Giáo án Tiếng Anh 12 Unit 2: Cultural diversity

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 :