Theme: You and me Unit 2: cultural diversity P. Syllabus: 8 Period 1 - Reading - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson Ss will be able to: Guessing the meaning in the context. Summarizing main ideas + Passage comprehension B. Teaching aids: Pictures, poster, handouts and real objects C. Teaching method: Communicative approach D. Procedure: . 1. Class organization: 2. Checking the old lesson: Checking students: Write the new words + talking about student's family . 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Warm up: - Write the sentence on the board and get students to make a meaningful sentence by putting the words given in the box in the right orders. - Call on some students to give their sentences. - Give feed back. - Ask students some questions to make the meaning of the sentence above. * Does love come before marriage? + Do you agree with this opinion? + Do you think that there are places in which people still think that this opinion is true? + Where do they live, in Western countries or Asian countries? - Lead in new Unit: - Give some more opinions about love and marriage. Read them and decide whose opinions they are, of American students or Asian students: - Ask students to work in groups to guess the meaning of the underline words base on sentences. - Students guess whose opinions the American students or Asian students. - Answers: Optional không bắt buộc - Set the scene: You are going to read the passage to tell the students' opinions in some regions and countries in the world. Then you do the task that follow. - Ask students to read the passage silently and then do Task 1. - Give some vocabulary on board: Listen to teacher. - Whole class work. - Love is supposed to follow marriage not precede it - Listen. - Ask teacher if having new words. - Read the passages - Listen to teacher’s reading. - Read the text by self. - Translate. - Do the task. Task 1: 1. happen or exit before 2. to find out 3. to trust 4. to be willing to do 5. having duty to do something. Task two: 1. American believe in romantic marriage but Asian believe in contractual Is / supposed / love / marriage / to follow / precede / it / not. - Get students to read in chorus. - Ask students to go back to the task and study the given sentences. Introduce the new lesson to the students. B. Presentation: + Before you read: - Asks students to look work in pairs to ask and answer the questions. - Calls students to answer before the class. + While you read: - Asks Ss to read the passages one before. - Read again - Explains students some new words in the text - Helps the to pronounce. - Asks students to read again. - Corrects their mistakes. Task 1: - Asks students to read through the passage again. - Divides the class into pairs to do . - Calls some students to give the answers. - Asks others students to correct. - Gives the true answers Task two: - Asks students to read the questions carefully. - Asks students to read through the passage again. - Divides the class into pairs to do . - Calls some students to give the answers. - Ask others students to correct. - Gives the true answers + After you read: - Asks student to work in pairs to talk about the differences between American and Asian culture. 2. They are physical attractiveness, confiding, partnership of equal. 3. The American. 4. ………. Pair works. * Suggested answer - Your own opinion about the four key value. In my opinion a man and a woman should love and know each other well before deciding to get married. Beauty and appearance after marriage is god but it isn't so important that wives have to spend too much time and money to maintain it. Husbands and wives should be equal in family life. They should share thoughts and trust each other. - The differences between a traditional Vietnamese family and a modern Vietnamese family. There are some differences between a traditional Vietnamese family and a modern Vietnamese family. First, in traditional Vietnamese families woman have to sacrifice more in a marriage than men. In some cases, wives feel as if they were imprisoned in their own families and were treated like slaves. Men are the most powerful members and they decide nearly everything in the family. In modern families; however women are treated better. They have more time to pursue their careers because their husbands are willing to give them a helping hand to do housework. Husbands and wives are equal and trust each other. That's why some women stay young and look beautiful even after giving birth to children 4. Summary: Demand students to master: 1. The of structures in the test. 2. The main content of the text. 5. Homework: - Learn the new words by heart, read and translate the text, do the tasks again. - Prepare the section B (The Speaking part of Unit two). E. Comments: Theme: You and me Unit 2: cultural diversity P. Syllabus: 9 Period 2 - Speaking - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson, students will be able to: - Talking about differences among cultures. - Identify structures that are used to talk about opinions and the different between the cultures with: "I think / feel / believe . ; In my opinion, .; For me . ; I don't agree ; It's not true ; That's wrong " B. Methods : Communicative approach C. Teaching aids: Pictures, poster, handouts and real objects D. Procedures: 1. Class organization: 2. Checking the old lesson: Checking students: Write the new words + Read the text + Answer the questions. 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Warm up: - Ask students to answers some questions: 1. How many people are there in your family? 2. Who are they? 3. Do your grandparents live in your family? 4. So how many generations live in your home? 5. Is it good? - Ask students about differences among cultures. 1. Task one: - Guides students how to practise. - Asks students to work in pairs. - Walks around and help them. - Calls students to say. - Corrects their mistakes. 2. Task two: - Guides students how to practise. - Asks students to work in pairs. - Helps the students with new structures. - Walks around and help them. - Calls some student to stand up and report before the class. - Corrects their mistakes. 3. Task three: - Guides students how to practise. - Asks students to work in pairs - Calls some pairs of student to stand up and practise. - Corrects their mistakes. Answer teacher's questions. 1. There are .people in my family. 2. They are my 3. Yes, they do./ No they don't. 4. There are generations live in my home. 5. 1. Task one: Main cues: - Old - aged parents live … . - Generations live in one roof - Love and marriage. - ………… A: I think a happy marriage should be based on love. B: I quite agree with you. Life will be terrible if there is not true love between a husband and a wife. A: But in some Asian countries love is supposed to follow marriage, not precede it. B: For me, I don't think it's true. (What will happen if there is no true love even after marriage?). How can two people who don't love each other live happily in the same house? 2. Task two: Ex: In America ………………… But in Viet Nam …………. - In Vietnam , old-age parents live with their children and grandchildren . They want to be near their children so that they can give them some help and be taken care of by their own children when they are sick. - It's OK to ask about age, marriage and income. It's just the way to show concerns mối quan tâm. - Go around to check and offer help. - Ask students to present the conversation in front of the class. - Encourage students and correct the mistake. - Ask students to work in groups and take turn talking about the similarities and differences between Vietnamese and America cultures, using the features discussed in task 2. - Go around to check and offer help. - Ask groups to present the conversation in front of the class. - Encourage students and correct the mistake. - When visiting someone's house Vietnamese greet older people first and then the younger ones later. - Vietnamese people tend to buy groceries everyday because there are always markets near the place where they live. - Tet (Lunar New Year) is the most important holiday of the year. - Vietnamese people celebrate birthday for children or teenagers. Death ceremonies are very important to Vietnamese people. Relatives often prepare meals and worship sự tôn kính the deceased người đã qua đời . - Young children often sleep with their parents 3. Task three: - Listen. - Work in pairs. - Stand up and practise before the class. 4. Summary: Demand students to master: 1. The main topics in the section. 2. The structures to say. 5. Homework: - More practice the main topics at home. - Prepare the section C (The Listening part of Unit two). - Rewrite the similarities and differences between Vietnamese and America cultures. (about 70 words) - Prepare Unit 2 Listening part on page 27 - 28. E. Comments: Theme: You and me Unit 2: cultural diversity P. Syllabus: 10 Period 3 - Listening - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson, students will be able to: - understand more about cultural diversity - develop listening skills: listening for main ideas and specific information B. Methods : Communicative approach C. Teaching aids: cassette, pictures, textbook, workbook, cards… D. Procedure: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Warm up: Vocabulary game - Ask students to find out words relating to the Key word WEDDING in Vietnam. wedding - Ask students to give answers in front of the class and write on the board - Lead in the lesson: The wedding ceremony in Vietnam. B. Presentation Before you listen: - Asks students to look at the pictures and talk: + What happening in the picture ? + How many peoples are there in the picture ? + How do they look ? + Where are they going ? - Asks students to talk. - Corrects their mistakes. Listen and repeat - Reads and ask students to listen - Lets students listen again and to repeat. - Writes some words on board and ask students to read them aloud. - Corrects. While you listen: 1. Task one: You are going to listen two people talking about the wedding ceremony in Vietnam. Listen and in the blanks the missing information. - Ask students to read the statements in task 1 to understand. - Check with the whole class and ask them to guess what the missing words. - Play the tape ( or read the tape script) once for students to listen and do the task. - Get students to find a partner to check their answers with. - Check the answers with the whole class. If many students can't answer the questions T can play the tape one or two more times and pauses at the answers for them to catch. - Work in groups to find out words relating to the Key word WEDDING in Vietnam. Suggested answer wedding - Look at the pictures on page 24 and discuss what is happening in each one? - Look at the pictures. - Answer the teacher's questions. + They are having a big… + many people + Very happy - Listen and repeat. - Practise in pairs. 1. Task one: - Read the questions quickly. - Listen to . Answer: 1. Groom's parents 2. red papers. 3. altar 4. wedding banquet 5. wedding card and money. 2. Task two: - Note to focus on this information and write the answers down in note forms. - Listen to the tape / or the typescript again one or two more then do the task. relatives groom bride relatives groom bride gifts banquet (tiệc lớn) photograph ring cake 2. Task two: - Let students to listen again and information you hear. - Check if students can do the task without listening one more time. If they can't play the tape again. - Ask students to study the questions carefully, underline the key words and guess the answers. - Give the form of the answers and get students to finish the missing words as: 1 . The most important thing the groom's family has to do on the wedding day 2 . The groom and bride would usually . 3 . After they 4 . The wedding banquet is often scheduled / usually held . - After listen to the tape get students to work in pairs and check their answers. - Call on some students to give answers After you listen * What do families often do to prepare for a wedding ceremony ? - Get students to work in groups to give outline and then write out at home. - Go around to check and help when necessary. - Call on a students to in the group to report the outline in front of the class and then give comments. - Guides students to talk about people in the lesson. How they became the closed - knit family? * Suggested answer: 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 a lot of gifts and wrapped in red papers. 2. The groom and bride would usually pray and ask their ancestor's permission to be married . 3. After they pray and ask their ancestor's permission to be married . 4. The wedding banquet is often scheduled / usually held at the groom and bride's home or at hotel or restaurant . 5. They stop by / each table to say thank to their guests. Suggested outline + decide the date, place, the number of guess, + how to hold the banquet. + altar is cleaned or decorated. + Hire car, buy flowers. + order wedding cards. - Pair work. 4. Summary: Demand students to master: 1. The main topics in the section. 2. The structures to say. 5. Homework: - More practice the main topics at home. - Write a passage about 70 words "What do families often do to prepare for a wedding ceremony"? - Prepare Unit 2 Writing part on page 25 - 26. - Prepare the section C (The Writing part of Unit two). E. Comments: Theme: You and me Unit 2: cultural diversity P. Syllabus: 11 Period 4 - Writing - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson, students will be able to: - Writing about the conical leaf hat of Viet Nam. - develop writing skill: Writing about things. B. Methods : Communicative approach C. Teaching aids: pictures, textbook, workbook. D. Procedure: 1. Class organization: 2. Checking the old lesson: 3. New lesson TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Warm up: - Use real object ( a conical leaf hat) to introduce lesson, use the questions: 1) What is it? 2) Who often wear it? 3) What form is it? 4) Is it a symbol of Vietnamese culture? Asks students questions. B. Presentation 1. Task one: - You are going to write a about describe the conical leaf hat . - Get students to read the task silent and work out what they are required to do. - Asks student to read the request of task one and translate. - Explains them how to do the task - Gives students the structures:. To be made of/ from ……… To have diameter about… - Guides them to talk about their family - Walks around and help them. - Calls some of them to stand up and make sentences. - Corrects. - Ask students to do the request in task 1. - Help students to read pronounce the words in chorus. - Call on a students to answer the teacher's questions and elicits more ideas from the class. + Is the conical leaf hat called a symbol of Vietnamese girls and women. + Does it consider as a part of the spirit of Vietnamese nation. + What is it made from? + How is its shape? + How high is it? And how about the diameter? + How do they made it do you know? + How is its useful? - Note the expression and ask students to make sentences - Go around to check and offer help. Look at the object and answers the teacher's questions. 1) It is a conical leaf hat. 2) girls/ Women often wear it/ sometimes men. 3) It is conical form. 4) Yes, it is. / No, it isn't. 1. Task one: - Listen to teacher. - Write down - Talk with the partner - Report. * Making sentences: + The conical leaf hat is a symbol of Vietnamese girls and women. + It is also considered as a part of the spirit of Vietnamese nation. + It is made from a special kind of bamboo and young soft palm leaves. + It has a conical form. + The diameter /dai'æmitə/đường kính is about 45 or 50 centimeters and it is about 25 or 30 centimeters high. + Either 16 or 18 ribs are shaped into a conical. + Finally the hat is trimmed and painted with a coat of attar oil. + Wearing this conical leaf hat in summer sunny days, girls look more charming duyên dáng. + The hat also helps to protect their complexion /kəm'plek∫n/ nước da and gives them a cool feeling in such hot weather. Sample writing: The conical leaf hat is a symbol of Vietnamese 2. Task two: - Asks student to read the request of task two. - Explains them how to do the task - Guides them to write about conical leaf hat of Viet Nam. - Walks around and help them. - Calls one to do on board. - Corrects. girls and women. It is also considered as a part of the spirit of Vietnamese nation. The conical leaf hat is made from a special kind of bamboo and young soft palm leaves. Either 16 or 18 ribs are shaped into a conical form which is about 45 or 50 centimeters in diameter and about 25 or 30 centimeters high. The conical form is then covered with palm leaves which are sewn into all ribs. Finally the hat is trimmed and painted with a coat of attar oil. The conical leaf hat is used to protect people from the sun or the rain. It not only makes girls and woman more charming but also helps to protect their complexion as well 4. Summary: Demand students to mater: 1. The structures. 2. The main content to write. 5. Homework: + Do Writing exercise in workbook Unit 2 on page: 19. + Prepare Unit 2 Language Focus part on page 27 – 29 ( Revise the past simple, past continuous and present perfect.) - Prepare the section D (The Language focus part of Unit 2). E. Comments: Theme: You and me Unit 2: cultural diversity P. Syllabus: 12 Period 5 - Language focus - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson, students will be able to: Help students to distinguish the pronunciation of / ed / ending. Pronounce the words and sentences containing / ed / correctly. Review tenses: The Present Perfect Continuous, The simple Future, Be going to. B. Methods : Communicative approach C. Teaching aids: cassette, pictures, textbook, workbook, cards… D. Procedure: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES A. Warm up: Introduce the new lesson to students. B. Presentation 1. Pronunciation: + Listen and repeat: - Model the three sounds twice or three times and explain the Listen to. + Listen and repeat: - Listen and practise. differences in pronouncing them. - Pronounce the sounds and ask students to repeat. - Read the words once again, each time with a word in each column to help students distinguish the differences between the sounds in the words. - Read the words sounds and ask students to repeat then. - Ask students to pronounce the words - Give correction if necessary. - Read the sentences as examples. - Ask students to practise the sentences in pairs. - Go around to provide help. - Ask students to read the sentences. - Give feedback. - Reads and ask students to listen and determine how to pronounce /t/ - /d/ - /ed/ - Lets students listen again and to repeat. - Writes some words on board and ask students to read them aloud. + Practise these sentences: - Reads one before then read again and ask students to repeat. - Asks students to practise themselves. - Walks around and help them. Grammar: 1. Exercise one: - Guides students how to do - Does the first as an example. - Asks students to the exercise. - Calls the to on board. - Corrects. 2. Exercise two: - Guides students how to do - Does the first as an example. - Asks students to the exercise. - Calls the to on board. - Corrects. 3. Exercise three: - Guides students how to do - Do the first as an example. - Ask students to the exercise. - Call the to on board. - Correct. + Practise these sentences: - Listen and repeat. - Practise in pairs. Listen to the teacher and take note. - Listen to the teacher and repeat in chorus follow the teacher. - Practise the pronouncing the sounds in chorus and individually. - Practise the sentences in pairs. - Read the sentences individually. Answer: 1. Have - seen - saw - am going to see 2. drank - haven't drunk - drank 3. has written - did write - wrote 4. have been cooking - cooked - cooked. + Exercise two: 1. c 2. a .3 c 4. A 5.c 6. A 7. c 8. A 3. Exercise three: 1. Moved 2. moves 3. have asked 4. have not. 5. study 6. will fail 7. could 4. Summary: Demand students to mater: 1. Pronunciation: /ed/ ending , the grammar.: Tenses 5. Homework: - Redo the exercises at home. - Do Language focus exercise: 1, 2 , 3 , 4 in the students' workbook Unit 2 on page: 14 – 16. - Prepare Unit 3 Reading part on page 32 - 35. - Prepare Unit 2 (The reading part of Unit 3). E. Comments: . Summarizing main ideas + Passage comprehension B. Teaching aids: Pictures, poster, handouts and real objects C. Teaching method: Communicative approach D. Procedure:. Unit 2: cultural diversity P. Syllabus: 12 Period 5 - Language focus - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: