GA CV5512 HKII TIẾNG ANH 10 mới

Gender d Implementation Tổ chức thực hiện - Step 1- Transfer the tasks Chuyển giao nhiệm vụ State the requirements for each activity for the students.Make sure the students have a clear

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Date of preparation: 02/01/2021

Period 55 Unit 6: GENDER EQUALITY LESSON 1: GETTING STARTED

I OBJECTIVES

1 Knowledge:

- Get familiar to topic gender equality;

- Improve reading, speaking, listening, writing skills

II TEACHING AIDS

1 Equipments: computer, projector.

2 Learning materials: textbook, pictures, videos.

III TEACHING PROCESS

1 Class organization:

Class Date of teaching Attendance

2 Checking: During the lesson

+ I think of men and women

+ I think of the word same

- + I think that men and women should be treated in thesame way and given the same opportunities

Lead into new lesson

ACTIVITY 2: KNOWLEDGE BUILDING

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(Nội dung) Give the answers questions about it:

c) Products

(Sản phẩm) Suggested questions: + Who do you see in the picture?

+ Where do you think they are?

+ What are they doing?

d)

Implementation

(Tổ chức thực

hiện)

-Play the recording

Ask students to listen and read

-Practice the conversation

-Enhance reading techniques

b) Content

(Nội dung) Activity 2 Work individually first and then in pairs to decide if the

statements are true (T), false (F) or not given

c) Products

(Sản phẩm) --Reading: Read about the topic Gender EqualitySpeaking: Exchange opinions about women’s going to work

-Listening: Listen to to a conversation with new words,agreement and disagreement among three characters

- Step 2- Perform tasks (Thực hiện nhiệm vụ):

Students work individually, in pairs, or in groups in theprocess of performing tasks Teachers do generalobservations and help if necessary

- Step 3- Report, discussion (Báo cáo, thảo luận )

Ask a few students or group representatives to presenttheir answers Other groups comment Teacher generalcomments

- Step 4: Conclusion, judgment (Kết luận, nhận định):

Teacher presents specific learning productsthat the student must complete as required and clarifythe problem to be resolved / explained; Learning tasks must

- To provide Ss some motivation.

- Students are more aware of the drawbacks of genderdiscrimination

b) Content

(Nội dung) the questions- Activity 3: Read the conversation again and answer to

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c) Products

(Sản phẩm) 1 Only 82 girls enrolled per 100 boys in secondary school.-Suggested answers:

2 Because they might be forced to work at home and in the fields.

3 There are slightly more boys than girls in both primary and secondary schools.

be performed next

Từ vựng tham khảo

UNIT 6 GENDER EQUALITY

(Bình đẳng giới)

1 address (v) /əˈdres/ giải quyết

2 affect /əˈfekt/ (v) ảnh hưởng

3 caretaker /ˈkeəteɪkə(r)/(n) người

trông nom nhà

4 challenge /ˈtʃælɪndʒ/ (n) thách

thức

5 discrimination /dɪˌskrɪmɪˈneɪʃn/

(n) phân biệt đối xử

6 effective /ɪˈfektɪv/(adj) có hiệu

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+ inequality /ˌɪnɪˈkwɒləti/ (n) không

bình đẳng

11 force /fɔːs/ (v) bắt buộc, ép buộc

12 gender /ˈdʒendə(r)/ (n) giới, giới

18 personal /ˈpɜːsənl/ (adj) cá nhân

19 progress /ˈprəʊɡres/ (n) tiến bộ

20 property /ˈprɒpəti/ (n) tài sản

21 pursue /pəˈsjuː/(v) theo đuổi

22 qualified /ˈkwɒlɪfaɪd/(adj) đủ khả

năng/ năng lực

23.remarkable /rɪˈmɑːkəbl/

(adj) đáng chú ý, khác thường

25 right /raɪt/ (n) quyền lợi

26 sue /suː/(v) kiện

27 treatment /ˈtriːtmənt/(n) sự đối

Period 56 Unit 6: GENDER EQUALITY LESSON 2: LANGUAGE

I OBJECTIVES

1 Knowledge:

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- Recall words and phrases related to topic;

- Recall stress position in two-syllable words;

- Use passive voice with modals

(Nội dung) VOCABULARY Activity 1

-Work individually, read the words and phrases in the box,then discuss and find the meaning for each of them (a-f)

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1 Enroll 2 Force 3 Eliminate

4 Discrimination 5 Equal 6 Gender

d)

Implementation

hiện)

- Step 1- Transfer the tasks (Chuyển giao nhiệm vụ)

State the requirements for each activity for the students.Make sure the students have a clear understanding of thetask for each activity before performing the task

Teacher presents specific learning products that thestudent must complete as required and clarify the problem to

be resolved /explained; Learning tasks must be performednext

(Nội dung) -Activity 1Explain to students that modal verbs are special verbs that

behave differently from other verbs

1 Shouldn’t – advice 2 Must - duty

3 May - permission 4 Might - possibility

5 Will – request 6 Mustn’t - prohibition

7 Can - ability

Activity 2

-Read the sentences

-Underline the passive voice with modals

1 May be kept 2 Might be forced

3 Shouldn’t be allowed 4 Should be eliminated

- Step 4: Conclusion, judgment (Kết luận, nhận

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(Sản phẩm) Write words related to the topic that learned in “Gettingstarted” lesson

- Have students work in pairs first, and then write

-Expect answers:

1 Lan might be chosen to represent us in the School Youth Union.

2 Will Korean be taught in our school next year?

3 The instructions must be followed strictly by the students.

4 Sugary food shouldn’t be eaten by very young children.

5 Men and women should be given equal rights to education and employment.

Hopefully, a planet similar to Earth will be discovered by scientist.

d)

Implementation

hiện)

be resolved / explained; Learning tasks must be performednext

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Period 57 Unit 6: GENDER EQUALITY LESSON 3: SKILL- READING

I OBJECTIVES

1 Knowledge:

- Know / recall words and phrases related to topic

- Improve speaking, listening and mainly reading skills (Reading for general and specific information about gender equality in employment)

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- Have sts name these women.

- Lead sts into new lesson

(Nội dung) Activity 3: Quickly read the text and choose the best title for it

- Firstly, work individually to do the task, then work in pairs

to compare the answers

Activity 4: Read the statements, decide whether it is

T, F or NG

-Wor in pairs to do the task

-Give the answers

-Check and correct

Activity 5: Answer the questions

-Work in groyps of 3 to do the task

-Give the answers

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Check and correct

c) Products

(Sản phẩm) 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

1 F 2 NG 3 F 4 T 5 T 6 F

Activity 5: Answer the questions

-Expected answers:

1 She wanted to become a firefighter

2 She sued New York City and the DNY for genderdiscrimination and won

3 They were unwelcomed at meals, faced loneliness andeven violence

d)

Implementation

hiện)

Teacher presents specific learning productsthat the student must complete as required and clarify theproblem to be resolved / explained; Learning tasks must beperformed next

(Sản phẩm) Disscus with a partner: should a woman do a man's job?

-Put Ss in groups of four and let them discuss the questionsfreely

-Useful languages:

+ I think/ In my opinion…

-+ Woman should be strongly encouraged to…

+ I do not think woman can…

+ They have the same qualifications as men do

d)

Implementation 1 Turn Students Into Instructors2 Plan Time for Students to Interact

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hiện) 3 Encourage Higher-Level Thinking4 Let Students Record Themselves Speaking

5 Give Students a Format for Their Explanations

Period 58 Unit 6: GENDER EQUALITY LESSON 4: SKILL- SPEAKING

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(Nội dung) -- Look at the pictures and answers to the T’s questions1. Whose parents both work?

2. Which of them is more qualified?

3. Which of them earns more money?

4. Which of them does more housework?

5. Do you think they should have equal opportunities forjobs?

(Nội dung) -Activity 1Read the phrase on the board

-Study the useful expressions

Discuss in pairs

c) Products

(Sản phẩm) women should pursue a career.Discuss in pair and in groups about whether married

d) Elicit students’ answers

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(Nội dung) -Activity 2Some sts share their ideas in class.

Others give comments

c) Products

(Sản phẩm) -- Know how to express agreement and disagreementDiscuss in pair and in groups about whether married

women should pursue a career

d)

Implementation

hiện)

-Divide students into groups of three/ four students

-Ask one group to model the activity using the exampleconversation

-Get all students to discuss and note down their group’sdiscussion

After 3-4 minutes, have some students from different groupsreport the results of their group work back to the class

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Period 59 Unit 6: GENDER EQUALITY LESSON 5: SKILL- LISTENING

I OBJECTIVES

1 Knowledge:

- Improve reading, speaking, writing and mainly listening skills (Listening for specific information about wage discrimination)

(Nội dung) 1 How does your family share the household chores?Ask Ss to answer some questions:

2 Is your mother a homemaker?

3 Is your father a breadwinner?

4 Do you think that both parents now should work to contribute

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the family finances?

c) Products

(Sản phẩm) POSSIBLE ANSWERS:1 Everybody in my family share the housework equally

2+3 Both my parents go to work to suppot the family, andthey join hand to make us a happy family

4 I think that both parents should work to contribute thefamily finances

-lead sts into the new lesson

Activity 2: Listen and repeat the following words Do you

know each word's meaning? Use a dictionary if necessary

c) Products

(Sản phẩm) -Learn more new words related to the topic1 wage (n): lương

2 inequality (n): không công bằng, bất bình đẳng

3 qualified (adj): đủ khả năng, đủ điều kiện

-Ask them to use the caption as suggestion

Expected answer: The man looks happy but the woman lookssad because she gets less pay/ money

- Pre teach new words

(Nội dung) Activity 3:Listen to the recording Check if the following statements

are true (T) or false (F) Tick the correct boxes

Activity 4: Listen again and complete the following

sentences by writing no more than three words or numbers

c) Products

(Sản phẩm) Activity 3:Possible answers:

1 F 2 T 3 F 4 T 5 F 6.T

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(Nội dung) Activity 5:Writing: Working Mothers (Công việc của mẹ)

1 The following text about the advantages of — 3 being aworking mother is missing the detailed explanations Put theexplanations (a-c) in the yellow box in the appropriate blanks(1-3)

c) Products

(Sản phẩm) Writing: Working Mothers Advantages of being a working mother(Công việc của mẹ)

Mothers should be greatly encouraged to work outside thehome

First, working mothers contribute to householdincome They help their husbands pay household expensesand satisfy their children's growing needs Life is gettingmore and more expensive, so women's salaries arebecoming important to their household budgets

Second, working mothers are good educators for theirchildren Experiences at work widen their knowledge andgradually mature them Through working they discover theirstrengths and weaknesses, become more knowledgeable andcan find good ways to educate their children

Finally, working mothers set good examples for their

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children When children see how their parents work hard tosupport the families and share domestic responsibilities theywill learn from them Such family values as hard work,responsibilities and love are likely to pass down fromgeneration to generation.

Clearly, mothers should be strongly supported to workoutside the home

d)

Implementation

hiện)

Period 60 Unit 6: GENDER EQUALITY LESSON 5: SKILL- WRITING

I OBJECTIVES

1 Knowledge:

- Improve mainly writing skills (writing about advantages of working mothers)

2 Targted competences:

- Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness

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3 Qualifications :

- Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties

-Lead sts into the new lesson

(Nội dung) Activity 1 - Work in pairs to do the task.

- Students can talk about the good sides/ advantages as well

as the bad sides/disadvantages of being a working mother

(Sản phẩm) -Activity 1Expected answers: 1 B 2 C 3 A

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Activity 3

-Give students some time to read the text again and discussthe words in pairs

-Offer help if students cannot give the answer

E.g These words are used to link/ connect or sequence theideas in writing

d)

Implementation

hiện)

(Sản phẩm) of being a working mother A paragraph about Advantages and disadvantages

Mothers should be strongly discouraged from working outside the home First, women have traditional roles as housewives and housekeepers They should stay home, doing housework and looking after their husbands and children In extendec I families where more than two generations live together, women are also the main care- givers for elderly people Secondly, working mothers do not have enough time Men’s work finish at the office, bu: women’s work is extended to their households After an eight-hour working day, these exhausted women have to do household chores, take care of their husbands and children without having time to relax Finally, working mothers can not be good workers Tiring and boring chores at home negatively affect women’s tasks in their working place They can not concentrate or work effectively as those who do not have to worry about taking kids to school, picking them up after school and doing housework Clearly, mothers should not be encouraged to work outside the home

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Implementation

hiện)

- Strategies for Building Discussion throughout a Class

- 1 Turn Students Into Instructors

- 2 Plan Time for Students to Interact

- 3 Encourage Higher-Level Thinking

- 4 Let Students Record Themselves Speaking

- 5 Give Students a Format for Their Explanations

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Period 61 Unit 6: GENDER EQUALITY LESSON 5: COMMUNICATION AND CULTURE

I OBJECTIVES

1 Knowledge:

- Know / recall and use words and phrases related to topic; Understand gender equality in the United Kingdom

- Improve reading, speaking, listening and writing skills

- Get information about cultural aspects to the topic of the unit and compare features of Vietnamese culture

(Nội dung) Communication: Gender equality in Viet Nam Activity 1: Read the following statements about

achievements in addressing gender equality in Viet Nam Do

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you want to add any achievements? Tell your partner

c) Products

(Sản phẩm) Activity 1* Suggested answers:

1 Seventy per cent of all public school teachers arewomen

2 Forty-nine per cent of lecturers of two-year-colleges andforty-three per cent of university lecturers are women

d)

Implementation

hiện)

Student A: I think the Vietnamese government has made

considerable progress in gender equality

Student B: I agree Seventy-three percent of Vietnamese

women participate in the labour force No doubt that we have one of the highest rates in the world

d)

Implementation

hiện)

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Ask a few students or group representatives to presenttheir answers Other groups comment Teacher generalcomments.

(Nội dung) 2 Culture: Gender equality in the United Kingdom- Read the following text about gender equality in the

United Kingdom and answer the questions.

c) Products

(Sản phẩm) Suggested anwered1 Girls perform better than boys at all levels of education

in the United Kingdom.

2 Women make up 47 per cent of the British workforce.

3 Millions of women and girls still experience domestic violence, and the gap in full-time wage between men and women is 10 per cent and most of the people in low-paid jobs are women

d)

Implementation

hiện)

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Period 62 Unit 6: GENDER EQUALITY LESSON 6: LOOKING BACK AND PROJECT

I OBJECTIVES

1 Knowledge:

- Recall and use words and phrases related to topic;

- Recall passive voice with modals and stress position in 2 syllable words; do a survey about gender equality in class/ school

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(Nội dung) Activity 1: - Ask Ss to put the two-syllable words in the Pronunciation:

box in the correct columns according to their stress patterns

Activity 2: - Play the recording Ask Ss to listen and

repeat the words

Vocabulary:

Activity: Decide which words in brackets best complete

the sentences.

Activity 2: Choose the correct passive forms a-f to

complete the sentences 1-6.

2.f

3.e

4.d

5.a

6.b

d)

Implementation

hiện)

State the requirements for each activity for the students

Make sure the students have a clear understanding of thetask for each activity before performing the task

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Ask a few students or group representatives to presenttheir answers Other groups comment Teacher generalcomments.

2 How many class monitors are boys and how many are

girls in your school?

3 How many form teachers are male and how many are

female in your school?

4 How many teachers of literature are male and how

many are female in your school?

5 How many teachers of mathematics are male and how

many are female?

2 How many class monitors are boys and how many are

girls in your school?

=> 10 class monitors are boys and 20 class monitors are girls

3 How many form teachers are male and how many are

female in your school?

=> 23 form teachers are female and 3 form teachers are male.

4 How many teachers of literature are male and how

many are female in your school?

=> 7 literature teachers are female and 1 literature

teacher is male.

5 How many teachers of mathematics are male and how

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many are female?

=> All 5 mathematics teachers are male.

d)

Implementation

hiện)

(Sản phẩm) Hi everybody, I have conducted a survey on gender

equality and what I have found out may surprise all of you here First of all, the number of girls in our class is higher than that of boys In our school, the girls are 50 more than boys Besides, the number of girl monitors doubles the number of boy-monitor because most of the teachers think that girls will be more careful than boys and much more disciplined Most of the form teachers are female, there are only 3 form teachers are male All literature teachers are female while there are 9 mathematics teachers and all of them are male.

To sum up, in our school, the female gender seems to be more prominent than male gender though, in some certain subjects, men are better than women Do you find it interesting?

Thanks for listening.

1 Turn Students Into Instructors

2 Plan Time for Students to Interact

3 Encourage Higher-Level Thinking

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4 Let Students Record Themselves Speaking

5 Give Students a Format for Their Explanations

Period 64 Unit 7: CULTURAL DIVERSITY LESSON 1: GETTING STARTED

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(Sản phẩm) Master of using words related to the topic

d)

Implementation

hiện)

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 totheir 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

- Listening to a conversation with new words

- Practice the conversation

- Enhance reading techniques

b) Content

(Nội dung) Activity 2: Answer the question What is the conversation about?

Activity 3: Read the conservation again, and give

answers to the following questions

c) Products

(Sản phẩm) Activity 2: a The Vietnamese wedding Activity 3:

1 Because he is preparing for his presentation about the similarities and differences between a traditional Vietnamese wedding and a modern one.

2 They follow the same core procedure which consists of the proposal ceremony, the engagement ceremony and the wedding ceremony

3 The modern weddings are less complicated

4 Yes, they get some help from their parents and the attending guests

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task for each activity before performing the task.

(Nội dung) Activity 4: - Ask Ss what they know about Vietnamese weddings,

based on the conversation and their background knowledge

as well

c) Products

(Sản phẩm) Vietnamese culture It includes the proposal ceremony, the The wedding is one of the most important ceremonies in

engagement ceremony, and the wedding ceremony Today, Vietnamese weddings tend to be held at big hotels, which costs quite a lot of money However, the couple also receives support from their parents and guests It can be said that the groom and bride are surely the happiest people on their big day no matter what the costs are.

be performed next

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UNIT 7 CULTURAL DIVERSITY

Đa dạng văn hóa

1 alert /əˈlɜːt/ (adj) tỉnh táo

(adj) thuận lợi

18 fortune /ˈfɔːtʃuːn/ (n) vận may,

22 status /ˈsteɪtəs/ địa vị, vị trí

23 honeymoon /ˈhʌnimuːn/ (n) tuần

34 present /ˈpreznt/ (n) món quà

35 prestigious /preˈstɪdʒəs/ (adj) có

hoặc công việc kinh doanh

44 wealth /welθ/ (n) sự giàu có, giàu

sang, của cảiDate of preparation: 02/01/2021

Period 64 CULTURAL DIVERSITY LESSON 2: LANGUAGE

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- Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties

Follow steps for teaching vocabulary

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 theirknowledge of the terms in their vocabulary notebooks

b) Content

(Nội dung) 1 Vocabulary: Activity 1: Matching

+ to be/ get engaged to sb +to propose to sb: to ask

sb to marry you +to arrange / plan a wedding +to make a toast to the bride and groom

+the newly-wedded couple

Activity 2: Circle the correct words in brackets to

complete the sentences

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2 Pronunciation Activity 1: Listen and repeat Activity 2:

c) Products

(Sản phẩm) Vocabulary:Activity 1: 1 g 2 e 3 d 4 b 5 a 6 c

7 F

1 proposal - g a plan or suggestion; an offer of marrige

(lời cầu hôn - một kế hoạch hoặc đề nghị; một lời ngỏ lời cầu hôn)

2 engagement - e a formal agreement or promise to getmarried

(đính hôn - một thỏa thuận hoặc một lời hứa kết hôn)

3 wedding - d a ceremony at which two people aremarried to each other

(đám cưới - một buổi lễ mà trong đó hai người kết hôn với nhau)

4 reception - b a formal party to celebrate something

(sự đón tiếp - một bữa tiệc thân mật để mừng điều gì)

5 bride - a a woman who is getting married or about toget married

(một phụ nữ đang kết hôn hoặc sắp kết hôn)

6 bridegroom/groom - c a man who is getting married orabout to get married

(chú rể - một người đàn ông đang kết hôn hoặc sắp kết hôn)

7 ceremony - f a formal social or religious occasionperformed in accordance with customs

(buổi lễ - một sự kiện xã hội thân mật hoặc tôn giáo chính thức được thực hiẻa theo những phong tục)

Activity 2

1 wedding 2 groom 3 bride

4 reception 5 guests 6 before 7.

engaged

1 wedding (n): đám cưới

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My cousin’s (marriage/wedding) is next Sunday.

(Đám cưới em họ tôi là vào Chủ nhật tới.)

2 groom (n): chú rể

On the wedding day, the best man is expected to help the(groom/bride)

(Vào ngày cưới, phù rể sẽ giúp đỡ chú rể )

3 bride (n): cô dâu

The (groom/bride) can have as many bridesmaids as shewants

(Cô dâu có thể có thật nhiều phù dâu như mong muốn )

4 reception: tiệc tiếp đón

There is a wedding (proposal/reception) for all guests afterthe wedding ceremony

(Có một tiệc cưới dành cho khách sau lễ cưới )

(Trong quá khứ, lễ dạm ngõ và lễ đính hôn diễn ra 1 hoặc

2 năm trước lễ cưới )

7 engaged (adj): đã đính hôn

My brother got (engaged/married) to one of his friendsfrom college and started saving for the big day

(Anh trai tôi đã đính hôn với một người bạn từ thời đại học

và đã bắt đầu tiết kiệm tiền cho ngày trọng đại này )

d)

Implementation

State the requirements for each activity for the students

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hiện) Make sure the students have a clear understanding of the

task for each activity before performing the task

Activity 1 Do you agree with the following statements?

Activity2 Write five sentences comparing the twoweddings in the table below Use the comparative form of the

Activity 3 Choose the correct answers

c) Products

(Sản phẩm) Activity 1 Do you agree with the following statements?

1 Living in your country is more interesting than livingabroad

=> I agree because it is difficult to live in a foreign countrywhen you do not know anything about its custom and culture

2 Wedding ceremonies are less complicated now thanthey used to be in the past

=> I agree because you don’t have to prepare too manythings in a modern wedding

3 The biggest expense of a wedding is the reception

=> I agree The modern wedding usually takes place inrestaurants or hotel which couples too much

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4 No one is happier than the bridegroom on the day of hiswedding He is the happiest person on that day.

=> I agree but the bride is the happiest person on thatday, too

5 The bride is the most beautiful woman on her weddingday

=> I agree It is also the happiest day in her life

6 It's much better to have a small wedding and savemoney

=> I think it depends on your financial background

Activity 2 Write five sentences comparing the twoweddings in the table below Use the comparative form of theadjectives in the box and than

Solution method ( Phương pháp giải):

So sánh hơn: S + to be + more + long-adj + than

3 Mr Smith is older than Mr Long

4 The engagement of Mr Smith’s wedding is less longerthan Mr Long’s wedding

5 The service rating in Mr Smith’s wedding is better

Activity 3 Choose the correct answers

1.A 2.a 3.the 4.the5.the 6.the 7.a 8.the 9.the

d)

Implementation

State the requirements for each activity for the students.Make sure the students have a clear understanding of the

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hiện) task for each activity before performing the task.

(Nội dung) - Comparative, superlative adjectives and articles.- Two –syllable words of different parts of speech but with

the same spelling in isolation and in context

Period 65 Unit 7: CULTURAL DIVERSITY LESSON 3: SKILL- READING

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I OBJECTIVES

1 Knowledge:

- Recall words and phrases related to topic

- Improve speaking, listening, writing and mainly reading skills (Reading for specific information about superstitions in

(?) How do you know that?

(?) Can you see the peach blossoms?

(?) What is it laid on the altar?

- Ask Ss to look at the picture and describe it

- - Ask some guiding questions to facilitate them

- Lead sts into new lesson

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Content

(Nội dung)

Activity 1: Are you superstitious?

Are the following statement true for you?

Pre-teaching vocabulary:

+ superstition (n) sự mê tín, dị đoan + superstitious (a) mê tín

+ mystery (n) bí ẩn + legend (n) truyền thuyết + ritual (n) lễ nghi

+ prestigious (a) có uy tín + fortune (n) vận may + ancestor (n) tổ tiên

c)

Products

(Sản

phẩm)

1 Before doing something important, I always choose a

favourable time for it.(Trước khi làm điều gì quan trọng tôi luôn chọn một thời điểm thích hợp để làm)

=> Yes

2 I never visit people's homes on the first day of the New

Year unless they invite me.(Tôi không bao giờ đến nhà ai chơi vào ngày đầu của năm mới trừ phi họ mời tôi)

=> No

3 I never sweep the floor during the first three days of the

New Year.(Tôi không bao giờ quét nhà trong 3 ngày đầu tiên của năm mới)

=> Yes

4 When I set out for an examination, I always try to avoid

crossing the path of a woman.(Khi tôi chuẩn bị cho một kỳ kiểm tra, tôi luôn tránh chạm mặt một người phụ nữ.)

=> No

5 On important days throughout the year I always lay food on

the altar for my ancestors because I believe that they will enjoythe meal with my family

(Vào những ngày quan trọng trong năm, tôi thường đặt thức

ăn lên bàn thờ cho tổ tiên bởi vì tôi tin họ sẽ dùng bữa cùng gia đình tôi.)

=> Yes d)

Implementati

on

(Tổ chức

thực hiện)

Follow steps for teaching vocabulary

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 ofthe terms in their vocabulary notebooks

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Content

(Nội dung)

Activity 2 Read the text and answer the following questions

by circling the best option A, B, C, or D

c Superstitions are part of life for the majority of Vietnamese

people (Mê tín là một phần của cuộc sống đối với hầu hết người dân Việt Nam.)

2 How does the writer explain the origin of Vietnamese

superstitions? (Tác giả giải thích nguồn gốc của mê tín ở Việt Nam như thế nào?)

b Viet Nam is located in part of the world where many

mysteries and legends exist (Việt Nam nằm ở vị trí trên thế giới nơi mà nhiều điều bí ẩn và giai thoại tồn tại)

3 Which of the following is mentioned as a superstitious

belief? (Câu nào sau đây được đề cập là niềm tin mê tín?)

d People believe their first guest on the first day of the new

year will affect the family prosperity for the whole year (Mọi người tin là người khách đầu tiên vào năm mới sẽ tác động đến

sự thịnh vượng cả năm)

4 Why do people lay food on the altar? (Tại sao người ta đặt thức ăn lên bàn thờ?)

a They believe that their ancestors will enjoy the meal with

them (Họ tin là tổ tiên của họ sẽ ăn bữa cơm với họ)

State the requirements for each activity for the students.Make sure the students have a clear understanding of the taskfor each activity before performing the task

Students work individually, in pairs, or in groups in the process

of performing tasks Teachers do general observations and help

if necessary

Ask a few students or group representatives to present theiranswers Other groups comment Teacher general comments

Teacher presents specific learning productsthat the student must complete as required and clarify the

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