GA 12 NC.UNIT2

Close the textbook Rub out and remember Repeat after the teacher Individual and choral Come to the board and write English words again Copy down -Work in groups of four - Compare the a

UNIT 2: CULTURAL DIVERSITY

Period 9 , 10 READING Teaching date

A Objectives:

By the end of the lesson, Ss are aware of some forms of etiquettes in different cultures

 Reading for gist / general ideas

 Reading for specific details

B Teaching method: communicative approach reading /speaking / listening /writing

C Teaching aids: textbooks, handouts, pictures

D Procedures:

I Warm - up (5 Min.)

- Show Ss some pictures about some forms

of etiquette in different cultures

- picture 1 : two American men are

shaking hands

- picture 2 : men greet close friends with a

hug

- picture 3 : A boy greet the man with a

nod

-picture 4 : Thai people greet each other

with the wai

Lead the new lesson :

Cultures vary from place to place It’s not

easy to forget our habits or cultures, but we

should be aware of the existence of other

cultures Unit 2 focuses on cultural

diversity in the world

-Write on the board :

II Presentation (35 Min.)

1 Pre – reading

* Give two questions :

1 Do Vietnamese people often use their

first name or last name when addressing

someone both formally or informally ?

2 When do American and European

address someone with a title and the last

name – in a formal or informal situation ?

-Call two volunteers to give answer

- Conduct feedback

- Look the pictures

- Discuss

- Give the answer

- Work in pairs

- Discuss

- Guess the answer

Expected answer :

1.Vietnamese use their given names which are equivalent to first names in English Family names, which are equivalent to last names in English are never used by

Vietnamese to address each other

EX formal address : Please, take a seat

Dr Minh

Informal address : Come in and take

aseat , Minh 2.In formal situations, Americans and Europeans address each other with a title and the last name In informal situations, they address each other with the first name and without a title

EX formal address : Good morning Mr

Jones I’m glad you have come.

*Teaching vocabulary

- Teach the following words through

elicitation or explanation

1 etiquette / 'etiket / (v) = phép xã giao

2 insecure / insi'kjuə / (adj) = Not secure;

not confident of safety (không vững chắc )

3 suspicious / sə'spi∫əs / (adj) = doubtful

(nghi ngờ)

4 untrustworthy / ,ʌn'trʌst,wə:đi / (adj) =

untrustful ( không đáng tin cậy )

5 address /ə'dres / ( v) = use a particular

name or title in speaking to sb.dùng (tên

riêng hoặc chức tước) khi nói hoặc viết cho

ai )

6.stick / stick / (to sth) (v) keep to st , not

change sth ( bám, giữ lấy)

7.stiffness / 'stifnis / (n) = formal /

unfriendly manner or behavior (tính cứng

nhắc, tính không tự nhiên, tính không thân

mật (lối cư xử, cung cách mang tính kiểu

cách)

8 associate / ə'sou∫iit / (v) = join together ,

connect ( gắn liền với )

9 prolong / prə'lɔη / (v) = make sth longer

in time, extend ( kéo dài )

10 blink / bliηk / (v) = shut and open the

eyes quickly ( nháy mắt)

11.astonisment / ə'stɔni∫mənt / ( n) = great

surprise ( ngạc nhiên, sửng sốt)

astonished (adj) = greatly surprised

- Give some practice on pronunciation

2 While – reading

Activity 1 : Guessing meaning from

context

(task a, page 24)

-Ask Ss to read the text and match the words

and phrases in column A with their

meanings in column B by guessing the

meaning from the context

-Go over the answer with the class and check

Vietnamese equivalents

Informal address : Hi, Dick Glad to

meet you

Close the textbook Rub out and remember Repeat after the teacher Individual and choral Come to the board and write English words again

Copy down

-Work in groups of four

- Compare the answer with the other groups

- Answer

Feedback :

1.e 2.d 3.a 4.g 5.b 6.c 7.h 8.f

Activity 2 : True-False statement (task b,

page 24 /25)

-Tell Ss to read the text and the statements

and say if they are true or false

-Call on Ss to read statements and give

answers and explanations for their choice

-Conduct feedback

Activity 3 : Gapped-text ( task c, page 25)

-Tell Ss to read the paragraph and fill in each

space with a suitable word in the box

-Go over the answers with class

- Give feedback

3 Post - reading : Discussion

-Guide Ss to discuss and share ideas on the

questions :

1.Politeness and the ways of addressing in

Vietnamese culture

2 Eye contact – the similarities and

differences between Vietnamese and

Western culture

- Call on Ss from different groups to report

their groups’opinions

-Invite the class to give comments

-Give feedback and comments

III Consolidation & Homework (5Min )

-Ask Ss to read the text again at home and

learn the new words presented in the

Reading

- Prepare the Listening

Feedback

1.T 2.F ( a European may consider it unfriendly)

3.T 4.T 5.F (In the USA, it is considered rude to stare at someone , regardless of who is looking at whom )

6.F (he politely expresses his anger by widening his eyes)

Feedback :

1 contact 2.untrustworthy 3.an inattentive 4.respect 5.disrespect 6.politeness

7 attention 8.astonishment

Period 11 LISTENING

Teaching date

A Objectives:

By the end of the lesson, Ss get some knowledge of the various ways of giving

gifts in the different countries

-Listen and pick out the missing words and phrases

- Listening and understanding the general message

B Teaching method: communicative approach / listening / scanning , skimming

C Teaching aids: textbooks, CD, CD player, handout , poster

D Procedures:

I Warm up (5Min)

Set the scene with 6 words relating with the

topic

-Ask Ss to guess the topic from these words

Lead – in

- Have you ever given gift to someone ?

- Lead into the new lesson :

In today’s listening, we’ll learn about the

customs of gift giving in different countries

II Presentation ( 35 Min.)

1 Pre-listening

* Discuss ( Ask / Answer task a –page 26 )

Give the questions :

1 On what occasions do you give gifts ?

2 What do you ofen buy as gifts ?

* Teaching vocabulary (task b –page 26 )

-Play the CD twice and ask Ss to listen to

the words

-Play it again and ask Ss to listen and repeat

the words

-Then ask Ss to complete the sentences

using these words

Topic

Suggested answer :

1 We often give gifts on a friend’s or relative’s birthday, wedding, on Valentine day, Teacher’s Day, special celebrations, etc…

2 In Vietnam, we often buy flowers, fruits, biscuits, scarves , silk, clothes,

shampoo, or gift vouchers etc…We especially don’t buy knives, scissors, glassware for gifts because these things symbolize “ the end of a relationship ”

party

fruits

cakes

Clothes S

nd

chocolate

flowers

Gift-giving

-Call on Ss to read their completed

sentences

-Go over the answer with the class and

check meaning of each word

1 symbolize /'simbəlaiz / (v) = represent sth

using a symbol

2 separation / sepə'rei∫n / (n ) =state of being

apart

3 impressed / im'prest / (adj) = feeling

admiration and respect

4 appreciated / ə'pri:∫ieitid / (v) = value

highly

2 While – listening

Activity 1 : Gapped sentences ( task c –

page 26 )

-Ask Ss to read the incomplete sentences and

think of the words that may be used in the

gaps

-Play the CD twice and tell Ss to listen and

pick out the words for the gaps

- Have Ss listen again and check their

answers

- Call on Ss to read their completed

sentences and check with the whole class

-Let Ss listen again and check

3 Post- listening : Discussion

-Ask Ss to talk about the occasions on which

they often give gifts and what they often buy

as gift in each case

Occasion

Gift * a friend on their birthday

* a bride or groom on their wedding

* the host of a dinner party

* Valentine Day

-Call Ss to report what they have discussed -Invite class opinions and comments - Give feedback and comments III Consolidation & Homework (5Min) - Write a short paragraph about what Vietnamese people often give as gifts on certain occasions - Prepare the Speaking Feedback : 1 appreciated

2.impressed 3.symbolize

4 separation Feedback : 1 appreciated gift ; lovers

2 bad luck 3.impressed

4 separation 5 scissors and knives

6 open the gifts

Period 12 SPEAKING

Teaching date

A Objectives:

By the end of the lesson, Ss are able to express and respond compliments

B Teaching method: communicative approach / making and responding to compliment

C Teaching aids: textbooks, , handout , poster

D Procedures:

I Warm - up (5 Min ) : Game

“ Yes /No contest ”

-Divide Ss into two groups , A and B

-Tell each group to choose 2

representatives as contestants

-In turn , the contestants will go to the front

of the class and answer the questions made

by the other group They mustn’t say “yes”

or “no” nor nod nor shake their head when

they answer, but just give a phrase in

agreement or disagreement

Lead into the new lesson:

The cultural aspect we’ll learn and practice

today is compliments How to make and

respond to a compliment

-Write on the board :

Unit 2 CULTURAL DIVERSITY –

Speaking

II Presentation ( 35 Min.)

1 Pre- speaking :

* Giving model (task a –page 27 )

-Call on some close and open pairs to act

out the exchanges

-Ask Ss which ones are more common in

Vietnamese cultures and which are common

or acceptable in Western cultures

-Tell Ss that it is polite in most Western

culture to say

“ thank you ” in response to a

compliments

*Introducing useful language

-Elicit from Ss the expressions that may be

used to give compliments and those used to

respond to compliments

-Introduce to Ss the common structure used

to express

compliments and some more examples

-Suggest some one common expression

Example :

S1 : Are you a student ? S2 : I am

S1 : Do you pop music ? S2 : very much / Not very much / I don’t think so

Suggested answer :

Sentences 1 , 3 , 4 are common and acceptable in the United State , Britain and European countries

Sentence 2 , 5 are acceptable in Vietnam and some Asian countries such as : Korea, China , Japan …

Suggested answer :

Compliment :

How + adjective +( S + be) !

What + noun +( S + be) ! Your parents must be proud of your

…….!

Amazing ! You’ve made an excellent

… ! Congratulations ! You did ……so

used to respond to compliments

2 While – speaking

Activity 1 :Life-like situations ( task b –

page 28 )

- Arrange Ss to work in pairs

-Ask Ss to read the situations provided

-Tell Ss to play the roles and act out the

conversation , giving and responding to

compliments

-Call on pair to act out their exchanges

-Invite the class to give opinions and

comments

-Give feedback and comments

3 Post- speaking : Open practice

- Tell Ss to look around the classroom, and

make compliments on their classmates, what

they have or what they have done

-Tell Ss to respond classmates’ compliments

-Write down some prompts on the board and

tell Ss they can give compliments on these

things :

* clothes, shirt, trousers , scarf , coat …

* hair style, hair pins (keïp toùc ) , shoes …

* scores , test result, project …

-Call for volunteers to act out their

exchanges

- Invite Ss to give comments on their

friends’ work

-Give feedback and comments :Compliments

or encouragement on what Ss have done

III Consolidation & Homework (5Min)

- Revise the language used to express and to

respond to compliments

- Prepare the Writing

Expected dialogue :

A: You did a good job in the last exam Congratulations !

B: Thanks It’s nice of you to say so

A model :

S1: How nice your shoes are !

S2: Thank you

Responses to compliments

Thank you I’m glad you like it It’s nice of you to say so Your compliment is encouraging

Period 13 WRITING

Teaching date

A Objectives:

By the end of the lesson, Ss are able to write a paragraph about a typical product

of a culture / develop ideas and organize ideas

B Teaching method: communicative approach / writing/ speaking

C Teaching aids: textbooks, handout , poster

D Procedures:

I Warm - up (5Min) : Jumble word

- Ask Ss to arrange jumble word to form a

correct word

ppaahaprr 

-Lead into the new lesson :

What’s a paragraph ? Today we’ll get to

know what a paragraph is and how to write

one

-Write on the board :

Unit 2 Writing a paragraph

II Presentation ( 35 Min.)

1 Pre- writing

*.Eliciting and introducing an outline

- Ask Ss to give ideas on what a paragraph

is

(A paragraph is a unit of organization in

writing It consists of a group of related

sentences developing one main idea )

-Ask Ss to give ideas on what the outline of

a paragraph is

- Tell Ss a paragraph has three major parts

and provide them with the outlines of a

paragraph

-Elicit from Ss some transition signals /

linking words that can be used to connect

ideas or show the relationship between ideas

2 Identifying part of a paragraph ( task a

–page 28/29)

-Tell Ss to read the paragraph on page 28

and complete the outline with the missing

information in each part

-Tell Ss to compare answers with the

partner

-Go over the answers with the class

Expected answers:

*Paragraph outlines 1.A topic sentence : In many ethnic villages

I went to , I was impressed by some of their beautiful traditional customs

2 a First supporting sentences: Close

relationship among family members

- Living in extended families

- Showing respect for an ancestors and elderly people

b Second supporting idea: Willing to give

a hand

- Helping one another in household chores

- Villagers’ giving us a helping hand

3.A concluding sentence : I highly valued

the close ties in human relationship shown in the villagers’ ways of living

* Transition signals or linking words For listing :

First / Firstly /First of all / To start with Second / Secondly / The second…

Third / Thirdly / The third …

In addition / What’s more / Furthermore / Moreover

Next / Then / Beside / Also

paragraph

- In short

3 Identifying the linking words ( task a –

page 29 )

2 While – writing

Activity : Writing a paragraph

-Tell Ss to choose some main points,

organize the ideas and use linking words to

connect the ideas and write a paragraph to

develop the topic sentence

-Move around and give help if necessary

-Remind Ss to include a concluding sentence

3 Post- writing : Peer correction

-Show Ss writing on the board and Ss to

read the paragraph together as a class

-Have Ss answer these questions :

1.Are the supporting details relevant

2 How well do the examples support the

idea ?

3 Does the paragraph include a concluding

sentence ?

-Invite Ss to give correction and comments

-Give feedback and comments on each piece

of writing and on Ss writing in general

- Tell Ss to choose the best piece of writing

in term of organization , language , use , and

ideas

III Homework (5Min.)

Developing a paragraph

-Ask Ss to choose one of the following

sentences and write a paragraph to develop

the topic sentences :

1 Fast food is not good for your health

2 Technology is making our lives easier

- Prepare the Language focus

Finally / Lastly / Last of all

For exemplifying :

For example For instance

… Take, for example Another example is

For result

Therefore consequently

As a result Thus

For concluding

In short In brief

To sum up To summarize

Expected Outline :

1 Topic sentence : Some Vietnamese family traditions have been lost in the nuclear family nowadays

2 Supporting sentences:

a First supporting idea: Lack of strong family ties

Examples:

- Not willing to attend to one’s grandparents

- Leaving one’s parents after marriage

b Second supporting idea:

Examples:

- Tending to think more about individual interest than family’s interest

- Not willing to help family members who are in need

Period 14, 15 LANGUAGE FOCUS

Teaching date

A Objectives:

By the end of the lesson, Ss are able to use negative prefixes with adjectives

By the end of the lesson, Ss are able to use the present simple and present

progressive to express the future

By the end of the lesson, Ss are able to distinguish between past simple and past

progressive and between present perfect and present perfect progressive

B Teaching method: speaking ; talking about plans, schedules , experience ….

C Teaching aids: textbooks, handout , drawing

D Procedures:

I Warm - up (5’):

-Show the drawing

*A large house has seven rooms with

computer , air conditioner , TV , washing

machine , vacuum cleaner

* A small house has three rooms with radio

and some furniture

-Lead into the new lesson :

We can say “Uncomfortable house” “.The

house is not comfortable” Today we’ll learn

more negative prefixes

-Write on the board :

Unit 2 Language focus

II Presentation ( 35’)

A WORD STUDY

Negative prefixes

• in- becomes im- before a word

beginning with “m” or “p” (e.g

immature , immobile , impolite,

impossible …)

• in- becomes ir- before a word

beginning with “r” (e.g irregular ,

irresponsible…)

• in- becomes il- before a word

beginning with

“l” (e.g illegal , illiterate )

Activity 1 Negating the adjective (task a –

page 29)

-Ask Ss to add a suitable prefix to each

adjective to have the opposite

-Tell Ss to compare answer in pairs

-Go over the answers with the whole class.

Feedback:

a inattentive

b informal

c dishonest

d immature

The large house is very comfortable

The small house is uncomfortabl e