Period: 8 Period: 8 Date of planning: Date of planning: Date of teaching: Date of teaching: Unit 2 CULTURAL DIVERSITY - Lesson 1 - Lesson 1 Reading Reading - Time allotted: 45 minutes - Knowledge: different ideas about love and marriage in America, China and India. - Aim: After the lesson, the ss will be able to the passage, read and guess the meaning of words in context, answer the questions and draw out the differences between a traditional Vietnamese family and a modern one, improve their reading skills. -Reference: teacher’s book -Teaching aids: a poster PROCEDURE T Stages Teacher’s act Students’ act 5’ 5’ 24’ * Warm – up: Network What things make a marriage happy? Marriage  Expected words: - romantic love - understanding - sharing - partnership of equals … Questions: What can you see in the pictures? What are the differences between them? -Lead to the lesson. *Before you read Work in pairs. Discuss the question: Which of the following factors is the most important for a happy life? Why? - Love a nice house / flat. - Money, a good job. - Parents’ approval good health. * While you read Task 1: Explain the meaning of the word/ phrases: Matching A B 1. precede a. happen or exist before 2. determine b. tell some – one about something very private or secret 3. confide c. having a duty to do something. 4. sacrifice d. find out 5. obliged e. willingly stop having something - Prepare a hand out with a network of the word “Marriage” and ask Ss the question. - The winner will be the group completing the network in the shortest period of time. - Feedback. - Ask questions - Call students to answer before the class - Introduce the task - Ask question and the answer - Put the poster on the bb ask ss to do the matching in group - Correct and comment - Group work - Discuss and try to answer the question in a limited time - Take note - Look at the pictures and work in pairs to ask and answer the questions. - Work in pairs and discuss the question - Free answers - Talk before the class and give the reason why. - Make groups to do the task - Answer on the bb - Listen and repeat 10’ 1’ you want  Answer key: 1 – a; 2 – d; 3- b; 4 – e; 5- c Task 2 : Answer the following questions:  Answer key: 1. They are Physical attractiveness; Confiding; Partnership of equals; trust built on love. 2. The young Americans are much concerned than the young Indians and the Chinese with physical activeness when choosing a wife or a husband. 3. The Indian students agree that a woman has to sacrifice more in a marriage than a man. 4. The American wife trusts her husband to do the right thing because he loves her not because he has to do. 5. The main finding of the survey is that young Asians are not as romantic as their American counterparts * After you read: What are the differences between a tradition Vietnamese 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…. * 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). - Ask ss to read the passage again and answer the questions - Focus on the phrases physical attractiveness; confiding; partnership of equals and trust built on love… - Go around for help - Feedback - Call on some Ss to answer in front of the class. - Give feedback. - Go around to help. - Ask the answer - Assign the homework - Read the text silently to do the tasks - Ind. work/ group work and pair work - Read aloud what they do. - Read the whole text silently to answers the question - PW or GW ask and answers the questions. - Talk before the class some pairs groups * Number of children: more * The house they like to have : big * The head of the family: fathers - Take note THE END Period: 9 Period: 9 Date of planning: Date of planning: Date of teaching: Date of teaching: Unit 2 CULTURAL DIVERSITY - Lesson 1 - Lesson 1 Speaking Speaking - Time allotted: 45 minutes - Knowledge: talking about cultural diversity, speaking skill. - Aim: After the lesson, the ss will be able to express their opinions/ ideas about the cultural diversity; discuss and find out the corresponding features of Vietnamese culture, compared with the one of America - Reference: teacher’s book - Teaching aids: picture and card. PROCEDURE T Stages Teacher’s act. Students’ act 5’ 10 19 * Warm - up Look at the picture and answer questions What are they doing? Can you guess where they are? In Viet Nam, do people often kiss in public? Why or Why not? What about in America? - Lead to the new lesson. Today we will learn about the differences between Vietnamese and American cultures Task 1: Work in pairs. Express their point of view on the following ideas, using the words or expressions in the box.  Sample: T: I think a happy marriage should be based on love. S: I quite agree with you. Life will be terrible if there is not true love between a husband and a wife. T: But in some Asian countries love is supposed to follow marriage, not precede it. S: 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? Task 2: Read the typical features of the American culture in pairs, and then discuss and find out the corresponding - Give two tables. .They are kissing. .In the public / In the street. .No, they don’t. It’s impolite. - It is very common. - Introduce the new lesson - Explain. - Make a sample conversation with a st. - Go round the class and help - Help Ss with the new words and the pronunciation. - Work in group of three or four to complete the table - Do the task -copy down - Listen to the T. - Practise. - Choose some of these ideas and then use the expressions in the box to express their points of view. - Work in pairs to do the task 10 1’ features of the Vietnamese culture. Some expressions Do you know that………? It is said that…… It is said that in the newspaper / on TV / radio that….  Answer key: Three or sometime four generations live under one roof Elders live with children and are taken care of by their sons Asking about age, marriage and income is acceptable. A Vietnamese greets the head of the family or an older person first, then the younger ones. Groceries are bought everyday Tet (Lunar New Year) is the most important. Children often sleep with their parents. Task 3: Talk about the similarities and differences between Vietnamese and American in cultures  Take note: There are differences and similarities between Vietnamese and American cultures. In America, there are two generations live in the same house. In Vietnam, two, three or even four generations live under on roof. It’s traditional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans do. Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam…… * Home work  Write a short passage about the differences and similarities in celebrating a wedding ceremony in Vietnam and American.  Prepare lesson 3. - Give Ss some expressions to help them practice the conversation easily. - Call on some pairs to give their ideas - Feedbacks. - Explain how to do task 3. - Ask Ss to read the answer of task 2 again before doing the task 3. - Feedback. - Assign homework - Write down some expressions in their notebooks. - Present in front - Take note - Work in group of four. - Present in front THE END THE END Period: 10 Period: 10 Date of planning: Date of planning: Date of teaching: Date of teaching: Unit 2 CULTURAL DIVERSITY - Lesson 3 - Lesson 3 Listening Listening -Time allotted: 45 minutes -Knowledge: listen to a conversation talking about a wedding ceremony in Vietnam -Aim: After the lesson, the ss will be able to: Listen and understand the conversation about the wedding ceremony in Vietnam. Listen and fill the missing information in the gaps. Listen and answer the questions about the wedding ceremony in Vietnam Know some more new words about wedding ceremony. -Reference: teacher’s book -Teaching aids: picture and poster PROCEDURE T Content Teacher’s act Students’ act 5’ • Warm-up: Cross word 1 2 3 4 5 6 7 Clues: 1. The woman that a man is married to 2. Every marriages should be based on this 3. What do we call a woman on her wedding day? 4. The man that a woman is married to 5. People often choose this season to hold wedding ceremonies. 6. To show that you are married, what do you often wear? 7. What do we call a man on his wedding day?  Suggested answers: 1 W I F E 2 L O V E 3 B R I D E 4 H U S B A N D 5 S P R I N G 6 R I N G 7 G R O O M Today, you will listen to a conversation about wedding in Vietnam. -Give the cross words on the poster. -Read aloud each clue; get Ss say aloud the answers -Ask Ss to guess the topic of the lesson today -introduce the new lesson -Class work. -Each student with a correct answer will be given a small gift -say their guess -copy down the title 10 20 10 *Before you listen 1. What do you see in the pictures? 2. Who are they? 3. What are they doing?  Answer key: 1. I see a wedding ceremony 2. A bride and a groom. 3. They are bringing a lot of gifts - Ask students to discuss the two questions: 1. Have you ever attended a wedding ceremony? 2. What do the bridge and the groom usually do at the wedding ceremony?  Answer key: 1. Yes, I have 2. They usually ………… - Listen and repeat Altar master of ceremony banquet groom bride ancestor tray schedule blessing *While you listen Task 1. You will hear two people talking about a wedding ceremony in Vietnam. Listen to the tape and fill in the blanks the missing information.  Expected answer: 1. groom’s parents 2. red paper 3. altar 4. at the wedding banquet. 5. wedding cards/ money. Task 2: Answering the questions. Answer key 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. 4. The wedding banquet is usually held at the groom’s and bride’s home or at a hotel or a restaurant. 5. They stop by each table to thank their guests. * After you listen Work in groups to discuss the question: What do families often to do to prepare for a wedding ceremony?  Suggestion -The importance of wedding ceremony to Vietnamese people. -The preparation for the wedding -What groom and bride do on their wedding day -Banquet (place, food, drink….) -ask ss to look at the picture and ask question -elicit the meaning, pron., stress -read aloud -Explain Task 1 to the Ss. -Play the tape twice -Call on some Ss to give their answers -Feedback. -ask ss to listen again and answer the questions -play the tape or read the text once or twice -Call on some pairs to give their answers -Feedback. -Explain the task. -call on some groups to present in front -Look at the pictures on page 24, work in groups and then discuss what is happening in each one. -continue to ask and answer the quest. -listen and repeat -listen -listen and fill in the blanks -share with partners -write the answer on the bb -Read carefully the five questions first, and then try to answer before listening again to do the task. -Compare with partners -give their answers -Read the question carefully and then discuss in groups -present their answers 1’ -Guests (gifts, blessing, ….) * Homework Write a short paragraph to introduce about the wedding ceremonies in Vietnam. -assign homework -take note THE END Period: 11 Period: 11 Date of planning: Date of planning: Date of teaching: Date of teaching: Unit 2 CULTURAL DIVERSITY - Lesson 4 - Lesson 4 Writing Writing -Time allotted: 45 minutes -Knowledge: write a passage of about 150 words about the conical leaf hat of VN. -Aim: After the lesson, the ss will be able to write a description about a symbol of the Vietnamese Culture: The Conical Leaf Hat. -Reference: teacher’s book -Teaching aids: picture and poster PROCEDURE T Content Teacher’s act. Student’s act 4 2 38 I.WARM-UP: Realia What’s this?  Questions 1. Where in Vietnam do people often wear leaf hat? 2. Who wear it? 3. What form is it?  Expected answers: 1. Vietnam, Hue city 2. girls, women 3. Conical form  Today you will learn how to describe the conical leaf hat (non la) Task 1: Look at the pictures. Write the Vietnamese equivalents for the English words.  Answer key: 1. leaf 2. ribs 3. rim 4. strap Task 2: Study the outline. Write a passage of 150 words about the conical leaf hat of Vietnam. Suggestion: * Introduction: The conical leaf hat is one of the typical features of the Vietnamese cultures and has become part of the spirit of the Vietnamese nation. It’s a symbol of Vietnamese girls/ women. *Body: -Show a conical hat. -Asks ss some questions. -introduce the new lesson -ask ss to look at their book and give…. -check and correct -Gives the outline. -Elicits from ss to talk about the hat (features, materials, shape, size, use….) -Call on ss to speak up. -Invite class opinions. -Look at the pictures & the hat & answer -copy down -observe the part of the hat answer give answer -take notes -Add some information. -Speak up. -Give opinions. 1 It’s made of special kind of bamboo and young palm leaves. It has a conical form. The diameter is 45 cm, the height is 30 cm The ribs are shaped in conical form. The form is covered with the palm leaves. They are sewn together with the ribs. The hat is painted with a coat of attar oil. *Conclusion: The hat is used to protect from the sun and the rain. The girls and women look prettier and more attractive. *Correction *HOMEWORK: - Rewrite the task; - Prepare for the next section -Check with the whole class. -Lets ss write a passage about the conical leaf hat -Go around and gives help if necessary. -Asks ss to exchange their writing with the groups. -Point out some common mistakes. -Elicits how to correct -Give comments. -Work in groups & write. -Exchange their writings -Find mistakes, correcting. -Take notes. Period: 12 Period: 12 Date of planning: Date of planning: Date of teaching: Date of teaching: Unit 2 CULTURAL DIVERSITY - Lesson 4: - Lesson 4: LANGUAGE FOCUS -Time allotted: 45 minutes -Knowledge: * pronunciation: the pronunciation of –ED endings * Review of tenses -Aim: After the lesson, the ss will be able to - to pronounce more exactly the –ED endings - to use the right tenses of the verbs to do the exercises -Reference: teacher’s book -Teaching aids: cassette player, posters, textbook, exercise book PROCEDURE T Contents Teacher’s activities Students’ activities 3’ 9’ 30’ * Warm-up: Game: Who is best at English - Put the verbs in brackets in the sentences into the correct tenses and then try to speak out them as exactly as possible 1. The police (arrest) …… an old man-beggar in front of the hotel yesterday. 2. I recently (miss) …… a number of interesting films. 3. – (you, receive) ………his package yet? - No, I ……… yet.  introduce the new lesson I. Pronunciation: Pronunciation of –ED endings Questions from the sentences above: 1. How to pronounce these sounds in the sentences? 2. In which cases -ed ending is pronounced as /t/ /id/, /d/?  The rules of pronouncing –ED endings  Listen and repeat (p.26)  Practice the sentences (p.27) II. Grammar: Review of tenses + The present perfect + The present perfect continuous + The past simple + The present progressive and ‘be going to’ + The simple future 1. Exercise 1 (p.27) Complete the following Conversations with the correct form of the verbs in the box: see, drink, write, cook  Answer key: 1.1 Have you seen ….? I saw … I’m going to see it … 1.2 Who drank….? …I haven’t drunk… I drank…. 1.3 Susan has written… Did she write…? … She wrote… 1.3 You have been cooking … …I cooked … …I have cooked … 2. Exercise 2 (p.28) Circle the letter A, B, C, or D to complete the passage.  Answer keys: 2.1 - C (has been living) 2.2 - A (has been photographing) 2.3 - C (has taken) - give instruction - let Ss work in groups to play the game - start the game -find the winner - introduce the new les. - Ask ss about the rules -Shows poster 1,explains the rules -plays the tape -lets Ss listen to the tape -have Ss practise among themselves -Asks some Ss to read aloud - Lets Ss review the uses of tenses - Reminds Ss the forms & the uses of tenses (if necessary) -(Teacher may give handouts on the tenses & remind Ss the uses of the tenses if it’s not enough time) -Lets Ss work in pairs to do exer.1 -Corrects mistakes -Asks Ss to practise speaking each conversation ( close pairs, open pairs) -Lets Ss work in pairs to discuss how to chose the right form of the verbs in the exer.2 - Corrects mistakes (if any) - Listen to the teacher - Look at the sentences - Take part in the game - Listen -discuss & say the rules -Look at poster 1 -Listen to the tape -Repeat after the tape -Practise -Do as required -Say the uses of tenses -Work in pairs -Copy - Practise the conversation -Work in pairs -Copy down -Work in pairs 5’ 1’ 2.4 - A (won) 2.5 - C (has won) 2.6 - A (has become) 2.7 - C (has been tracking) 2. 8- A (will see) 3. Exercise 3 (p. 29) Complete the letter with the correct forms of the verbs in brackets. * HOMEWORK - prepare for the unit 3 - Reading -(if not enough time) -Asks Ss to work in pairs to discuss how to play roles on the conversations that the teacher has given - Gives comments -Gives homework -(Ss do the exer.3 at home) -Work in pairs to play roles - Some pairs speak out -Take notes . correcting. -Take notes. Period: 12 Period: 12 Date of planning: Date of planning: Date of teaching: Date of teaching: Unit 2 CULTURAL DIVERSITY - Lesson. …I have cooked … 2. Exercise 2 (p .28 ) Circle the letter A, B, C, or D to complete the passage.  Answer keys: 2. 1 - C (has been living) 2. 2 - A (has been