ENGLISH 12 (2010 – 2011) UNIT 2: CULTURAL DIVERSITY (from period 6 to 10)

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TRAN PHU HIGH SCHOOL ENGLISH 12 (2010 – 2011) Week 2 - Period 6 UNIT 2: CULTURAL DIVERSITY (from period 6 to 10) Lesson 1: A. READING  OBJECTIVES Aims: Traditionally, Americans and Asians have very different ideas about love and marrige; The comparison of the four key values (physical attractiveness, confiding, partnersip of equals, and trust built on love) suggests that young Asians are not as romantic as their American counterparts. Lexical items: words / phrases related to cultural diversity Teaching aids: handouts Skills: Reading for gist and for specific information  METHOD: Integrated, mainly communicative  PROCEDURE: Teacher’s activities Students’ activities WARM-UP:  T asks some Ss this question: Which of the following factors is the most important for a happy Students’ answers may vary life? Why? love - money - a nice house - a good job - good health - parents’approval BEFORE YOU READ:  T asks Ss to give the Vietnamese equivalents to the following words and then T reads these words and Ss repeat. Whole class and individual work - Traditionally (adv): theo truyền thống - contractual marriage (n): cuộc hoân nhaân saép ñaët - precede (v): ñeán tröôùc, ñi tröôùc - determine (v): xaùc ñònh - summary (n): baûng toùm taét, söï toùm taét - maintain (v): duy trì - majority (n): ña soá, phaàn lôùn - confide in (v): chia seû, taâm söï vôùi ai ñoù ; tin töôûng ôû ai ñoù - partnership (n): söï chung phaàn, söï coäng taùc - reject (v): baùc boû - sacrifice (v): hi sinh - significantly (adv): moät caùch ñaùng chuù yù - oblige (v): baét buoäc, cöôõng baùch Ss work in group - counterpart (n): ñoái taùc, beân töông öùng WHILE YOU READ:  T divides the class into four groups and give them handout 1. - T asks the four groups to do the first exercise, match a word in column A with a suitable meaning in column B (Ss may read the text if necessary)
- When Ss finish their task, T calls on some Ss to read the answers aloud in front of the class. - T gives feedback and correct answers if necessary. Ss work in group  T gives handout 2 to each group and asks them to do the second exercise, read the text and answer the question in handout 2. - T moves around class to give help. - After Ss finish their task, T calls on representatives of four groups to read the answers aloud in front of the class. T: group 1 Whose is the first opinion? Representative of group 1: it is American students’ T: and the second? Representative of group 1: it is also American students’ T: group 2 Whose is the third opinion? Representative of group 2: it is Asian students’ ….. - T gives feedback and correct answers if necessary. Ss work in group  T gives handout 3 to each group and asks them to do the third exercise, read the text again and fill in the chart with the missing information. - T moves around class to give help. - After Ss finish their task, T calls on representatives of four groups to give missing information in blanks to check in front of the class. - T gives feedback and correct answers if necessary. AFTER YOU READ:  T asks Ss these questions: - Who in our class falls in love? Ss work individually - Is there anyone? - Should you start to love someone now? Why / Why not? - What are your opinions about physical attractiveness, confiding, partnership, and trust built on love? Are your ideas the same the American or the Indians and the Chinese?  T gives comments and assigns homework: Homework: - learn new words - do Task 1 and Task 2 in the book. - Prepare for Unit 2 - Speaking  HANDOUT 1:Match a word in column A with a suitable meaning in column B: A B 1. summary a. keep; make sth stay the same 2. maintain b. most of the people or things in a group 3. majority c. someone that has the same job or purpose as another person but in a different country, time,
4. reject situation, or organization: 5. partnership d. calculate sth or find out it by examing evidence 6. counterpart e. disagree with an idea, argument, or suggestion 7. precede f. a short account of something that gives only the most important information and not all the 8. determine details 9. confide g. happen or exist before 10. saccrifice h. tell so a secret or discuss your private feelings 11. oblige i. a relationship between two or more people, groups, or countries involved in an activity 12. contractual together marriage j. give up something important or valuable so that you or other people can do or have something else: k. the marriage on which the parents of the bride and the groom decide l. to force someone to do something because it is the law, a rule, or a duty:  HANDOUT 2: Whose opinions are these? American students or Asian students? Opinions about love and marriage American students or Asian students 1. A wife should maintain her beauty and appearance after marriage. 2. Wives and husbands share all thoughts. 3. It is unwise for husbands to confide in their wives. 4. A woman has to sacrifice more in a marriage than a man. 5. A husband is obliged to tell his wife wher he has been.  HANDOUT 3: Fill in the chart with the missing informat ion Four key American students Asian students values Physical A wife should maintain her beauty and appearance attractiveness after marriage Wives and husbands share all thoughts ___________ Partnership of Woman has to sacrifice more in marriage equals than a man. ___________ TRAN PHU HIGH SCHOOL ENGLISH 12 (2008 – 2009) Week 3 - Period 7 UNIT 2: CULTURAL DIVERSITY (from period 6 to 10) Lesson 2: B. SPEAKING  OBJECTIVES Aims: by the end of the lesson, Ss will be able to talk about differences among cultures. Lexical items: words / phrases related to giving an opinion about different cultures. Teaching aids: handouts Skills: giving an opinion and comparing ideas  METHOD: Integrated, mainly communicative  PROCEDURE: Teacher’s activities Students’ activities WARM-UP:  T asks Ss these questions: Students’ answers may vary - How many people are there in your family? Who are they? - Do your grandparents live with your parents? With whom do they live?
- How many generations live in your home? …. BEFORE YOU SPEAK:  T gives some useful expressions : Whole class - I think / feel / believe (that) + clause: I think it is a good idea because … - In my opinion, + clause: In my opinion, family generations should live in a home to be able to help each other. - For me, + clause: For me, it is (not) true because … - I agree / don’t agree with S.O about S.th: I agree with about that. - I agree / don’t agree (that) + clause: I don’t agree that a woman has to sacrifice more in a marriage than a man. - It is said that + clause: It is said that a woman has to sacrifice more in a marriage than a man in Asia. What do you think about it? - WHILE YOU SPEAK:  T asks Ss to work in pairs task 1, express their Ss work in pairs point of view on the given ideas, agree or disagree to these ideas and give the reason why. - Ss take turns expressing their ideas. - T goes around class to help Ss when necessary. - T calls on some pairs to practice in front of the class.  T asks Ss to work in pairs task 2, discuss and find out the features of Vietnamese culture based on Ss work in pairs the typical features of American culture. - T goes around to control and give help if necessary. - T calls on 7 Ss to give the corresponding features of Vietnamese culture to check in front of the class. T: In America, two generations (parents and children) live in a home. S: In Vietnam, two, three or even four generations live in a home. ….  T asks Ss to work in groups task 3, talk about the differences between Vietnamese and American cultures, use the features discussed in Task 2. - T gives some useful words or phrases for Ss to do Ss work in groups Task 3. Transitional devices for contrast: On the contrary, In contrast, Unlike Americans, However - T ask representative of one group to give their talk on the differences between Vietnamese and American cultures. - T gives comments and makes necessary corrections. AFTER YOU SPEAK:
 T asks Ss this question: Are there any differences between the regions in Vietnam? Give some examples. Ss work individually  T gives comments and assigns homework: Homework: - Write a short paragraph based on Task 3 about the differences between Vietnamese and American cultures - Prepare for unit 2 - Listening TRAN PHU HIGH SCHOOL ENGLISH 12 (2008 – 2009) Week 3 - Period 8 UNIT 2: CULTURAL DIVERSITY (from period 6 to 10) Lesson 3: C. LISTENING  OBJECTIVES Aims: by the end of the lesson, Ss will be able to listen and get information from the talk between a foreigner and a tourist guide about the wedding ceremony in Vietnam. Lexical items: words / phrases related to wedding ceremony Teaching aids: a tape of English 12 , a cassette player  METHOD: Integrated, mainly communicative  PROCEDURE: Teacher’s activities Students’ activities WARM-UP:  T asks Ss these questions: Ss answer the questions 1, 2 individually 1. Have you ever attended a wedding ceremony? 2. Whose wedding was it? 3. Which of the following things do the bride and the Whole class (Q3) groom usually do at the wedding ceremony? (a) praying in front of the ancestors’ altar (b) divide the money from guests into two parts (c) exchanging their wedding rings (d) asking their ancestors’ permission to get married (e) discussing how many children they should have (f) stopping by each table to thank their guests (g) receiving gifts from guests BEFORE YOU LISTEN:  T asks Ss to give the Vietnamese equivalents to the following words and then T reads these words
and Ss repeat. - altar (n): baøn thôø - Master of Ceremonies (MC): someone whose job is to introduce speakers or performers at a formal public event  Individual work - banquet (n): tieäc lôùn - Answer key of task 1: ancestor (n): toå tieân - 1. groom’s parents tray (n): khay, maâm - 2. red paper blessing (n): lô iø chuùc toát laønh, haïnh phuùc 3. altar 4. at the wedding banquet WHILE YOU LISTEN:  Task 1: Gap – filling 5. wedding cards / money  T asks Ss to listen to the passage about a wedding  Individual work ceremony in Vietnam then fill in the missing Answer key of task 2: information 1. To go to the bride’s house bringing gifts - Play the tape twice. - Call on some Ss to give the answers wrapped in red paper 2. They would pray, asking their ancestors’ - Give correct answers if necessary. permission to get married  Task 2: Answering the questions 3. After they pray and ask their ancestors’  T ask Ss to listen again and answer the questions permission to get married. 4. The wedding banquet is usually held at in task 2. the groom and bride ‘s home or at the hotel - Pause the tape when necessary. or a restaurant. - Call on some Ss to read their answers and check 5. They stop by each table to thank their with the class. guests. - Feedback and give correct answers AFTER YOU LISTEN:  T divides the class into four groups and asks them Ss work in groups to discuss the question: What do families often do to prepare for a wedding ceremony? - T asks reprentative of each group to go to blacboard and list the things which families often do to prepare for a wedding ceremony. - T corrects their mistakes if necessary.  T gives comments and assigns homework: Homework: - prepare for Unit 2 - Writing TRAN PHU HIGH SCHOOL ENGLISH 12 (2008 – 2009) Week 3 - Period 9 UNIT 2: CULTURAL DIVERSITY (from period 6 to 10) Lesson 4: D. WRITING  OBJECTIVES Aims: by the end of the lesson, Ss will be able to write about the conical leaf hat Lexical items: words / phrases related to the conical leaf hat Teaching aids: a series of questions related to the conical leaf hat Skills: describe a thing: a conical leaf hat  METHOD: Integrated, mainly communicative  PROCEDURE: Teacher’s activities Students’ activities WARM-UP:
 T asks Ss these questions: Students’ answers may vary - Is there anyone in your family wearing the “non la”? Who wears it? - What do you feel about it? BEFORE YOU WRITE:  T makes a correction: change the number (2) into number (3) and vice versa for the numbers next to the conical leaf hat.  T asks Ss to give the Vietnamese equivalents to Whole class the following words and then T reads these words and Ss repeat. - palm leaf (n): laù coï - bamboo rim (n): vaønh tre - bamboo rips (n): caùc voøng khung tre - silk strap (n): caùi quai luïa - conical (adj): coù hình noùn - symbol (n): bieåu töôïng - spirit (n): tinh thaàn, hoàn - diameter (n): ñöôøng kính - cover (v): phuû, bao phuû - frame (n): khung - WHILE YOU WRITE:  T gives a series of questions related to the Ss work individually conical leaf hat and asks Ss to answer (sentence by sentence) - Is the conical leaf hat one of the symbols of the Vietnamese culture? - Who often wear this kind of hat? - Is it also considered as a part of the spirit of Vietnamese nation? - What is it made from? - What form is it? - What is the diameter of the hat? - How high is it? - What is its frame covered with? - What is the hat used for? - Do the girls and women look prettier and more attractive under the broad rim of the leaf hat? - What do you think of the leaf hat today?  T asks Ss to use the outline in Task 2 , suitable conjunctions, phrases in the questions and the answers to write a passage of about 150 words about the conical leaf hat of Vietnam. - T goes around to control and gives help if necessary. - AFTER YOU WRITE:  T ask Ss to work in groups of four and tell them Ss work individually and in groups to read and correct their writings (mark the mistakes
and correct them) - Go around to control and give help if necessary. - Ask Ss to hand in their writings with the marked mistakes. - Choose some worst pieces of writing to read in front of the class, and ask Ss to give comments and correct.  T gives comments and assigns homework:  Homework: - Rewrite the passage about the conical leaf hat . TRAN PHU HIGH SCHOOL ENGLISH 12 (2008 – 2009) Week 4 - Period 10 UNIT 2: CULTURAL DIVERSITY (from period 6 to 10) Lesson 5: E. LANGUAGE FOCUS  OBJECTIVES Aims: by the end of the lesson, Ss will be able to pronounce the ending “ed” , to distinguish and use tenses: past simple, and present perfect Teaching aids: handouts  METHOD: Integrated, mainly communicative  PROCEDURE: Teacher’s activities Students’ activities PRONUNCIATION: the pronunciation of the ending “-ed” (handout)  T elicits the pronunciation of the ending “-ed” Ss work in individually and whole class The –ed ending in the past simple verbs is pronounced differently according to the verb’s final sound.  / Id /: verbs end in the consonant sounds / t, d / ( mended, wanted)  / t /: verbs end in the consonant sounds / f, k, p, s, ∫ , t∫ / (laughed, worked, hoped, missed, washed, watched)  / d /: verbs end in a vowel sound, or in other consonant sounds (except those in the first two Ss listen and repeat the practices in the groups) book.after the teacher. (agreed, played, arrived, borrowed, closed, …) Ss listen to the tape and pay attention to the - T corrects Ss’mistakes if necessary ending “ed” and repeat - play the tape GRAMMAR: Review of tenses Exercise 1:  T reminds Ss about the usage of past simple and 1. Have __seen / saw / am going to see present perfect. (handout) 2. drank / have not drunk / drank  Past simple: S + Ved / V2 3. has written / Did __write / wrote - is used for an action happening at a specific time in 4. have been cooking / cooked / cooked the past, suggesting that the action is finished. It is often indicated with last (week), yesterday, at 4.00, in 1990, ago, etc. (They moved to the new house last month. / She came to London in 1980.)
- is also used for a chain of actions in the past. (He got up, shut the door, and left without saying a Exercise 2: word.) 1. C 2. A  Present perfect: S + have / has + p.p 3. C - is used to describe an action beginning in the past 4. A and continuing up to the present moment. It is 5. C often used with time references like before, ever, 6. A never…before, up till now, so far, since, for (They 7. C have worked in this factory for ten years. / We 8. A have never been to Dalat before.) - is also used to describe actions which happened at an unspecified time in the past, with references to recent time, like just, recently, already, yet, or with no time reference at all.. (They have just left the Exercise 3: 1. moved office) 2. moved - is also used to describe repeated or habitual actions 3. have asked in a period of time up to the present. (I’ve been to 4. have not stopped Ha Noi several times.)  T ask Ss to do the exercises individually. 5. study 6. will fail - T goes around to offer help. 7. could talk - T calls on some Ss to read their answer aloud and explain it. - T corrects their mistakes if necessary.  T gives comments and assigns homework: Homework: - prepare for Unit 3 - A