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

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
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.
- Traditionally (adv): theo truyền thống
- contractual marriage (n): cuộc hôn nhân
sắp đặt
- precede (v): đến trước, đi trước
- determine (v): xác đònh

- summary (n): bảng tóm tắt, sự tóm tắt
- maintain (v): duy trì
- majority (n): đa số, phần lớn
- confide in (v): chia sẻ, tâm sự với ai đó ;
tin tưởng ở ai đó
- partnership (n): sự chung phần, sự cộng
tác
- reject (v): bác bỏ
- sacrifice (v): hi sinh
- significantly (adv): một cách đáng chú
ý
- oblige (v): bắt buộc, cưỡng bách
- counterpart (n): đối tác, bên tương ứng

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)


Students’ answers may vary






Whole class and individual work

Ss work in group







- 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.
 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.
 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?
- 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?


Ss work in group

















Ss work in group

Ss work individually
 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
2. maintain
3. majority
a. keep; make sth stay the same
b. most of the people or things in a group
c. someone that has the same job or purpose as another person but in a different country, time,
4. reject
5. partnership
6. counterpart
7. precede
8. determine

9. confide
10. saccrifice
11. oblige
12. contractual
marriage
situation, or organization:
d. calculate sth or find out it by examing evidence
e. disagree with an idea, argument, or suggestion
f. a short account of something that gives only the most important information and not all the
details
g. happen or exist before
h. tell so a secret or discuss your private feelings
i. a relationship between two or more people, groups, or countries involved in an activity
together
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 information

Four key
values
American students Asian students
Physical
attractiveness
A wife should maintain her beauty and appearance
after marriage

___________
Wives and husbands share all thoughts





Partnership of
equals


Woman has to sacrifice more in marriage
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:
- How many people are there in your family?
Who are they?
- Do your grandparents live with your parents?
With whom do they live?

Students’ answers may vary




- How many generations live in your home?
….
BEFORE YOU SPEAK:
 T gives some useful expressions :
- 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
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
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
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:



Whole class

Ss work in pairs







Ss work in pairs












Ss work in groups

 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:
1. Have you ever attended a wedding ceremony?
2. Whose wedding was it?
3. Which of the following things do the bride and the
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

Ss answer the questions 1, 2 individually


Whole class (Q3)














and Ss repeat.
- altar (n): bàn thờ
- Master of Ceremonies (MC): someone whose job
is to introduce speakers or performers at a formal
public event
- banquet (n): tiệc lớn
- ancestor (n): tổ tiên
- tray (n): khay, mâm
- blessing (n): lơiø chúc tốt lành, hạnh phúc

WHILE YOU LISTEN:
 Task 1: Gap – filling

 T asks Ss to listen to the passage about a wedding
ceremony in Vietnam then fill in the missing
information
- Play the tape twice.
- Call on some Ss to give the answers
- Give correct answers if necessary.

 Task 2: Answering the questions
 T ask Ss to listen again and answer the questions
in task 2.
- Pause the tape when necessary.
- Call on some Ss to read their answers and check
with the class.
- Feedback and give correct answers

AFTER YOU LISTEN:
 T divides the class into four groups and asks them
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.





 Individual work
Answer key of task 1:

1. groom’s parents
2. red paper
3. altar
4. at the wedding banquet
5. wedding cards / money

 Individual work
Answer key of task 2:
1. 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 and bride ‘s home or at the hotel
or a restaurant.
5. They stop by each table to thank their
guests.


Ss work in groups



 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:
- 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
the following words and then T reads these words
and Ss repeat.
- palm leaf (n): lá cọ
- bamboo rim (n): vành tre
- bamboo rips (n): các vòng khung tre
- silk strap (n): cái quai lụa
- conical (adj): có hình nón

- symbol (n): biểu tượng
- spirit (n): tinh thần, hồn
- diameter (n): đường kính
- cover (v): phủ, bao phủ
- frame (n): khung
-
WHILE YOU WRITE:
 T gives a series of questions related to the
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
to read and correct their writings (mark the mistakes
Students’ answers may vary








Whole class














Ss work individually

Ss work individually and in groups
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”
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
groups)
(agreed, played, arrived, borrowed, closed, …)
- T corrects Ss’mistakes if necessary
- play the tape

GRAMMAR: Review of tenses
 T reminds Ss about the usage of past simple and
present perfect. (handout)
 Past simple: S + Ved / V
2

- is used for an action happening at a specific time in
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.)


Ss work in individually and whole class

Ss listen and repeat the practices in the
book.after the teacher.
Ss listen to the tape and pay attention to the
ending “ed” and repeat


Exercise 1:
1. Have __seen / saw / am going to see
2. drank / have not drunk / drank
3. has written / Did __write / wrote
4. have been cooking / cooked / cooked



- is also used for a chain of actions in the past. (He
got up, shut the door, and left without saying a
word.)
 Present perfect: S + have / has + p.p
- is used to describe an action beginning in the past
and continuing up to the present moment. It is
often used with time references like before, ever,
never…before, up till now, so far, since, for (They
have worked in this factory for ten years. / We
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
office)
- is also used to describe repeated or habitual actions
in a period of time up to the present. (I’ve been to
Ha Noi several times.)
 T ask Ss to do the exercises individually.
- T goes around to offer help.
- T calls on some Ss to read their answer aloud and
explain it.
- T corrects their mistakes if necessary.


Exercise 2:
1. C
2. A
3. C
4. A
5. C
6. A
7. C
8. A



Exercise 3:
1. moved
2. moved
3. have asked
4. have not stopped

5. study
6. will fail
7. could talk




 T gives comments and assigns homework:

Homework:
- prepare for Unit 3 - A