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...

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 mô 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 trò 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,

cô 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, cô giáo và các bạn đọc gần xa để cuốn sách ngày càng hoàn thiện

TAC GIA

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

WARM-UP Brainstorming

Have Ss work in groups, each member talks about

things related to his/ her own family, for example:

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

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

Time Steps Arrangement Work

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

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

Pair work Pair work

Time Steps Arrangement Work

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’

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

— 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

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

b grandparents/children

c father/children

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?

I Aim

Talking about family life

ll Objectives

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

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

Textbook, whiteboard markers,

10

IV Anticipated problems

Ss may not know how to use words describing daily activities related to family life

V Procedure

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

Time Steps Arrangement Work

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

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

Have Ss work on their own, using the just-formed

questions above to ask another Ss in the class about

his/ her family life and then take note of the

information from their answers The format of the

notes is as follows:

Pair work

Individual work and

pair work

12

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

— 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

13

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

PERIOD 3 (Listening)

I Aim

Listening about a family life

ll Objectives

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

— understand a family life through a conversation between two friends

— enrich more vocabulary used to describe a family life

Ill Materials

Textbook, whiteboard markers,

IV Anticipated problems

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

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

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)

16

Work

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

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

class

Comment and give the correct answers:

17

Time Steps Arrangement Work

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

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

18

Time Steps Arrangement Work

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

19

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’

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:

20

— 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

21

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

Textbook, whiteboard markers,

IV Anticipated problems

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

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

22

(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

23

Time Steps Arrangement Work

* “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

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

24

Time Steps Arrangement Work

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

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

25

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

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

26

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?

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

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

— pronounce the ending “s” correctly

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

tenses

Ill Materials

Textbook, whiteboard markers,

IV Anticipated problems

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

tenses

27

V Procedure

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

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)

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

28

Time Steps Arrangement Work

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

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

Whole class

29

Time Steps Arrangement Work

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

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

Unit 2 CULTURAL DIVERSITY

PERIOD 1 (Reading)

I Aim

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

ll Objectives

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

— 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

IV Anticipated problems

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

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

31

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

’ 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?

32

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

33

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

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

class

Feedback and give the suggested answers:

1 precede = happen or exist before

2 determine = find out

3 confide = tell someone about something very

34

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

Group discussion

Have Ss work in groups, discuss the topic: the

differences between a traditional Vietnamese family

and a modern Vietnamese family

35

Work

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

- 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

dependent on their parents

Summarize the main points

VIETNAM WEDDING CEREMONY

Wedding is very important to Vietnamese, not only to the couple involved, but also for both families Thus, it is usually including quite a few formal ritual observances The Wedding day is usually chosen well in advance by the groom and the bride's parents (in the old time, it is not necessarily Saturday or

36

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

The groom's family would introduce themselves and ask permission for their son to marry his bride The Master of the Ceremony (usually a respected person among the bride's relatives) instructs the bride's parents to present their daughter The bride then follows her parents out She is in Vietnamese traditional wedding Ao Dai which is usually in red Followed are her bride maids The wedding ceremony starts in front of the altar The bride and the groom would kneel down and pray, asking their ancestors' permission to be married, also asking for blessing on their family-to-be The couple then turn around and bow down to the bride's parents to say thank for raising and protecting her since birth They then bow their head to each other, which means to show their gratitude and respect toward their soon-to-be husband or

37

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

38

PERIOD 2 (Speaking)

I Aim

Expressing one’s point of view

ll Objectives

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

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

Textbook, whiteboard markers,

IV Anticipated problems

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

V Procedure

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

Time Steps Arrangement Work

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: