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 and structures III Procedure A Warm – up:As we know, cultures vary from place to place It’s not easy to forget our habits or cultures, but we should be aware of others’ cultures Unit 2 focuses on cultural diversity in the world Write on the board : Cultural Diversity Reading comprehension 1 B New lesson Teacher’s activities 1 Teaching vocabulary Students’ activities - Teach the following words through - Ss listen to the teacher elicitation and explanation + Ss answers : + use a particular name or title in - to address Unit 2 speaking to s.o : + to keep to sth/ not - to stick to change : - stiffness + formal/unfriendly manner or - to associate behavior : - to prolong + to join together/ connect : - blink + to make sth longer : - astonishment; astonished (adj) + to shut and open eyes quickly : + great surprise : - Give some practic on pronunciation, - Students read through the check ss’ pronunciation sentences and fill in the 2 Check vocab understanding : blanks with the words they ( handouts) Gap- fill have learnt 1/ Old people tend to to the tradittional customs - Students answer to the teacher’s questions 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 7 We often Tom quick-minded responses 3 Guessing meanings from context ( task a /24) - Feedback : - Ask ss to read the text and match thewords and phrases in column A 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 • Comment on the lesson 2: d 3: a 4: 5: b 6: c 7: h 8: g with their meanings in column B by guessing the meanings from the 1: e f 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 and structures 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 4 Read and decide T of F statements Students’ activities * Feedback: 2.F ( A ( task b/ p24-25) European may consider it - Tell ss to read the text and the unfriendly ) statements then say if they are true or 3 T false 4 T - Ask ss to work with a partner and 5 F ( In the compare answers United States, it is considered - Call on some to read the statements rude to stare at someone and give answers and explanations for regardless of who is looking at their choice whom ) - Go over the ss’ answers with the whole 6 F ( He class politely expresses his anger by 5 Gapped-text ( task c/p25 ) widening his eyes ) - Put ss into pairs * Feedback : - Tell ss to read the paragraph and fill in each space with a suitable word in the box - Go over the answers with the whole class 6 Discussion 1 contact untrustworthy 3 an inattentative 4 respect 5 disrespect 6 politeness - Put ss in groups of 4 - Tell ss to discuss and share ideas the 2 7 attention following questions 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 * Ss’ answers may vary … text - 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 and structures 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 class - 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 : CULTURAL DIVERSITY SPEAKING I Objectives: A Aim: By the end of the lesson, ss will be able to express compliments and respond to compliments 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 and structures 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 1 Introducing useful language - Elicite from ss the language that Students’ activities Useful expressions may be used to give compliments and ~ How + adj (S +be ) those used to respond to compliments ~ What + noun(S_be ) - Introduce some common structures ~ Your parents must be 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 proud of your ! ~ Amazing! You ‘ve made an excellent ! ~ Congratulation! You did so well! - Ask ss to read the situation provided - Tell them to play and act out the ~ You’ve done a good job ! Respond to compliments conversations, giving and responding ~Thank you to compliments ~ I’m glad you like it - Call on pairs to act out their ~ It’s nice of you to say so exchanges ~ Your compliment is - Invite class to give opinions and encouraging comments - Give feedback and comments 3 PERSONALIZATION - 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: ~ clothes : shirt, trousers, coat, scarf style, hair pins, shoes ~ hair • Ss’ answers may vary … ~ scores, test results, project, - Give a model: T: How nice your shoes are ! S: Thank you - Call for volunteers to act out their conversations - Invite ss to comment on their friends’ work - Give feedback and comments : compliments or encouragement on what ss have done * Consolidation: Language review : Ask ss to revise the language used to express and respond to compliments * Comment and modification : * Ss’ answers may vary … 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 and structures III Procedure A.Warm – up: To save time, T may lead students to the new lesson right away Write on the board : Unit 2 Cultural Diversity- Writing B New lesson Teacher’s activities WRITNG A PARAGRAPH Students’ activities 1 Eliciting and introducing an outline - Ask ss to give ideas on what a paragraph * Expected : A paragraph is a is unit of organization It consists - Ask ss to give ideas on what the outline of a group od related sentences of a paragraph is developing one idea - Tell ss a paragraph has three major parts and provide them with the outlines of a paragraph * Ss answers PARAGRAPH OUTLINES (1) A topic sentence - states the main of the paragraph - contains a topic and a controlling idea (2) Supporting sentence - is neither too general nor too specific - is usually the first sentence in the para - ( 3) A concluding sentence -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 between ideas Transition signals or linking words: - 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 start with, ~ Second,secondly,the second ~ third, thirdly, the third ~ In addittion, Whats more, furthermore, For examplifying: ~ next, then ~ finally, lastly, last of all -~ for example, for example, e.g ~to take one example For rephrasing : ~ a clear example of is/ might be ~ in othe words/ tobe precise ~ that is to say For concluding: 2 Identifying parts of a paragraph (p.2829) -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) ~ that is to say -~ in summary, in conclusion, in short, in brief ~ to sum up, to conclude, to summarise -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 • Ss do the task -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 if necessary - Remind ss to include a concluding sentence 5 Peer correction - When ss have finished, collect the trsparencies - 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 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 and structures 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 * Negating the adjectives ( task a.p29) Students’ activities - Ask ss to add a suitable prefixes to each - Ss’ answers adjective to have theopposite * Feedback : - Tell ss to compare with a partner b informal c -Go over the answers with the whole class 1 Review 1- Present simple and present dishonest d immature progressive expressing future disrespectful - Ask ss to recall the use and give insecure examples insentitive e f g h unsuitable * Ss’ answers : - 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 * Checking questions (task a.p30 ) - We use present progressive - Tell ss to read the sentences a, b, c and for what someone has answer the questions arranged to do in the future - Call on ss to give answers and check with the class + We are having a party this week Feedback : 1 a and b * Gap-filling ( task b.p30 ) 2 c 2 Review 2: Past simple and Past Feedback : 1 am coming Progressive are; leaving -Ask ss to recall the use and form learnt are; taking; am not taking in previous grades 5 departs; arrives 3 start 2 4 Feedback : 1 was attending 2 3 Review 3 –Present perfect and Present learned 3 came Perfect Progressive mind - Ask ss to work in pairs to review the 5 were lecturing use; forms; of the two tenses 6 asked - Write ss’ responses on the board working - Ask some to explain more _ Ss’ answers - Get them to do the excercise on page 32 * Feedback : 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 4 didn’t 7 found 8 were 1/ How long have you known these people ? 2/ These traditional customs have been established for ages 3/ I’ve been working hard -Ask some to read out their answers for years, but I haven’t - invite others’ opinion and comments accumulated any wealth - Go over the answers with the whole class 4/ I’m sorry I haven’t called you you’ve been feeling well * Consolidation: - Summarize the prefixes and the tenses recently 5/ I’ve been reading a book - More excercises in the workbook about ancient Greece i’ve read * Comments on the lesson it for the third time * Test-taking strategies : Prep for 45’ test 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 and structures III Procedure A.Warm – up: Write on the board : Unit 2 Cultural Diversity – Language focus 2 B New lesson Teacher’s activities 1 Present simple and present Students’ activities - We use the present simple for progressive expressing future the future when we talk about a - Ask ss to recall the use and give timetable or schedule, usually a examples public one * Checking questions (task a.p30 ) + The train leaves at 5.30 - Tell ss to read the sentences a, b, c tomorrow morning and answer the questions - We use present progressive for - Call on ss to give answers and check what someone has arranged to do with the class in the future + We are having a party this * Gap-filling ( task b.p30 ) week Feedback : 2 Past simple and Past Progressive 1 a and b 2 c -Ask ss to recall the use and form learnt in previous grades Feedback : 1 am coming are; leaving 3 start 4 3 Present perfect and Present Perfect are; taking; am not taking Progressive departs; arrives - Ask ss to work in pairs to review the Feedback : use; forms; of the two tenses learned - Write ss’ responses on the board 3 came working these words using present perfect or * Feedback : -Ask some to read out their answers - invite others’ opinion and comments - Go over the answers with the whole class 4 didn’t mind 7 found and make meaningful sentences from compare with a partner 1 was attending 2 asked 32 bt reading the set of words given present perfect progressive, then 5 5 were lecturing 6 - Ask some to explain more - Get them to do the excercise on page 2 8 were 1/ How long have you known these people ? 2/ These traditional customs have been established for ages 3/ I’ve been working hard for years, but I haven’t accumulated any wealth * Consolidation: 4/ I’m sorry I haven’t called - Summarize the prefixes and the you you’ve been feeling well tenses recently - More excercises in the workbook 5/ I’ve been reading a book * Comments on the lesson about ancient Greece i’ve read it * Test-taking strategies : Prep for 45’ for the third time test 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 :