Giáo án Tiếng Anh 12 Unit 2: Cultural diversity

Students: Read the tasks in advance, check meanings of new words andstructures... /24- Ask ss to read the text and match thewords and phrases in column A with their meanings in column

Giáo án Tiếng Anh 12

UNIT 2: CULTURAL DIVERSITY READING COMPREHENSION 1

I Objectives:

A Aim: By the end of the lesson, ss will be able to read for specific

information, for gist and general ideas

B Knowledge: Ss are aware of the cultural differences in different countries

C Skill: Reading : scanning, skimming, speaking

II Preparation

A Teacher: Student’s book, pictures, cassette, tape, etc

B Students: Read the tasks in advance, check meanings of new words andstructures

- Teach the following words through

elicitation and explanation

+ use a particular name or title in

- Ss listen to the teacher + Ss answers :

- to address

speaking to s.o : + to keep to sth/

2 Check vocab understanding :

( handouts) Gap- fill

1/ Old people tend to to the

tradittional customs

2/ I can’t stare that long my eyes

3/ In my village, children adults

as aunt or uncle 4/ He ttare at her in

when she said she had given up

the job

5/ Her left an unfavorable

impression on the guests

6/ You shouldn’t your visit; the

man needs to rest

- astonishment; astonished (adj)

- Students read through the sentences and fill in the blanks with the words they have learnt

- Students answer to the teacher’s questions.

- Feedback :

( task a /24)

- Ask ss to read the text and match

thewords and phrases in column A

with their meanings in column B by

guessing the meanings from the

context

- Go over the answers with the whole

class and check the Vietnamese

eequivalents

* Consolidation:

- Summarize the words presented

- Read the text at home and do the

tasks left

- Learn by heart the vocab

1: e 2: d 3: a 4: g

5: b 6: c 7: h 8: f

 Comment on the lesson

CULTURAL DIVERSITY READING COMPREHENSION 2

I Objectives:

A Aim: By the end of the lesson, ss will be able to read for specific

information, for gist and general ideas

B Knowledge: Ss are aware of the cultural differences in different countries

C Skill: Reading : scanning, skimming, speaking

II Preparation

A Teacher: Student’s book, pictures, cassette, tape, etc

B Students: Read the tasks in advance, check meanings of new words andstructures

III Procedure

A Warm – up: Ask Students to recall words and expressions in reading 1 before moving to reading 2 - Lesson 2 focuses on cultural diversity in the world

Write on the board : Unit 2 Cultural Diversity

Reading comprehension 2

B New lesson

Teacher’s activities Students’ activities

4 Read and decide T of F statements

( task b/ p24-25)

- Tell ss to read the text and the

statements then say if they are true or

false

- Ask ss to work with a partner and

compare answers

* Feedback: 2.F ( A European may consider it unfriendly )

3 T

4 T

5 F ( In the United States, it is considered

- Call on some to read the statements

and give answers and explanations for

their choice

- Go over the ss’ answers with the

whole class

5 Gapped-text ( task c/p25 )

- Put ss into pairs

- Tell ss to read the paragraph and fill

in each space with a suitable word in

1/ Eye Contact- the similarities and

differences between Vietnamese and

Western cultures

2/ Politeness and the ways of

addressing in Vietnamese culture

- Call on ss from different groups to

report about their groups’ opinions

- Invite others’ comments

- Give feedback and comments

* Consolidation :

- Summarize main ideas in the reading

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 inattentative 4 respect

5 disrespect 6 politeness

7

attention

* Ss’ answers may vary …

- Prep for the next period

*Comment and modification :

CULTURAL DIVERSITY LISTENING COMPREHENSION

I Objectives:

A Aim: Ss are aware of the cultural differences in giving gifts in different countries

B Knowledge: Ss are aware of the cultural differences in different countries

C Skill: By the end of the lesson, ss will be able to listen and pick out the missing words and phrases - Listen and understand the general

message

- Listening : scanning, skimming, speaking

II Preparation

A Teacher: Student’s book, pictures, cassette, tape, etc

B Students: Read the tasks in advance, check meanings of new words andstructures

III Procedure

B Warm – up: Ask several questions : e.g What gift will you give if you are invited to a wedding? party? …

As you know, different places have different ways of giving gifts To

understand more, let us move to new lesson.

Write on the board : Unit 2 Cultural Diversity

Listening comprehension

B New lesson

Teacher’s activities Students’ activites

1 Eliciting Vocabulary:

- Tell students that they are going to listen to a conversation about the customs of gift giving in different parts of the world.

- Ask ss to jot down the words that they think will appear in the

listening ( E.g.: gift, flowers…)

2 Teaching vocabularies : ( task b.26)

- Play the CD and ask ss to listen and repeat the words

- Then ask ss to complete the sentences using these words

- Call on ss to read their completed sentences

- Go over the sentences with the class and check the meanings of the words

3 Gapped sentences ( task c.26)

- Ask students to read the incomplete sentences and think of the words that may be used in the gaps.

- Play the CD and ask students to listen and pick out the words for the gaps.

- Have students listen again and check the answers

- Call on Ss to read their completed sentences and check with the whole

- Listen the last time and give feedback

4 Discussion

- Ask Students to wrks in pairs, talking about the occasions on which they often give gifts, and what they often buy as gifts in each case.

+ occasions +

gifts .> a friend on their birthday

> a bride / groom on wedding

> the host of a party

> …

- Call on students to report what they have discussed

- Invite the class opinions and comments

- Give feedback and comments

* Homework : Writing

- Tell students to write a short

paragraph about what Vietnamese people often give as gifts on certain occasions.

*Comment and modification :

B Knowledge: Ss are aware of the cultural differences in different countries

C Skill: Speaking making and responding to compliments

II Preparation

A Teacher: Student’s book, pictures, etc

B Students: Read the tasks in advance, check meanings of new words andstructures

III Procedure

A.Warm – up: T sets some situations E.g : I have a new shirt, what do you say ?; Your friends come to your party at last, what do you often say? Or: your friend has just passed an exam

Expected answers : Congratulation !, How beautiful !, You’ve done a

good ) There are different ways of giving compliments in different cultures, tday we’ll practice making and responding to a compliment

Write on the board : Unit 2 Cultural Diversity- Speaking

B New lesson

Teacher’s activities Students’ activities

1 Introducing useful language

- Elicite from ss the language that

may be used to give compliments

and those used to respond to

compliments

Useful expressions

~ How + adj (S +be ) ~ What + noun(S_be ) ~ Your parents must be

- Introduce some common structures

used to express compliments and

some common exoressions used to

respond to compliments by eliciting

2 Life-like situations ( task b.p28)

- Arrange ss to work in pairs

- Ask ss to read the situation

provided

- Tell them to play and act out the

conversations, giving and

- Tell ss to look aroud the classroom,

and make copliments on their

classmates, what they have and have

done.

- Tell ss to respond to their

classmates’ compliments

- Write down the prompts on the

board and tell ss they can give

compliments on these things:

~ You’ve done a good job !

Respond to compliments

~Thank you.

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

 Ss’ answers may vary …

trousers, coat, scarf ~ hair

style, hair pins, shoes

~ scores, test results,

Language review : Ask ss to revise

the language used to express and

respond to compliments

* Ss’ answers may vary …

* Comment and modification :

CULTURAL DIVERSITY

WRITING

I Objectives:

A Aim: By the end of the lesson, ss will be able to know how to write a

paragraph, develop and organize ideas of a product of culture

B Knowledge: Ss are aware of the cultural customs in relationship among people in our country

C Skill: Writing : Developing a paragraph

II Preparation

A Teacher: Student’s book, pictures, OHP, transparency, etc

B Students: Read the tasks in advance, check meanings of new words andstructures

1 Eliciting and introducing an outline

- Ask ss to give ideas on what a

consists of a group od related sentences developing one idea.

parts and provide them with the outlines

-Tell ss that a good paragraph also has

the elements of unity and coherence

+ unity : A paragraph discusses only

one idea

+ coherence : the supporting sentences

are in some kinds of logical order – the

ideas are connected by the use of

transition signals

+ Elicite from ss some transition signals/

linking words that can be used to

connect ideas or show the relationship

- develop / explain the topic sentence by adding reasons, examples, facts, and

quotations, illustrations, statistics, to the central theme

of idea -

- signals the end of the paragraph

- summarizes the important points briefly

* Ss’ answers

~First ,firstly, first of all, to

-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 a

partner

- Go over the answers with the class

3 Identifying the linking words (p.29)

start with,

~ Second,secondly,the second

~ third, thirdly, the third

~ In addittion, Whats more, furthermore,

~to take one example

~ a clear example of is/ might be

-Tell ss to read through the paragraph

again and pick out the linking words

used in the text.

- Call on ss to list the linking words

found in the paragraph

- Check with the whole class

4 Free writing

-Ask ss to work in their groups again

- Give each group a transparency so that

they can write on it

- Tell ss to choose some main points,

organize the ideas and use the linking

words to connect the ideas and write a

paragraph to develop the topic sentence

- Move around to monitor and give help

- Show their writing on the OHP, one at

a time, ask ss to read the paragraph

together as a class

- Have ss answer the questions:

1/ Are the supporting details

relevant ?

 Ss do the task

-* Ss listen and give comments

2/ How well do the examples

support the ideas ?

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 writing in terms of organization, language use, and ideas

* Writing ( developing) a paragraph

- Ask ss to choose one topic and develop the topic sentence

* Consolidation:

- Summarize outline of a para

- Revise linking words

- Prep for the next period

* Comment and modification :

CULTURAL DIVERSITY LANGUAGE FOCUS 1

I Objectives:

A Aim: By the end of the lesson, ss will be able to use negative prefixes with adjectives, use the present simple, and progreesive present to espress future, distinguish between past simple and past progreesive; present perfect and present perfect progressive.

B Knowledge: Ss can master tenses, prefixes with adjectives,

C Skill: Language use : speaking about plans, schedules, experiences

II Preparation

A Teacher: Student’s book, pictures, OHP,handouts, chalk and board,

handouts, transparency, etc.

B Students: Read the tasks in advance, check meanings of new words andstructures

III Procedure

A.Warm – up: T writes the word : TRUE on the board and asks : What is its antonym?

Expected : UNTRUE

- What do you call UN in this word?  PREFIX

Write on the board : Unit 2 Cultural Diversity – Language focus 1

B New lesson

Teacher’s activities Students’ activities

* Negating the adjectives ( task a.p29)

- Ask ss to add a suitable prefixes to each

adjective to have theopposite

- Tell ss to compare with a partner

- Ss’ answers

* Feedback :

b informal c

-Go over the answers with the whole

class

1 Review 1- Present simple and present

progressive expressing future

- Ask ss to recall the use and give

examples

* Checking questions (task a.p30 )

- Tell ss to read the sentences a, b, c and

answer the questions

- Call on ss to give answers and check

with the class

+ The train leaves at 5.30 tomorrow morning

- We use present progressive for what someone has

arranged to do in the future + We are having a party this week

3 Review 3 –Present perfect and Present

Perfect Progressive

- Ask ss to work in pairs to review the

use; forms; of the two tenses

- Write ss’ responses on the board

- Ask some to explain more

- Get them to do the excercise on page 32

bt reading the set of words given and

make meaningful sentences from these

words using present perfect or present

perfect progressive ,then compare with a

partner

-Ask some to read out their answers

- invite others’ opinion and comments

- Go over the answers with the whole

class

* Consolidation:

- Summarize the prefixes and the tenses

- More excercises in the workbook

* Comments on the lesson

* Test-taking strategies : Prep for 45’

test

2 learned 3 came 4 didn’t mind

3/ I’ve been working hard for years, but I haven’t

accumulated any wealth 4/ I’m sorry I haven’t called you you’ve been feeling well recently

5/ I’ve been reading a book about ancient Greece i’ve read it for the third time 6/ The number of women working in the UK has been rising steadily for several decades

7/ The number of women working in China has

increased from 49% in 1980

to nearly 65% today

* Comment and modification :

CULTURAL DIVERSITY LANGUAGE FOCUS 2

I Objectives:

A Aim: By the end of the lesson, ss will be able to use negative prefixes with adjectives, use the present simple, and progreesive present to espress future, distinguish between past simple and past progreesive; present perfect and present perfect progressive.

B Knowledge: Ss can master tenses, prefixes with adjectives,

C Skill: Language use : speaking about plans, schedules, experiences

II Preparation

A Teacher: Student’s book, pictures, OHP,handouts, chalk and board,

handouts, transparency, etc.

B Students: Read the tasks in advance, check meanings of new words andstructures

III Procedure

A.Warm – up:

Write on the board : Unit 2 Cultural Diversity – Language focus 2

B New lesson

Teacher’s activities Students’ activities

1 Present simple and present

progressive expressing future

- Ask ss to recall the use and give

examples

* Checking questions (task a.p30 )

- Tell ss to read the sentences a, b, c

and answer the questions

- We use the present simple for the future when we talk about a timetable or schedule, usually a public one

+ The train leaves at 5.30 tomorrow morning

- We use present progressive for