LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 03 Period: 08

Unit 2: CULTURAL DIVERSITY Lesson: READING

I. Aims
1. Language contents
- Vocabulary: precede, determine, confide in, obliged, sacrifice …
2. Knowledge: By the end of the lesson, students will be able to:
- know different views about marriage between Americans and Asians.
- know the vocabulary and structures to talk about marriage between Americans and Asians.
3. Skills: Main skill: Reading. + Sub skills: Speaking, Listening, Writing.
4. Attitude: Students will have proper attitude towards marriage.
5. Abilities: By the end of the lesson, students will be able to:
- develop scanning and skimming reading skills.
- talk about the differences between a traditional Vietnamese family and a modern Vietnamese family.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, handouts …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
1. Pre-reading (35’)
Act. 1 * Discussion: (Before you read, p. 20) * PW: Work in pairs, discuss the question:
- Ask Ss to work in pairs, discuss the question: Which of the factors on Page 20 Which of the factors on Page 20 is the most
is the most important for a happy life? Why? important for a happy life? Why?
- Elicit the key word:
+ approval (n): a positive opinion of sb/ sth

Ex: She desperately wanted to win her parents’ approval.

Act. 2 * Brainstorming
- Ask Ss to look at the 2 pictures on Page 20 and answer the question: What it is?
- Elicit the topic of the reading from the 2 pictures * Ind.  EA: Wedding
- Ask Ss to write as many words relating to the topic Marriage as possible.
 - Give feedback.  EA: Marriage
* GW: Write as many words relating to that
topic as possible.
 EA: wedding, bride, bridegroom, love…
* Pre-teach vocab.
1. bride (n.) - bridegroom/ groom (n.)
Act. 3 2. “romantic” marriage - Try to give the meanings.
“contractual” marriage
3. precede (v.): to happen before sth/ come before sth/ sb in order
4. be supposed to do/ be sth: to be generally believed or expected to be/ do sth
Ex: She’s supposed to have had hundreds of lovers.
5. conduct (v.): to organize and/ or do a particular activity
 to conduct an experience/an inquiry/ a survey
6. determine (v.)
7. attitude (n.)
8. attract (v.)
 attractive (adj.)  attractiveness (n.)
 physical attractiveness
9. to confide in sb: to tell sb secrets and personal information because you feel
you can trust them
Ex: It’s important to have someone you can confine in.
10. majority of sb/ sth: the largest part of a group of people or things
11. reject (v.): to refuse to accept or consider sth
 to reject an argument/ a claim/ a decision/ an offer/ a suggestion
12. to sacrifice sth for sb/ sth
Ex: She sacrificed everything for her children.
13. oblige sb to do sth: to force sb to do sth, by law, because it’s a duty
 to be obliged to do sth
14. trust sb to do sth
Ex: You can trust me not to tell anyone.
15. counterpart (n): a person or thing that has the same position or function as
sb/ sth else in a different place or situation - Practice pronouncing the above new words.
- Do a small task to check the vocab. they have
- Ask Ss to practice pronouncing the above new words. just learnt.
- Ask Ss to do a small task to check the vocab. they have just learnt.
 * Task 1: (p. 22) * Ind.:
Act. 4 - Ask Ss to scan the text and explain the meaning of the  EA: 1. happen or exist before
italicized words/ phrases in the sentences on Page 22. 2. find out
- Give feedback. 3. tell someone about something very private or secret
4. willingly stop having something you want
5. having a duty to do something

3. While-reading (30’) * Task 2: (p. 22) * Ind.  PW:

- Ask Ss to read the text and answer the questions.  EA:
- Give feedback. 1. They’re physical attractiveness, partnership of equals, confiding,
trust built on love.
2. The young Americans are much more concerned than the young
Indians and the Chinese with physical attractiveness when
choosing a wife or a husband.
3. The Indians Ss agree that a woman has to sacrifice more in a
marriage than a man.
4. The Americans wife trusts her husband to do the right thing
because he loves her not because he has to.
The main finding of the survey is that young Asians are not as
romantic as their Americans counterparts.
4. Post-reading (23’) * Discussion: * GW: Discuss the answer.
- Ask Ss to work in groups and discuss the questions:  EA:
What are the differences between a traditional
Vietnamese family and a modern Vietnamese family?
- Give comments and suggested answers.
+ number of children
+ the house they like to have
+ the head of the family
+ who works
+ who takes care of the housework and children
+ the income
+ …………………………………………………..
- Give feedback.
-More exercise
- Give feedback.
5. Homework (2') - Ask S to write a short paragraph (50 – 60 words) about - Take notes.
 the differences between a traditional Vietnamese family
and a modern Vietnamese family.

Teacher’s reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 03 Period: 09

Unit 2: CULTURAL DIVERSITY Lesson: SPEAKING

I. Aims
1. Language contents
- Vocabulary: income, generations, live under one roof, old-aged, …
- Structures: useful expressions to give opinions.
2. Knowledge: By the end of the lesson, students will be able to:
- know some typical features of American and Vietnamese cultures.
- know more about the vocabulary and structures to talk about some typical features of American and Vietnamese cultures.
3. Skills: Main skill: Speaking + Sub skills: Reading, Listening, Writing.
4. Attitude: Students will have proper attitude towards different cultures.
5. Abilities: By the end of the lesson, students will be able to:
- develop their speaking skill.
- use the learnt vocabulary and structures to talk about some typical features of American and Vietnamese cultures.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, handouts …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson

STAGES/ TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

1. Pre-speaking
(15’) * Picture Describing: - Look at the picture & answer the questions.
Act. 1 - Give a picture & ask Ss some questions.
 EA:
1. They are kissing.
2. In the public / In the street
3. No, they don’t. It’s impolite.
4. It is very common.
 1. What are they doing?
2. Can you guess where
they are?
3. In Viet Nam, do people - Take notes.
Act. 2 often kiss in public? Why
or Why not?
4. What about in America?

- Give feedback.
- Practice pronouncing the above new words.
* Expressions: (Sub-board)
- Give Ss some useful expressions to express your ideas. * GW: Express their point of view on these ideas.
Act. 3
 I think / feel / believe …
 In my opinion/ For me …
 I don’t agree …/ It’s not true …/ That’s wrong
…
 EA:
- Ask Ss to practice pronouncing the above new words. - I think it is a good idea to have three or four generations
living under one roof. They can help each other a lot.
- That’s not true. In some countries many old-aged parents
like to live in a nursing home. They want to lead independent
lives.
* Task 1: (p. 22, 23)
- Ask Ss to express their point of view on the following ideas.

 In Viet Nam, three or even four generations may live in a

home.
 A happy marriage should be based on love.
 In some Asian countries, love is supposed to follow
marriage, not precede it.
 In some countries, a man and a woman may hold hands and
kiss each other in public.
- Give feedback.

2. While-speaking
 (20’) * Task 2: (p. 23) * GW: Find out the corresponding features of Vietnamese
Act. 1 - Set the situation of Task 2, divide the class into six groups and culture and stick them on the board.
give each group a flash card to write down their short ideas.
In America In Vietnam
 Two generations (parents and children) live
in a home.
 Old aged parents live in nursing homes.
 It is not polite to ask questions about age,
marriage & income.
 Americans can greet anyone in the family
first.
 Groceries are bought once a week.
 Christmas and New Year holidays are the
most important.
 Children sleep in their own bedrooms.
- Listen carefully.
- Give feedback.
* PW: Use the features discussed in Task 2 to talk about the
* Task 3: (p. 24)
Act. 2 similarities and differences between Vietnamese and
- Ask Ss to use the features discussed in Task 2 to talk about the American Cultures.
similarities and differences between Vietnamese and American
Cultures.
- Give comments.

3. Post-speaking * Discussion: - Ask Ss to discuss freely about the same and * GW: Discuss freely
(8’) differences of Vietnam and American Cultures.

4. Homework (2’) - Ask Ss to write a short paragraph of about 60 words about - Take notes.
similarities and differences between Vietnamese and American
cultures.

Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 03 Period: 10

Unit 2: CULTURAL DIVERSITY Lesson: LISTENING
I. Aims
1. Language contents
- Vocabulary: altar, banquet, groom, bride, tray, ancestor …
2. Knowledge: By the end of the lesson, students will be able to:
- know more about Vietnamese wedding ceremonies.
- know more about the vocabulary and structures to talk about Vietnamese weddings.
3. Skills: Main skill: Listening + Sub skills: Speaking, Reading, Writing.
4. Attitude: Students will be educated about Vietnamese traditions and customs through wedding ceremonies.
5. Abilities: By the end of the lesson, students will be able to:
- understand the content of the listening and do the tasks correctly.
- develop and improve their listening skills (listening for specific information and for gist).
- talk about Vietnamese weddings.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, audio file…
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Pre-listening (7’)
Act. 1 * Brainstorming: - See the video clip and answer the questions.
- Ask Ss to see a video clip about a Vietnamese wedding.
- Ask: “What is the ceremony about?  EA: Wedding
1. The groom, the bride, the groom’s family, the bride’s
Who join? What to do? family, and (the relatives), the Master of Ceremonies
and guests…
- Give feedback. 2. Give gifts and money, have food and drinks…
- Introduce the new lesson.

Act. 2 * Pre-teach vocab.: - Try to give the meanings.

+ altar (n) (picture)  ancestor (n)
+ banquet (n)
 + tray (n) (real object)
+ blessing (n) = best wishes
- Ask Ss to practice pronouncing the above new words. - Practice pronouncing the above new words.

Act. 3 * Prediction: Gap-filling (Task 1, p. 25) * Ind.

- Ask Ss to read the sentences on Page 25 and guess the missing
words or phrases.
2. While-listening
(20’) * Task 1: Gap-filling (Task 1, p. 25) * Ind.  PW:
Act. 1 - Ask Ss to listen and check their prediction.  EA:
- Give feedback. 1. groom’s parents 4. at the wedding
2. red paper banquet
3. altar 5. wedding cards /
* True / False Statements: money
Act. 2 - Ask Ss to listen again and decide whether the following * Ind.  PW:
statements are true or false.  EA:
a. The bride’s family and relatives go to the groom’s house
bringing gifts wrapped in red paper. a. T
b. The bride and groom would ask their ancestors’ permission
to get married in front of the altar. b. T
c. The wedding banquet is always held at a hotel or a
restaurant. c. F
- Give feedback.

Act. 3 * Task 3: Answer the questions (p. 25) * Ind.  PW:

- Let Ss listen again and answer the Qs on Page 25.
- Give feedback.
 EA:
1. ... to go to the bride’s house bringing gifts wrapped in red
paper.
2. They would pray, ask 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 the
bride’s home or at a hotel or restaurant.
5. They stop by each table to thank their guests.
 4. Post-listening (8’) * Discussion: * GW: Discuss the question.
- Ask Ss to discuss the question: What do families often do to
prepare for a wedding ceremony?
- Ask S to present their opinions. - Present their opinions.
5. Homework (2’) - Ask Ss to write about their preparation for a wedding ceremony. - Take notes

Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 02 Period: 7

Unit 2: CULTURAL DIVERSITY Lesson: LANGUAGE FOCUS
I. Aims
1. Language contents
- Pronunciation: “-ED” endings
- Grammar: The tenses.
2. Knowledge: By the end of the lesson, students will be able to:
- know how to pronounce the sounds in “-ED” endings correctly.
- know the forms and the uses of the tenses correctly.
3. Skills: Main skills: Speaking, Writing, Reading, Listening.
4. Attitude: Students will be aware of pronouncing the words and using the tenses correctly.
5. Abilities: By the end of the lesson, students will be able to:
- pronounce the sounds in /“-ED” endings correctly.
- use the tenses correctly.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, audio file…
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering,…
IV. Procedures
1. Organizations
2. New lesson

STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

1. Warm up (3’) * Chatting:
- Ask some Ss the following Qs, write their answers on the board, - Listen, look at the board and try to give the answers.
then ask them to recognize the tenses and the pronunciation of “ed”  EA:
ending : 1. I have learned English for 7 years.
1. How long have you learned English? 2. I visited my friends.
2. What did you do last weekend? 3. It rained yesterday.
3. When did it rain? 4. I walked to school.
4. How did you get to school yesterday, Nam? - Take notes.
- Give feedback.
2. Pronunciation  Presentation:
(12’) - Write the rules on the board:
Act. 1 * ed ending pronounced /àd/ when following the sounds: t, d - Take notes.
 * ed ending pronounced /t/ when following the voiceless
sounds: k, p,
s, f, t∫, ∫…
* ed ending pronounced /d/ when following the sounds except
the
above.
Act. 2  Practice: - Listen to the teacher and repeat.
- Demonstrate the sounds (p. 27) by pronouncing them slowly and  EA:
clearly. - Take notes.
- Play the tape and ask Ss to repeat.  (1): walked, looked, stopped, knocked
- Call on some Ss to repeat the sounds clearly to class.  (2): phoned, arrived
- Ask Ss to read 6 sentences (p. 27) to find out the sounds (1) / t /,  (3): arrested, decided
(2) / d / and (3) /àd/.
- Ask Ss to practice the sentences (p.27) in pairs. * PW: Practice the sentences (p.27).
3. Grammar (29’)  Presentation : REVIEW OF TENSES
Act. 1 - Ask Ss to look back the examples above and review the tenses. * GW: Remind forms and uses of tenses.
- Check and give feedback.

 Practice 1: * Exercise 1 (p. 27, 28)

Act. 2 - Give feedback. * PW:  EA:
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
 Practice 2: Exercise 2 (p. 28, 29) * Ind.:  EA:
Act. 3 - Give feedback. 1C 2A 3C 4A
5C 6A 7C 8A

 Practice 3: (Handout) * GW:

Act. 4 - Ask Ss to complete a short passage from the given prompts/hints.  EA:
I am going to HCM city next week.
I/go/HCM/next week. I have never gone there before.
I/never/go/there/before. My friend, Lan, has lived (has been living) there for 2 years.
My friend, Lan, /live/there/2 years. She is studying at Hong Bang University now.
She/study/Hong Bang University/now. We met each other a month ago.
We/meet/each other/a month ago. I hope we will have a good time in HCM city.
I/hope/we/have/good/time/HCM.
 If Ss are weak, T will ask them to give the correct form of the verbs
only.
3. Homework (1’) - Ask Ss to: + learn ways of pronouncing “ed” ending by heart. - Copy down.
+ Do Exercise 3.

Teaching reflection
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