Procedures: Teacher’s activities Students’ activities WARM-UP: 4 minutes - Ask students to list out the factors that create a happy life -Let students work in pairs -Ask students questio
Trang 1Period: Reading
I Objectives:
1 Educational aim:
- Students read passage comprehension about role of cultural diversity
- Students know how to use the new words through asking and answering
2 Knowledge:
- General knowledge: Through this unit, students know more about cultural
diversity
- New words: Words related to the topic( culture, society )
3 Skills: -Guessing meaning from context
-Summarizing main idea -Passage comprehension
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV Procedures:
Teacher’s activities Students’ activities
WARM-UP: (4 minutes)
- Ask students to list out the factors that
create a happy life
-Let students work in pairs
-Ask students questions
_Lead in: Today, we’ll study a new lesson Unit
2- part A :Reading
PRE-READING: (7 minutes)
- Ask students to work in groups of four
and guess what are happening in the picture
Hang on the blackboard the table of the
questions to help students to guess the
activity in each picture:
- Which of the following factors is the most
important for a happy life ?W hy ?
- Love, money, parents’ approval, a nice
house,a good job, good health etc.
- Ask the representatives of the groups to
express their ideas in front of the class
- Give the feedback
+ Pre-teach some new words
- precede (v) - counterpart(n)
- confide(v) - sacrifice (v)
- Ask students to read up in chorus twice
- Ask students to guess the meaning of the
new words
+ Introduce the situation of the passage
+ Show students the tasks of the reading
WHILE-READING: (20 minutes)
- Make the class read the small talks, to scan
- Listen to the teacher
- Answer the question
Work in groups to talk about the activities in the pictures
- Look at the questions and try to answer them
in groups to discuss
- One student speaks out his/her ideas in front
of the class
- Look at the board, note down
- Read the new words in chorus twice
- Work in groups to guess meanings of the words
- Listen to the teacher
Read the passage
Trang 2the details and do the tasks
Task 1:
Ask students to read the passage in skim to
make sure the meaning of the words
- Call some students to show the meanings
- Ask students to read the passage again and
do the task in groups of four
- Call on some students to read the answers
in front of the class
- Ask students to read the sentences with the
words given
Task 2:
- Ask students to work in groups of 8 to
answer the questions given
- Call on some students to show the class the
right answers
-Listen to the students and help them if
neccesary
POST-READING: (12 minutes)
Ask students to work in groups to discuss
about the question :
+ What are the differences between a
traditional Vietnamese family and a morden
Vietnamese family ?
- Give some suggested words to talk about a
family :number of children, the house they
like to have, the head of the family , who
works , who takes care of the housework
and children , the income
- Call on some representatives on the groups
to talk about the differences
HOMEWORK: (2 minutes)
-Do reading text in workbook
-Prepare the next lesson
- Show the meaning of the words
- Work in groups to fill in the blanks
- Read the italicized words/ phrases and explain in front of the class :
1, precede : happen or exist
2, determine : find out 3,confide : tell somebody about something very
private or secret
4,sacrifice : willingly stop having something
you want
5, obliged : having a duty to something.
- Work in pairs to answer the questions
A: What are the four key values in the survey? B: They are Physical attractiveness, Confiding,
A: Who are much more concerned with physical ?
B :The young Americans are much more concerned than the young Indians and the Chinese
A: What are the Indian students’ attitudes on a partnership of equals ?
B :The Indian students agree that a woman gas
to sacrifice
- Read the questions carefully and work in pairs to answer the questions
A: I think a modern family has fewer children than a traditional one
the head of the family in a modern family is both a husband and wife, they share the household chores and
take care of their children
- Work in groups to discuss to compare to other groups
- Talk in front of the class about the class
-Listen to the teacher and take note
Trang 3Period: Speaking
I Objectives:
1 Educational aim: Students can talk about the differences among cultures
2 Knowledge:
- General knowledge: Through this unit, students can talk about the differences
among cultures Know how to arrange opinions sensibly
- Language: Students use sentences, words, phrases and expressions for making
their view
3 Skills: Fluency in expressing opinion and expressions for making a opinion
II Method: Integrated, mainly communicative
III Teaching aids: Pictures, English textbook 12, hand-outs
IV Procedures:
Teacher’s activities Student’s activities
WARM-UP:(5minutes)
Checking the last lesson
- Call two students to go to the board
Students 1 and 2 : Talk about the differences
between a traditional family and a modern
family they’ve written at home
- Ask the other students to comment about the
talking
- Feedback and give correction if necessary
- Lead the whole class to the topic of the
lesson
PRE-READING: (8 minutes)
- Task 1:
We are going to talk about the differences
among cultures
- Ask students to express their point of view on
the followings ideas , using the words or
expressions in the box
* In Vietnam ,three or even four generations
may live in home
* A happy marriage should based on love
* In some Asian countries , love is supposed to
follow marriage not precede it
* In some countries, a man and a woman may
hold hands and kiss each other in public
- Listen to the students and give remark
- Listen to the teacher
-Read the paragraph in front of the class
- Listen to the teacher
- Read the sentences given and work in groups to dicuss
A : In my opion,it is not good for three or four generations to live in a family because they will find it difficult to sympathy their interests and habbits and I agree that love is supposed to follow mariage not precede it B: I don’t agree with your ideas, I think it is good to have three or four generations living under one roof because they can help each other a lot
Trang 4WHILE –SPEAKING : (16munites)
Task 2:
- Ask students to work in pairs to discuss about
the differences between the culture in America
and in Vietnam
+ Give the culture in America:
- Two generations ( parents and children ) live
in a home
- Old- aged live in nursing home
- It is not polite to ask questions about age,
marriage and income
- Americans can greet anyone in the family
first
- Groceries are bought once a week
- Christmas and New Year holidays are the
most important
- Children sleep in their own bedrooms
+ Listen to the students and give more the
ideas about the differences
POST-READING: (14 minutes)
Task 3:
- Ask students to work in pairs or work in
groups to talk about the similarities and
differences between Vietnamese and
American cultures, using the features discussed
in the task 2
- Listen and give remarks on their opinions
HOMEWORK: (2minutes)
-Students write a paragraph about the cultures
in Vietnam
- Do the exercises in the workbook
- Prepare for the next lesson
- Work in pairs to discuss and give their ideas about the differences
+ Give the culture in Vietnam
-There are more generations in a home (grand parents, parents and children )
- Elders live with their children and are taken care of by their sons
- Can ask the questions about the age, marriage and income
- Have to greet the older first
- Do the shopping everyday
- Tet holiday is the most important
- Children can share bedrooms with the other
in a family
- Work in groups or in pairs to compare
Ps : - There are differences and similarities between Vietnamese and American cultures .In America, two generations (parents and children) live in ahome In Vietnam, two, three
or even four generations live under one roof etc
-Listen and copy
Trang 5Period: Listening
I Objectives:
1 Educational aim: Students should know how to listen to give some information about
the wedding ceremony in Vietnam
2 Knowledge:
- General knowledge: Students learn about the wedding ceremony in Vietnam.
- New words: Words related to culture, wedding
3 Skills: Filling in missing information
Passage comprehension
II Method: Intergrated, mainly communicative
III Teaching aid: Board, tape, cassetteplayer, chalks, textbook and notebook.
IV Procedures:
Teacher’s activities Students’ activities
WARM-UP: (4 minutes)
- Ask students look at the pictures and have a
comparison ?
- Let students look at the picture and describe
and answer some questions:
1,Where do the women come from?
2,What are they doing?
3,do they have happy life? why do you know?
- Listen and give mark
PRE-LISTENING: (6 minutes)
Ask students to work in groups to ask and
answer about the picture
- Hang the table with the questions on the
board
+ Have you ever attended a wedding
ceremony?
+ What do the bride and the groom usually do
at the wedding ceremony?
- Ask students to ask and answer freely
- Give some words : altar, banquet,
groom, ancestor ,blessing, tray
WHILE-LISTENING: (24 minutes)
Task 1:
Introduction: You are going to hear two people
talking about a wedding ceremony in Vietnam
- Introduction: you are going to listen to the
conversation to get the information to fill in the
missing information
- Let the students read all the sentences before
listening
- Listen and answer
- Work in pairs and each and answer
-
- Look at the picture and the table of the questions to ask and answer about the picture in pairs
S1: -They often stand in front of theater praying and asking their ancestor’s permission to be married
S2:- They exchange their wedding rings
S3:-They get the presents from their relative and their friends
- Listen to the teacher or the tape
- Read the sentences and then listen to the teacher or the radio carefully
Trang 61, The wedding day is carefully chosen by
the
2, The gifts are wrapped in
3,The wedding ceremony starts in front of
the
4,Food and drink are served
5,The guests give the newly wedded couple
envelopes containing and
- Ask students to compare the answers with a
partner
- Call on some students to go the board to write
their answers
- Ask students to explain their answers in front
of the class
- Feedback and Correct the answers
Task 2:
-Ask students to listen to the passage again and
answer the questions
- Ask the students to read all the questions
before listening
- Let the students listen to the tape two or
three times and answer the questions
AFTER-LISTENING: (10 minutes)
- Ask students to work in groups to answer the
question : What do families often do to prepare
for a wedding ceremony?
- Call some 2 leaders of the groups to talk
in front of the class
- Feedback
HOMEWORK: (2 minutes)
- *.Write a paragraph about a wedding
– Prepare for the next lesson
1, groom’s parents.
2, red paper
3, altar
4, at the wedding banquit 5,wedding cards / money
- Work in pairs to compare the answers
- Listen and try to get the information to answer the questions
- Read the questions carefully
- Work in groups to discuss and answer the questions
1,The most important thing the groom’s family has to do on the wedding day is to go
to the bride’s house bringing gifts wrapped
in red paper.
2,They would pray ,asking their ancestors’ permission to get married.
3, After they pray and ask their ancestors’ permission to get married.
Work in pairs to answer the questions
- Listen and copy in their notebooks
Trang 7Period: Writing
I Objectives:
1 Educational aim: Student can describing typical features of a Vietnamese conical leaf
hat
2 Knowledge:
- General knowledge: Students could write a report to describe typical features of a
Vietnamese conical leaf hat
- Language: Words used in a Vietnamese conical leaf hat
3 Skills: Describing a Vietnamese conical leaf hat
II Method: Interagrated, mainly communicative
III Teaching aids: Some models of chart, real information in life
IV Procedures:
Teacher’s activities Students’ activities
WARM-UP: (4 minutes)
- Work in pairs to talk about the special things
in Vietnam
- Call the best student in the class to tell his/her
story to the class
- Comment and lead students to the topic of the
lesson
PRE-WRITING: (10 minutes)
Task 1
- Ask the students to write about the conical or
the “non la”, a symbol of Vietnamese culture
- Give some new words : leaf, rim, ribs,
strap.
- Ask students to observe the photo of the “non
la”
WHILE-WRITING: (20 minutes)
Task 2
Let students write a passage of about 150
words about the conical leaf hat , using the
outline and information below
* Introduction: - symbol of Vietnamese
girls/women Part of the spirit of the
Vietnamese nation
* Main body: - special kind of bamboo and
young /soft palm leaves, conical form,
diameter,
*Conclusion: - protecting people from sun/rain
and girls/women look pretty/attractive
POST-WRITING: (10 minutes)
Ask students change the letter with a partner to
-Work in pairs to talk
- Some students talk about their experience
in front of the class
+ Banh trung,ao dai, non la,
Listen to the teacher
- Listen to the teacher and read aloud the words
Read the words given and write a passsage :
- The conical leaf hat is one of the typical features (symbols) of the the Vietnamese culture because it can not be found any where in the world The leaf hat is not only a symbolof Vietnamese girls/women
- Write the letter individually
- Read the letter of the partner
- Read the letter in front of the class
Trang 8- Call a good students to read the letter in front
of the class
- Feedback and give some suggestions
HOMEWORK: (2 minutes)
- Ask students to do the exercises in the
- Prepare for the next lesson
Trang 9Period: Language Focus
I Objectives:
1 Educational aim: Students can pronounce the sounds “ ed” ending
2 Knowledge:
- General knowledge: Students have to revise the tenses
- New words: Words related to topic
3 Skills:
- Pronunciation: the sounds “ ed” ending
- Grammar: Revise the tenses
II Method: Intergrated, mainly communicative
III Teaching aids: Board, tape, cassetteplayer, chalks, textbook and notebook
IV Procedures:
Teacher’s activities Students’ activities
PRONUNCIATION: (10 munites)
a Distinguishing sounds:
- Read the three sounds: /t/, / d/, / id / as model
for the class and explain the differences in
producing them
- Read the sounds again and ask students to
repeat
- Ask students to read the words in each column
out aloud in chorus for more a few times
- Call on some students to read the words in front
of the class
- Correct the mistakes of pronunciation
b Practising sentences containing the target
sounds
- Ask students to work in pairs to take turn to
read the given sentences
- Go round to listen and take notes of the typical
errors
- Call on some students to read the sentences in
front of the class again and provide corrective
feedback
GRAMMAR: (34 munites)
* Exercise 1:
a Presentation:
- Review the forms, meanings and uses of the
present simple, present perfect, and present
continuous, past perfect
+ Present simple
* FORM:
* MEANING: PRESENT TIME
* USE:
sometimes use the present simple to express the
- Read aloud
- Listen and repeat from 2-3 times
- Some of them stand and read words aloud
-Listen to the teacher
- Read the sentences in chorus aloud
- Listen and copy
-List some phrasal verbs : fill in ;turn on;
go over ;look at ;make up Look after
- Some students read the sentences in front
of the class
- Work in groups to review the tenses
Trang 10ideas that an action is happening or+ Express the
idea that an action is repeated or usual The
action can be a habit, a hobby, a daily event, a
scheduled event or something that often happens
It can also be something a person often forgets or
usually does not do
+ Speakers is not happening now This can not
only be done with Non-Continuous Verbs and
certain Mixed Verbs.
+ Present continuous
* FORM:
* MEANING: PRESENT TIME
* USE:
+ Present perfect/Present perfect progressive.
* FORM:
* MEANING: PRESENT TIME
* USE:
We use the present perfect to say that the action
happened at an unspecified time before now The
exact time is not important So we can use
Present Perfect to describe our experience “I
have the experience of …” we can use this tense
to say that we have never had a certain
experience The Present Perfect is NOT used to
describe a specific event
+ With Non-Continuous Verbs and
non-continuous uses of Mixed Verbs we use present
perfect to show that something started in the past
and has continued up until now “for five
minutes”, “for two weeks”, and “since
Thursday” are all which can used with the
Present Perfect
NOTE:
- We CAN NOT use the Present Perfect with
specific time expressions: yesterday, a year ago,
last month, …
- We CAN NOT use the Present Perfect with
unspecific expressions: ever, never, once, many
times, several times, before, so far, already, yet,
etc
b Practice:
- Ask students to do the exercise individually and
then choose a partner to
check the answers with
- Call 2 students to write their answers on the
board
- Provide corrective feedback
- Listen to the teacher to the teacher and note down
- Listen to the teacher to the teacher and note down
- Listen to the teacher and note down
Review the formation and the uses of the tense