introduce the topic of the lesson and to raise students' interest Can you tell some typical characteristics of the Vietnamese people? c) Products - Friendly, sociable with other, hospitable, hard working d) - Listen to the sts’ answers Implementati - Give feedback on - Lead sts into the new lesson ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives b) Content c) Products Introduce the writing topic typical characteristics of the Vietnamese people Activity The following jumbled-up paragraphs are from a text about typical American characteristics Put them in order to make a meaningful text Activity 2: Read the text again and complete the outline for it Activity 1-b 2-c 3- d 4- a Activity Introduction: There are some characteristics shared by most Americans Characteristic 1: Individuality and individual rights Evidence: Americans value freedom and not like to be depend on other people Characteristic 2: Practical Evidence: They placc great value on doing things for them selves Characteristic 3: Important about money Evidence: Money is more important than prestige to them Characteristic 4: Less influence on children Evidence: Children can choose their own partners, even if their parents object to their choice Conclusion: These features are believed to be part of the American character d) Implementati on - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 3: PRACTICE a) Objectives b) Content c) Products - Write a paragraph about Advantages disadvantages of being a working mother and Activity Work in groups Think of three typical characteristics of the Vietnamese people and examples to support each of them Then write a short text of 150-180 words about these characteristics, using the outline in Activity saving money Save money from young age to old age follow the crowd They will follow the idea of many people even if it’s wrong community They live in the group with familiar people and things around In my opinion, there are typical characteristics about Vietnamese The first one is saving They usually save money from their young age and until their old age The second one is following the crowd Most people don’t have their own idea or opinion Even they have their own one, but if the crowd has another one, they will follow the crowd The final one is community They would like to live and work in a familiar place They don't want to change their living condition Generally, these characteristics also change over time in the modern society d) Implementati on - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products d) Implementati on - Discussion Exchange it with a partner for peer comments/ correction Sts make comments for others’ writing - When they finish, ask them to exchange it with a partner for peer comments/ correction - Walk around and offer help if necessary - Alternatively, have students write the text at home T collects students’ papers in the next lesson Give feedback in class Consolidation: Writing a short text, with details or examples as supporting ideas, to describe typical characteristics of Vietnamese people Homework: base on paragraph in activity to talk about Vietnamese typical characteristics Date of preparation: 02/02/2021 Period 69 Unit 7: CULTURAL DIVERSITY COMMUNICATION AND CULTURE I OBJECTIVES Knowledge: - Understand and communicate about Gift-giving in the UK and the ideas of success in the USA and in Viet Nam Competence: - Have positive attitude toward the lesson Quality : - Have self-solving; communication, cooperation, using language, selfmanaging, creation, hard-working, modest, responsibility, patriotism, humanism, responsibility II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: base on paragraph in activity to talk about Vietnamese typical characteristics New lesson: ACTIVITY 1: INTRODUCTION a) Objectives Introduce the topic of the lesson and to raise students' interest b) Content - Inform the class of the lesson objectives: Further skill development - Show some pictures of gift-giving custom in some celebrations and festivals - Ask Ss on what occasions people often give and receive presents Activity c) Products Key a Christmas b.Valentine c Tet holiday d Teacher’s Day e Mother’s Day f Birthday d) - Listen to the sts’ answers Implementati - Give feedback on - Lead sts into the new lesson ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives b) Content - Know / recall words and phrases related to topic Communication: Activity 1: - Pre teach some key words + stocking: (n) + symbolise: (v) tượng trưng + Santa Claus: (n) ông già Noen + Easter: (n) lễ tạ ơn + legally (adv) cách hợp pháp Activity 2: Put the following jumbled-up words and phrases to make questions about giving and receiving presents Practise asking and answering the questions in pairs c) Products Activity Who you often buy presents for? On what occasions you buy presents? Which shop you usually go to when you’re shopping for presents? What’s the most expensive present you’ve given? On what occasions you receive presents? What presents you normally get? What is the best present you’ve ever received? d) Implementati on Follow steps for teaching vocabulary Step 1: Explain—Provide a student-friendly description, explanation, or example of the new term Step 2: Restate—Ask students to restate the description, explanation, or example in their own words Step 3: Show—Ask students to construct a picture, symbol, or graphic representation of the term Step 4: Discuss—Engage students periodically in structured vocabulary discussions that help them add to their knowledge of the terms in their vocabulary notebooks Step 5: Refine and reflect—Periodically ask students to return to their notebooks to discuss and refine entries ACTIVITY 3: PRACTICE a) Objectives b) Content c) Products - Know / recall and use words and phrases related to topic; - Understand gift-giving in the UK and the ideas of success in the USA and Vietnam Culture: Read the two texts about the American and the Vietnamese ideas of success and answer the questions What is the American idea of success? => For Americans, success means providing their family with a decent standard living, and ending their carecr in a higher and more prosperous position than when they began it Success is also the result of hard work and selfreliance Who can be considered a successful person in Viet Nam? => For Vietnames, success goes along with a high-status job with good income and respect at work What are the similarities/differences between the ideas of success in the two cultures? => Both the Americans and Vietnamese believe that success is earning a lot of money Successful people in both cultures are expected to have high positions in their career The Americans rely more on themselves, while the Vietnamese want to gain more respect from other people d) Implementati on - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) Objectives b) Content c) Products d) Implementati on - Discussion Exchange it with a partner for peer comments/ correction Sts make comments for others’ writing - When they finish, ask them to exchange it with a partner for peer comments/ correction - Walk around and offer help if necessary - Alternatively, have students write the text at home T collects students’ papers in the next lesson Give feedback in class Consolidation: use the vocabulary related to cutural diversity to talk and express their views about priorities for gift- giving in the UK and the ideas of success in the USA and Vietnam Homework: base on culture to talk about your view on successful person Date of preparation: 03/02/2021 Period 70 Unit 7: CULTURAL DIVERSITY LOOKING BACK AND PROJECT I OBJECTIVES Knowledge: - Revise knowledge - Prepare a presentation about some aspects of Vietnamese culture Competence: - Have positive attitude toward the lesson Quality : - Have self-solving; communication, cooperation, using language, selfmanaging, creation, hard-working, modest, responsibility, patriotism, humanism, responsibility II TEACHING AIDS Equipments: computer, projector Learning materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION a) Objectives b) Content c) Products Introduce the topic of the lesson and to raise students' interest * Checking - Ask students to recall what they have learnt in Unit - Know / recall words and phrases related to topic d) - Listen to the sts’ answers Implementati - Give feedback on - Lead sts into the new lesson ACTIVITY 2: KNOWLEDGE BUILDING a) Objectives b) Content - Know / recall words and phrases related to topic Pronunciation: Activity 1: - Ask Ss to tell the differences in stress patterns of the words that have the same spelling, but belong to different parts of speech Vocabulary: Activity 1: *Key: wife get married reception honeymoon bridegroom best man 10 bridesmaids c) Products Activity 1 ex’port engaged wedding bride ‘protest ‘contrast im’port ob’ject Vocabulary: Activity 1: wife get married engaged reception honeymoon wedding bridegroom best man bride 10 bridesmaids d) Implementati on - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 3: PRACTICE a) Objectives Do Project b) Content Grammar: Activity 1: Fill in the gaps with the correct form of the adjective in brackets Add any other words if necessary Activity Correct the sentences, adding articles when necessary c) Products Grammar: Activity 1: harder, easier more/less dangerous the most famous more polluted the most delicious Activity We are having a great time in Hanoi Let’s go to Nha Trang for a week next summer Where’s the money I gave you on the first of this month? For my birthday, I got a book, a DVD, and the latest CD by my favourite band On the radio, I heard a/the song that I really liked d) Implementati on - Step 1- Transfer the tasks State the requirements for each activity for the students Make sure the students have a clear understanding of the task for each activity before performing the task - Step 2- Perform the tasks Students work individually, in pairs, or in groups in the process of performing tasks Teachers general observations and help if necessary - Step 3- Report and discuss Ask a few students or group representatives to present their answers Other groups comment Teacher general comments - Step 4: Draw conclusion and judgments Teacher presents specific learning products that the student must complete as required and clarify the problem to be resolved / explained; Learning tasks must be performed next ACTIVITY 4: APPLICATION a) - Do project Objectives b) Content As part of an education exchange program , a group of foreign students will visit your school for two months Your group will have to prepare a presentation for them in which you will describe some aspects of Vietnamese culture c) Products The culture of Vietnam is one of the oldest in Southeast Asia Some elements generally considered to be characteristic of Vietnamese culture including ancestor veneration, respect for community and family values, handicrafts and manual labour, and devotion to study Important symbols presenting Vietnamese culture include dragons, turtles, lotuses and bamboo Some tips to avoid embarrassing: Don’t be the first to someone's house on the first day of the Tet holiday unless you are invited Remember to invite other people to share the meals with you before you start eating it d) Follow Strategies for Building Discussion/project Implementati throughout a Class on Turn Students Into Instructors Plan Time for Students to Interact Encourage Higher-Level Thinking Let Students Record Themselves Speaking Give Students a Format for Their Explanations Consolidation: review the vocabulary and grammar of unit and carry out the plans to help someone understand cultural diversity to avoid embarrassment during their stay in Vietnam Homework: Complete project Kí duyệt BCM từ tiết 67 đến tiết 70 , Ngày tháng 02 năm 2021 ... something new’, for good luck (Ở Anh, người ta tin dâu nên mặc “được mượn, màu xanh, cũ mới? ?? để có may mắn.) People in Russia believe that ‘money goes to money’ (Người Nga tin tiền trở nơi tạo ra.)... materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION... materials: textbook, pictures, videos III TEACHING PROCESS Class organization: Class Date of teaching Attendance Absence Note 10A6 10A7 Checking: During the lesson New lesson: ACTIVITY 1: INTRODUCTION