Tài liệu Giáo án tiếng anh 12 nâng cao

Teacher: Nguyen Cung Cap Date of preparation : 18/8 PERIOD 2 UNIT 1 HOME LIFE READING COMPREHENSION 1 I. Objectives: A. Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information B. Knowledge: Ss are more confident to get more knowledge about family life and its changes Ss will have a better ideas of the Vietnamese family in tradititonal and modern life C. Skill: - Reading : scanning, skimming, speaking II. Preparation A. Teacher: Student’s book, tape, cassette player, pictures, etc. B. Students: Read the text in advance and check meanings of new words. III. Procedure A. Warm – up: Compete the sentence : -Tell ss to think of it. - ...............build the house............make it home - Call on some ss to answer by answering the question : How do you understand this ? Lead to the new lesson : B. New lesson Teacher’ s activities Unit 1 Home life – Reading 1 1. Brain storming - Ask ss to give answers to these questions + What is the general word for the things peo ple do in the pictures? + Who often does the hosework in the family? + Do your parents ask you to help with the housework? - Tell ss to check the household chores that are part of their daily routine - Call on some to give answers - Give feedback and comments 2. Teaching vocabulary - Teach some words through explanation and elicitation +look closely as if unable to see well : + feeling dislike for sth : + angry or fierce look : + serious disagreement or argument : + battle = + shocked, discouraged : + confused, puzzled : + scold or criticise continuously : + very destructive; causing severe shock : + share sth out : secondary Shool 1 Students’ activities - Ss answer : Expected : Men build the house and woman make it home - Ss’ answers may vary … Ss’ answers : + peer (at sb/sth) + disgusted (adj), (n,v) + glare (n) + conflict (with) (n,v) + struggle (with/ against sb,sth) + dismayed (adj) + bewildered (adj) + nag (v) Ba Dinh upper Teacher: Nguyen Cung Cap - Draw ss’ attention on pronunciation of these words - Get ss listen and repeat 3 times, check ss’ pronunciation - Ask ss to give examples using these words 3. Reading text - Ask ss to read the text silently, try to guess the unknown words left and get the main ideas of these paragraphs - Get them to read the questions on page16 and write the answers to them - Remind ss to remember and underline the phrases, sentences related to the questions - Ask some to write their answers on the board - Invite others’ opinions, give evidences, - Go over the ss’ anwers - Give final feedback * Consolidation: - Revise vocabulary - Learn new words by heart at home - Prep for next period Date of preparation : 20/8 PERIOD 3 UNIT 1 + devastating (adj) + divvy sth up (v) - - Students read the reading text silently, guess unknown words, and then get the main ideas of the paragraphs Students underline the phrases and sentences related to the questions Students answer may vary… HOME LIFE READING COMPREHENSION 2 I. Objectives: A. Aim: By the end of the lesson, ss will be able to improve reading skill for specific details, for gist or general information B. Knowledge: Ss are more confident to get more knowledge about family life and its changes Ss will have a better ideas of the Vietnamese family in tradititonal and modern life C. Skill: - Reading : scanning, skimming, speaking II. Preparation A. Teacher: Student’s book, tape, cassette player, pictures, etc. B. Students: Read the text in advance and check meanings of new words. III. Procedure A. Warm – up: B.New lesson Teacher’ s activities Students’ activities * Answer the following questions (continued) Task a/ p16 - Ss write the answers on the board - Ask ss to read through the sentences and - Feedback : read the text - Find the answers to the questions 1. Children often neglect their duty on * More exercise : True or False statements the household chores such as cleaning secondary Shool 2 Ba Dinh upper Teacher: Nguyen Cung Cap ( handouts) - Give out handouts and ask ss to read the text and the statements then say if they are T of F -Ask ss to work with a partner and compare answers -Call on some to read out their answers - Elicite explanations for their choices - Invite class’ opinions and give feedback (!) These are the statements: 1. Virginia’s daughter was doing her homework when her mother shouted to her 2. Virginia used to do a lot of housework when she was young 3. Most of the parents surveyed admitted that they constantly nag their children about cleaning their room 4. According to Lee Blair, 90% of American kids contribure 12% of all household labor 5. Blair has studied family dynamics for 10 years room, clearing the table after meals, or hanging up wet towels. However, some of them are often irritated when they are reminded of their mess or responsibilities 2. She complained that she used to do twice as much domestic chores as her daughter did 3. Most American children contribute to the household chores at some level, particularly, 6-8 –year old chidren contribute 12 % of household labor - Ss work in pairs deciding on T or F * Feedback : Expected answers: 1: T 2: T * Discussion 3: F ( only 25% of them, not most ) - Arrange ss to work in small groups, tell them 4: F ( 90% of kids contribute at some to discuss and share ideas on the questions : level ) How has family life changed over the last few 5: T decades ? - Tell ss they can use these prompts: + the effect of busy modern life + the advantages of labor-saving devices ( washing machine, fridges, …) - Call on ss to report their opinions of their groups to the class -Invite the class to argue and give comments * Vocabulary review - Ask ss to read the text again and learn the - Students works in groups for 5 new words by heart minutes then report to the class. - Prep for the next period secondary Shool 3 Ba Dinh upper Teacher: Nguyen Cung Cap Date of preparation : 21/8 PERIOD 4 UNIT 1 HOME LIFE LISTENING I. Objectives: A. Aim: By the end of the lesson, ss will be able to listen for specific information and putting things in order. B. Knowledge: - Ss are more confident to talk about what household chore they often do - Ss will have a better awareness of their responsibilities in doing household chores Ss will have a better ideas of the Vietnamese family in tradititonal and modern life C. Skill: Listening: scanning, ordering II. Preparation A. Teacher: Student’s book, tape, cassette player, pictures, etc. B. Students: Read the tasks in advance and check meanings of new words. III. Procedure A. Warm – up: Brainstorming - Put ss into 2 big groups : ask them to respectively write some housework in the home - The group with more words will win the game - Declare the winner - Lead to the lesson :UNIT 1: HOME LIFE LISTENING B.New lesson Teacher’ s activities Students’ activities 1. Matching the pictures with desciptions - To tell ss to look at the pictures and match * Feedback: them with the phrases of desciptions 2:f 3:b 4:a 5:d 6:c - Ask them to compare answers - Check with the whole class 2. Teaching vocabulary - Elicite meanings of some words through elitcitation , explanation and miming + to clean sth with a machine = - Ss try to guess the words needed + to send out in tiny drops = + vacuum cleaner + to remove dust with a broom = + to spray + to clean sth by rubbing its surface with a + sweep cloth = + to clean with a mop = + to wipe 3. Listen and odering (task b/17) + to mop - Tell ss they are going to listen to a woman’s suggestions of domestic chores for kids - Ss listen carefully and put a tick - Ask ss to put the ideas in order as they listen to into each correct answer the recording - Play the cassette and have them do the task + 2: cleaning floors and carpets - -Call on ss to read the phrases in order and 3: sweeping and mopping check with class floors secondary Shool 4 Ba Dinh upper Teacher: Nguyen Cung Cap * Post-L :- Put ss in small groups of 4, tell the to talk about what domestic chores they often do, what they enjoy doing, and what they hate doing - Call on some to report about their groups - Give feedback and comments *Consolidation: - Summarize main points - Write a passage about what household ss often do - Prep for next period 4: vaccuuming 5: cleaning spots and carpets 6: watering lawn and plants 7: cleaning windows and sliding glass doors 8: spraying window cleaner 9: Wipping windows + Ss answers may vary  Comment and modification :............................................................................................................................... ....................................................................................................................................................... ...................... Date of preparation : 22/8 PERIOD 5 UNIT 1 HOME LIFE SPEAKING I. Objectives: A. Aim: By the end of the lesson, ss will be able to make apologies and express regrets themselves in English. B. Knowledge: C. Skill: - Speaking : Expressing apologies and regrets II. Preparation A. Teacher: Student’s book, pictures, etc. B. Students: Read the tasks in advance and check meanings of new words. III. Procedure A. Warm – up: Draw a picture with a situation in which ss need to express regrets and make apologies on the board – Ask ss what they need to say in this situation ? - Transition : Yes, when we did something wrong, or hurt so’s feeling we must say..... Today, we will talk more about how to make apologies and regrets. Write on the board : Unit 1 Home life- Speaking B.New lesson Teacher’ s activities Students’ activities 1. Matching complaints with apologies ( task a/p18) - Ss answer : -Ask ss to read the complaints from 1-6 Expected : Oh, sorry...; Sorry about and match them with suitable apologies a-f that...; Excuse me.....etc - Tell them compare answers with a partner by acting out the exchanges - Call on some pairs to act out the exchanges and check with class 2. Elitciting and introducing useful language - Ss’ answers - Elitcite useful expressions by asking ss secondary Shool 5 Ba Dinh upper Teacher: Nguyen Cung Cap what they would say to apologise and express regrets - Note down ss’ ideas and add more if necessary 3. Dialogues from situations ( task b/ p19) - Put ss into pairs - - Tell ss to read the situations, choose one and then , with a partner, make a short dialogue for it - Ask ss to practice - Call on some pairs to act out their dialogues - Invite class’ opinion and give feedback 4. Personalization - Arrange ss to work in small groups - Ask ss to tell their partners about a situation in which they had to apologise to someone - Encourage ss to give comments and share ideas on their friends’ experience - Call on ss to report about their friends’experience - Give comments and feedback * Writing: Ask ss to write a few sentences about what have happened to their friends to say why they had to make an apology * Consolidation: Summarize useful expressions Date of preparation : 24/8 PERIOD 6 UNIT 1 + Feedback : 2:f 6:c 3: b 4: a 5:d - Expected answers : -Oh, sorry...; Sorry about..; Sorry about that...; I’m very/ terribly sorry..; Sorry, I didn’t mean..; I must apolodize for....; Please pardon me for,....... - Ss answers may vary … - Students talk to each other and then express their point of view in class. HOME LIFE WRITING I. Objectives: A. Aim: By the end of the lesson, ss will be able to write a passage telling sb about their home rules, expressing themselves in written English. B. Knowledge: Through this lesson, students’ awareness of the family rules will be improved. C. Skill: - Writing : showing their family regulations 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: Brainstorming - Ask ss to list 5 things family often do together. - Ask ss to list 5 verbs expressing feeling. Ask ss to list 5 qualities parents want their children to have. - Ask ss to list 5 words showing family relation. secondary Shool 6 Ba Dinh upper Teacher: Nguyen Cung Cap + Transition : Parents always want the best things for their children and to achieve this, children are asked to followed family rules. What are your family rules? Today, you’ll have chance to write to tell your friends in a piece of writing. T writes on the board: UNIT 1 HOMELIFE - WRITING B. New lesson Teacher’ s activities 1. Completing the text ( task a/ p19,20) - Tell ss to read the text and fill in each blank with a suitable word in the box - Ask ss to compare the answers - Go over the answers with class 2. Guessing the meaning of words from context - Tell ss to read the text again if necessary to find the words that mean the following : 3. Guildlines of the writing Guildlines Who makes/create the rules ? Who has to follow? Details of what should od shouldn’t do ? How helpful the rules are? 4. Discussion -Ask ss to work in small groups - Tell ss to share opinions on the list of rules mentioned in the text, and add more rules - Call on some to give their opinions - Give feedback and comments 5. Write it up - Get ss to write a short passage telling a friend about their home rules - Remind them to refer to the guildlines and the text as a sample - Tell ss they can begin the text with this sentence : Every home should has its own home rules.......... - Move around to give help with vocab and structure if necessary 6. Peer correction - Call on 2 ss to write on the board - Tell class to read together and give correction if needed - Others exchange papers to correct, then collect them to mark * Consolidation: - Write the passage again and hand in next period - Summarise the guildlines to write - Prep for L.F1 secondary Shool 7 Students’ activities - Ss answers may vary … Expected : + E.g : Watching TV, having meals, gardening, playing, going on holiday... + E.g: harworking, obedient, honest, kind-hearted, clever.. + E.g: love, like, hate, obey, respect + E.g: father, mother, son, daughter, aunt, uncle, niece.. - Ss express their ideas in class + regard, politeness, consideration + make sth become clear or easier to understand + make/show an image of ... + crying/ shouting loudly and sharply + make simple; make sth easy to do/understand ( Expected: respect/ clarity/ represent/ yelling/ simplify) - Ss work in small groups sharing opinions Ba Dinh upper Teacher: Nguyen Cung Cap - Ss write their essay individually - Two ss write on the board --------------------------------------- Date of preparation : 25/8 PERIOD 7 UNIT 1 HOME LIFE LANGUAGE FOCUS 1 I. Objectives: A. Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions B. Knowledge: . C. Skill: - Writing : showing their family regulations 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 may ask ss this question to save time : What is the difference between ‘house’ and ‘home’? - Have ss to discuss in pairs and call on some to answer - Go over the ss’ answers Transition : Today, we will learn more words derived from these two words, write on the board : I. Word study B. New lesson Teacher’s activities 1. Gap filling ( task a/ p20) - Arrange ss to read the phrases in the box Check with the meanings of these words and phrases - Ask ss to complete each of the sentence with the correct form of a phrases in the box -Call on some to read their sentences and check with class 2. More excercises : Home or House ? – Find the right place - Arrange ss to work in two groups A and B - Put 2 chairs in the front, one for Home and one for House - Ask for 5 representatives from each group to stand in 2 lines in the front of the class - Tell ss to listen to your words or phrases and run, as quickly as possible, to the right chair secondary Shool 8 Students’ activities - Ss answers may vary …. + Feedback : 1: hometown 2: household appliances 3: homecoming 4: make yourself at home 5: home economics 6: guesthouse Ba Dinh upper Teacher: Nguyen Cung Cap where the word or phrases matches to make a right expression - The first student to sit on the right chair earns their group point. The group with more points wins the game - Keeping a running total of points for each group on the board - Declare the winner II. Grammar 1. Present Simple expressing Routines - Ask ss about the use of this tense E.g: Our school starts at 7 a.m Jame work at a shoe store 2. Talking abour Ninas routines ( task a/p21) - Put ss into pairs, tell them to make questions and answers about Nina’s routines and chores using the information given - Call on pairs to act out their exchanges 3. Reported Speech - In reported speech , we give the meaning of what was said rather than the exact words. The verbs often use in reporting are : tell, say, warn, promise, suggest, explain, reply, announce... * Direct Reported + Simple present  Simple past + Present continous  Past continous + Simple past, present perfect  Past perfect + Past continuous, Present perf. Continuous  Past perfect continuous +Will –inf  Would-inf + Is/are going to ..  was/ were going to.. + Must /have to-inf  Had to -inf 3. Consolidation - Summarize word study, simple present, tenses in reported speech - Prep for L.F 2 7: housewarming 8: housekeeper + This is the list of words and phrases used: 1. keeping 2: coming 3: economics 4: warming 5: make yourself at.... 6: chores 7: is the best 8: guest 9: work 10: hold Expected answers : Home: coming, economics, make yourself at home, home is the best, work House : keeping, warming, chores, guest, work, hold + Ss’ answers may vary … - We use the present simple for thoughts, feelings, statea, facts that are true for a long time. We also use it for repearted action or a routine that we see as permanent - Students answer and give more examples. ---------------------------Date of preparation : 27/8 PERIOD 8 UNIT 1 secondary Shool HOME LIFE LANGUAGE FOCUS 2 9 Ba Dinh upper Teacher: Nguyen Cung Cap I. Objectives: A. Aim: By the end of the lesson, ss will be able to use some combinations with house and home, use the present simple to express routines, report statements and questions B. Knowledge: . C. Skill: Speaking : talking abour routines II. Preparation A. Teacher: Student’s book,workbook, pictures, handouts, etc. B. Students: Read the tasks in advance, check meanings of new words and structures. III. Procedure A. Warm – up: Transition : Today, we will revise indirect speech, write on the board : II. Grammar Teacher’s activities Students’ activities  Ss’ answers On that day The day before/ the previous day The next day/ the following day * Continued : Adverbs ( place and time ) + Now + Today + Yesterday + Tomorrow + Next month + Last year + An hour ago + Here + This + these - If report is about sth which is true, it is unecessary to change tenses E.g: ‘He said,” The world is round” The previous year An hour before There that those - He said the world is round - There is no change for: Must, might, should, could,would. Must can also be changed to had to. May is often changed to might 4. Reporting Statements: -Statements are reported with a past tense verb followed by a noun clause with an optional that E.g: “I’m very tired” she said . 5. Reporting questions : Questions can be reported with verbs like : ask, wonder, want to know. The word order in a reported question is like that of a normal statement E.g: “Where are you going ?” 6. WH-questions : We use verbs like: ask, wonder, want to know followed by the question words and the clause 7. Yes/No questions : We use If or Whether E.g: “ Have you seen this film?’ secondary Shool - She said (that ) she was tired - He asked me where I was going 10 Ba Dinh upper Teacher: Nguyen Cung Cap * REPORT THE INTERVIEW ( task a/p21-22) - Tell ss to read the interview with Mrs Green and then report what the interviewer asked Mrs Green and the answers ahe gave in the interview - Tell ss to follow the examplesand continue with the task - Remind ss of the structures of reported statements and questions - Tell ss to compare answers in pairs - Call on ss to write their sentences on the board and check with the class - He asked me if I had seen that film Ss’ answer : *Answerkey: First the interviewer wanted to know how many children Mrs green had. She said that she had two, a daughter and a son. Then the interviewer asked about the conflicts between her and her children. She said it was a long history. Her children were always neglecting their domestic responsibilities and arguing when being reminded. Next, the interviewer * Report what Virginia talked about her wanted the examples. She let him daughter ( task b/22) know that she often battled with her - Ask ss to read what Virginia talked about daughter against the latter’s messy her 15-year old daughter and report it room or her irresponsibility for - Prep for the new lesson collecting and disposing of the garbage can Finally, the interviewer wanted to know about the conflict wuth her son. She complained thather son was worse than his sister. He never helped her with the household chores. He was always taking out things and never returning them to their places ----------------------------------Date of preparation :1/9 PERIOD 9 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 : Unit 2 Cultural Diversity Reading comprehension 1 B. New lesson Teacher’s activities secondary Shool Students’ activities 11 Ba Dinh upper Teacher: Nguyen Cung Cap 1. Teaching vocabulary - Teach the following words through elicitation and explanation + use a particular name or title in speaking to s.o : + to keep to sth/ not to change : + formal/unfriendly manner or behavior : + to join together/ connect : + to make sth longer : + to shut and open eyes quickly : + great surprise : - Give some practic on pronunciation, check ss’ pronunciation 2. Check vocab understanding : ( handouts) Gap- fill 1/. Old people tend to ....to the tradittional customs 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) - Ask ss to read the text and match thewords and phrases in column A with their meanings in column B by guessing the meanings from the 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 - Ss listen to the teacher + Ss answers : - to address - to stick - stiffness - to associate - to prolong - blink - astonishment; astonished (adj) - Students read through the sentences and fill in the blanks with the words they have learnt Students answer to the teacher’s questions. - Feedback : 1: e 2: d 5: b 6: c. 3: a 7: h 4: g 8: f -----------------------------Date of preparation :5/9 PERIOD 10 UNIT 2 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 secondary Shool 12 Ba Dinh upper Teacher: Nguyen Cung Cap 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 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 A. Teacher’s activities 4. Read and decide T of F statements ( task b/ p24-25) - Tell ss to read the text and the statements then say if they are true or false - Ask ss to work with a partner and compare answers - Call on some to read the statements and give answers and explanations for their choice - Go over the ss’ answers with the whole class 5. Gapped-text ( task c/p25 ) - Put ss into pairs - 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 - Put ss in groups of 4 - Tell ss to discuss and share ideas the 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 text - Prep for the next period Date of preparation : 6/9 PERIOD 11 UNIT 2 Students’ activities * Feedback: 2.F ( A European may consider it unfriendly ) 3. T 4. T 5. F ( In the United States, it is considered rude to stare at someone regardless of who is looking at whom ) 6. F ( He politely expresses his anger by widening his eyes ) * Feedback : 1. contact 2. untrustworthy 3. an inattentative 4. respect 5. disrespect 6. politeness 7. attention * Ss’ answers may vary … 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 secondary Shool 13 Ba Dinh upper Teacher: Nguyen Cung Cap 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 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 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. B. 1. secondary Shool 14 Ba Dinh upper Teacher: Nguyen Cung Cap + 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. Date of preparation : 8/9 PERIOD 12 UNIT 2 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 may be used to give compliments and those used to respond to compliments. - Introduce some common structures 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 - Ask ss to read the situation provided secondary Shool 15 Students’ activities Useful expressions ~ How + adj.. (S +be..) ~ What + noun(S_be..) ~ Your parents must be proud of your...! ~ Amazing! You ‘ve made an excellent...! ~ Congratulation! You did...so well! ~ You’ve done a good job ! Respond to compliments Ba Dinh upper Teacher: Nguyen Cung Cap - Tell them to play and act out the conversations, giving and responding to compliments - Call on pairs to act out their exchanges - Invite class to give opinions and 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... ~ hair style, hair pins, shoes.. ~ 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 ~Thank you. ~ I’m glad you like it ~ It’s nice of you to say so ~ Your compliment is encouraging  Ss’ answers may vary … * Ss’ answers may vary … ----------------------------Date of preparation :10/9 PERIOD 13 UNIT 2 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. secondary Shool 16 Ba Dinh upper Teacher: Nguyen Cung Cap 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 1. Eliciting and introducing an outline - Ask ss to give ideas on what a paragraph is - Ask ss to give ideas on what the outline of a paragraph is - Tell ss a paragraph has three major parts and provide them with the outlines of a paragraph PARAGRAPH OUTLINES (1) A topic sentence (2) Supporting sentence ( 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: For examplifying: secondary Shool 17 Students’ activities * Expected : A paragraph is a unit of organization. It consists of a group od related sentences developing one idea. * Ss answers - states the main of the paragraph - contains a topic and a controlling idea - is neither too general nor too specific - is usually the first sentence in the para ----------------------- 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,... ~ next, then... ~ finally, lastly, last of all... -------------~ for example, for example, e.g Ba Dinh upper Teacher: Nguyen Cung Cap ~to take one example... ~ a clear example of....is/ might be... ----------------~ in othe words/ tobe precise... ~ that is to say... ~ that is to say... ---------------~ in summary, in conclusion, in short, in brief... ~ to sum up, to conclude, to summarise.. ---------------- For rephrasing : For concluding: 2. Identifying parts of a paragraph (p.28-29) -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) -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 -Ask ss to work in their groups again - Give each group a transparency so that they can  Ss do the task 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 -* Ss listen and give comments - 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 ? 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 secondary Shool 18 Ba Dinh upper Teacher: Nguyen Cung Cap sentence * Consolidation: - Summarize outline of a para - Revise linking words - Prep for the next period ---------------------------------- Date of preparation : 12/9 PERIOD 14 UNIT 2 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) - Ask ss to add a suitable prefixes to each adjective to have theopposite - Tell ss to compare with a partner -Go over the answers with the whole class 1. Review 1- Present simple and present progressive expressing future - Ask ss to recall the use and give examples secondary Shool Students’ activities - Ss’ answers * Feedback : b. informal c. dishonest d. immature e. disrespectful f. insecure g. insentitive h. unsuitable * Ss’ answers : - We use the present simple for the future when we talk about a timetable or schedule, usually a public one 19 Ba Dinh upper Teacher: Nguyen Cung Cap * Checking questions (task a.p30 ) - Tell ss to read the sentences a, b, c and answer the questions - Call on ss to give answers and check with the class * Gap-filling ( task b.p30 ) 2. Review 2: Past simple and Past Progressive -Ask ss to recall the use and form learnt in previous grades 3. Review 3 –Present perfect and Present Perfect Progressive - Ask ss to work in pairs to review the use; forms; of the two tenses - Write ss’ responses on the board - Ask some to explain more - Get them to do the excercise on page 32 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 -Ask some to read out their answers - invite others’ opinion and comments - Go over the answers with the whole class * Consolidation: - Summarize the prefixes and the tenses - More excercises in the workbook * Comments on the lesson * Test-taking strategies : Prep for 45’ test + The train leaves at 5.30 tomorrow morning - We use present progressive for what someone has arranged to do in the future. + We are having a party this week Feedback : 1. a and b 2. c Feedback : 1. am coming 2. are; leaving 3. start 4. are; taking; am not taking 5. departs; arrives Feedback : 1. was attending 2. learned 3. came 4. didn’t mind 5. were lecturing 6. asked 7. found 8. were working _ Ss’ answers * Feedback : 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 4/. I’m sorry I haven’t called you. you’ve been feeling well recently 5/. I’ve been reading a book about ancient Greece. i’ve read it for the third time 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 --------------------------------Date of preparation : 13/9 PERIOD 15 UNIT 2 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. secondary Shool 20 Ba Dinh upper