Giáo án Tiếng Anh Lớp 12 - Tiết 40 đến 47 - Unit 5: Cultural Identiny

Giáo án Tiếng Anh Lớp 12 - Tiết 40 đến 47 - Unit 5: Cultural Identiny

T Plays the recording twice and asks Ss to listen to the conversation between Mr. Brown, Van, Lam and Yumi without looking at their book and answer the question: What are they talking about?

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TÊN BÀI DẠY: Unit 5. CULTURAL IDENTITY
Môn: TIẾNG ANH, Lớp: 12A1, 12A3, 12A4, 12A7
Thời gian thực hiện: 8 tiết
TIẾT 40. Lesson 1. GETTING STARTED
Preparation-date: ./../2021 Teaching date: ./../2021 Classes: 12A1, 12A3, 12A4, 12A7
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: To introduce overall topic of cultural identity, vocabulary related to cultural identity
- Skills: Integrated skills
- Attitude: To raise students’ awareness of preserving cultural identity
2. Orientation towards students’ competency development:
- Creation, and Self-study -Communicative competence and social skills
II. Preparation of teacher and students:
1. Teacher’s part: lesson plan, teaching aids
2. Students’ part: textbook ,preparing the new and old lesson at home
III. Teaching procedures:
1. Stabilization (1ms)
2. Check-up (5ms) T calls 2 sts to write down the new words they’ve learnt in Unit 4
3. Classroom activities:
A. START/ WARM UP ACTIVITY (5 ms)
Aims of the activity
Lesson content & techniques for organizing students’ learning activities
Expected products & assessment of student work
To motivate sts and help them to pay attention to the new lesson 
T: - Shows Ss the photos related to Japan and asks Ss: + What country do you think of when looking at these pictures? (pictures of Japan)
T- Informs the class of the lesson objectives and leads to the lesson
Ss: - Look at the photos and answer the questions 
 It’s Japan
B. KNOWLEDGE FORMATION ACTIVITIES (13 ms)
Activity 1. Listen and read. (5 ms)
Aims of the activity
Lesson content & techniques for organizing students’ learning activities
Expected products & assessment of student work
To help sts practise listening and speaking skills
To help sts know some new words
T Plays the recording twice and asks Ss to listen to the conversation between Mr. Brown, Van, Lam and Yumi without looking at their book and answer the question: What are they talking about?
Ss listen to the conversation and answer the question: They are talking about preserving cultural identity.
T has sts open their book and check the answer.
T plays the test one more
SS: listen and read the conversation silently.
- T gives the meaning of some new words.
T has sts repeat the new words after the teacher
Ss repeat the new words after the teacher
T gets sts to make sentences using the new words
1. Listen and read: 
New words
1. cultural identity: bản sắc văn hóa
2. traditional costumes:trang phục truyền thống
3. cultural practices: tập quán văn hóa
4. maintain (v):duy trì
Eg: 1. They usually wear traditional costumes on special occasions
2.The two countries have maintained close relations
Activity 2. Practise the dialogue (8 ms)
Aims of the activity
Lesson content & techniques for organizing students’ learning activities
Expected products & assessment of student work
To help sts practise listening and speaking skills
T has sts work in groups of 4 to practice the dialogue
Ss practise the dialogue 
T goes around and corrects Ss’ intonation and stress if necessary.
T calls some groups to practise the dialogue in front of the class
Ss practise the dialogue in front of the class
Some sts practise the dialogue fluently 
C. PRACTICE ACTIVITIES (9ms)
Activity 1. Complete the diagram (3 ms)
Aims of the activity
Lesson content & techniques for organizing students’ learning activities
Expected products & assessment of student work
To help sts understand what expressions of cultural identity are 
-T Guides and reminds Ss of some tips to do this kind of tasks. 
- T asks sts to work individually to do activity 2 in 3’.
-Ss work individually 
- T Goes around the class to help if necessary.
- Then ask Ss to compare their answers in pairs. - Call sts to present answers.
Ss present their answer 
2. Complete the diagram EXPRESSIONS OF CULTURAL IDENTITY
1. language
2. food
3. clothing 
4. beliefs
5. cultural practices
Activity 2. Read the conversation again and answer the questions. (6 ms)
Aims of the activity
Lesson content & techniques for organizing students’ learning activities
Expected products & assessment of student work
To help sts understand more about the content of the dialogue 
-T asks Ss to read the conversation again, then work in pairs and take turns reading the questions and giving the answers.
Ss read the conversation again and answer the questions. Call Ss to give their answers.
1. Because it’s essential to understand their family history and traditions.
2. They wear kimonos on special occasions and celebrate Japanese festivals. They eat sushi, sashimi and udon noodles. They also speak Japanese at home.
3. She doesn’t know whether her home is Japan, where her parents come from, or Viet Nam, where she was born and grew up.
4. (Suggested answer) Language: Vietnamese; food: square and round sticky rice cakes, pho; clothing: ao dai, ao ba ba; beliefs: ancestor worship; cultural pracices: Hung Kings’ Festival, Quan Ho singing
3. Read the conversation again and answer the questions. 
1. Because it’s essential to understand their family history and traditions.
2. They wear kimonos on special occasions and celebrate Japanese festivals. They eat sushi, sashimi and udon noodles. They also speak Japanese at home.
3. She doesn’t know whether her home is Japan, where her parents come from, or Viet Nam, where she was born and grew up.
4. (Suggested answer) Language: Vietnamese; food: square and round sticky rice cakes, pho; clothing: ao dai, ao ba ba; beliefs: ancestor worship; cultural pracices: Hung Kings’ Festival, Quan Ho singing
D. APPLICATION AND EXTENSION ACTIVITIES (10 ms)
Activity 1. Find the verb or adjective that goes with each of the following nouns or noun phrases. If necessary, use a dictionary to check the meaning. (5 ms)
Aims of the activity
Lesson content & techniques for organizing students’ activities
Expected products & assessment of student work
To help sts enrich and review their vocabulary they have learnt 
T explains the activity briefly and asks sts to work individually.
Ss work individually to do the exercise
-T asks sts to compare their answer in pairs or groups. Call Ss to give their answers. Give feedback and correct answers.
4. Find the verb or adjective that goes with each of the following nouns or noun phrases. If necessary, use a dictionary to check the meaning
1. express/protect their cultural identity 
2. traditional costumes
3. cultural practices 
4. understand my family history 
5. maintain your culture
Activity 2. Read the conversation again and write the correct tenses of the verbs in brackets (5 ms)
Aims of the activity
Lesson content & techniques for organizing students’ learning activities
Expected products & assessment of student work
To help sts review the present perfect vs the present perfect continuous tense 
T explains the activity briefly and asks sts to write the correct tenses of the verbs individually in 2’. Ss write the correct tenses of the verbs individually in 2’.
- Then asks sts to read the conversation to check their answers. 
5. Read the conversation again and write the correct tenses of the verbs in brackets.
1. have been living/have lived
2. I ‘ve been to Kyoto four or five times to visit my grandparents
IV. Homework: (5 ms) Talk about the advantages and disadvantages of using the mass media.
V. Self-Evaluation: ..
TIẾT 41. Lesson 2. LANGUAGE
Preparation-date: ./../2021 Teaching date: ./../2021 Classes: 12A1, 12A3, 12A4, 12A7
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge + Pronunciation: Define and recognize Assimilation
+ Lexical items: review words and phrases related to cultural identity
+ Grammar: revise and use the present perfect vs. the present perfect continuous and repeated comparatives to say that something is changing
- Skills: Know how to integrate oneself into a new culture and perform well in a new environment
- Attitude: Raise awareness of protecting our cultural identity
2. Orientation towards students’ competency development: Communication and collaboration
Problem solving and creativity. Language ability
II. Preparation of teacher and students: 
1. Teacher’s part: Text book, teacher's book, a speaker and a mp3 player
2. Students’ part: Text books, words and phrases related to cultural identity
III. Teaching procedures
1. Stabilization (2ms) Greeting: good morning everyone. Checking attendance: 
2. Check-up (3 ms) (Optional) 
3. Classroom activities: 
A. START/ WARM UP ACTIVITY (4 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
- To help students get involved in the lesson.
Shows Sts the photos related to Japan and asks them some questions: 
+ What are they in the pictures?
+ What country do you think of when looking at these pictures?
-Leads in the lesson
- Students listen to the questions and think of the answers individually.
* Expected products
1. Kimono – national costumes of Japan
2. Sakura 3. Sushi 
4. Koinobori Matsuri – National festival
The country is JAPAN
B. KNOWLEDGE FORMATION ACTIVITIES
VOCABULARY – Activity 1. (4 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Expand student’s vocabulary related to the theme: cultural identity
- Explain the activity aims to review the key vocabulary in the unit, and have sts do it individually then exchange the answers in pairs
- Help sts with some unfamiliar words or phrases if necessary: integrate into, related to check answers as a class by asking individual sts to read their sentences.
- Provide the correct answers.
Listen to the teacher’s explanation.
-Tell if they understand the meanings of the words or phrases.
- Work in pairs to do the task in 2’.
- Some Ss give answers.
-Listen and take notes.
Expected answers:
1. national costumes 2. assimilate 
3. custom 4. maintain 
5. cultural practices 6. multicultural
C. PRACTICE ACTIVITIES (22 ms)
VOCABULARY - Activity 1. (4 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
Expand student’s vocabulary related to the theme: cultural identity
Activity 2: Complete the sentences with the correct forms of the words or phrases in 1.
- Explain to Sts what they are supposed to do. Ask Sts to study the sentences given and work out the part of speech that needs to be filled in. Remind Sts that they should discuss the contextual clues that can help figure out the answers.
- Do the task individually in 2’, then compare the answers in pairs.
-Check the answer with the whole class.
Listen to the teacher’s explanation.
- Work individually 
- Some Ss give answers.
-Listen and take notes.
Expected answers:
1. cultural practices
2. custom
3. national costumes
4. maintain
5. multicultura ... ers: When people move to a new place, they can preserve their cultural identity by organising and participating in traditional festivals or practices in their community, cooking traditional food for the family, teaching children to speak their native language at home.
C. PRACTICE ACTIVITIES (13 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
- To enable learners to practice reading for details
- To help learners know two cultural festivals in Vietnam and draw out ways to keep not only the two but also the others
Culture
- Asking Ss to look at the two pictures, discuss with the partner and guess what festivals they are in Vietnam
- Requesting them to give their predictions
- Asking Ss to read the text and write the names of the festivals under the pictures.
- Inviting some Ss to give their answer and giving feedback.
- Introducing some vocabulary
- Introducing the requirement of the second task: Read the text and complete the table
- Giving some explanation about the table
- Asking Ss to do the task individually
- Encouraging Ss to share their work
- Requesting Ss to give their answers
- Giving feedback
1. Read the text about celebrations of some ethnic groups in Viet Nam. Write the names of the festivals under the pictures. Key: a. Elephant Racing Festival.
b. Forest Worshipping Festival.
2. Read the text again and complete the table.
Elephant Racing Festival
Forest Worshipping Festival
Location
Dak Lak Province
Ha Giang and Lao Cai Provinces
Time
annually, in March
the first lunar month
Ethnic groups
M'Nong and Ede
Nung and Dao
Purpose
- to promote the martial spirit of the M'Nong and Ede people
- to worship the god of trees and villagers who sacrificed their lives to protect the village.
- to pray for good health, fruitful trees and favourable climate.
Activities
watching elephant race, eating traditional food and drinking rice wine, dancing, watching elephants play soccer.
- offering agricultural products.
- signing a statement to protect forests and plant trees.
- playing folk games
D. APPLICATION AND EXTENSION ACTIVITIES (8 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
-To provide learners opportunity to exchange ideas about the festivals they have attended in Vietnam
- Introducing the requirement
- Asking Ss to work in pairs
- Resquesting them to present what they have discussed
3. Discuss the question with a partner. 
Have you ever attended any ethnic cultural festivals in Viet Nam?
a. If yes, tell your partner where, when, how and why the festival was celebrated.
b. If no, do you want to attend any? Why or why not?
IV. Homework: (5 ms) Do the tasks again. Prepare the next lesson (LOOKING BACK)
V. Self-Evaluation: ..
TIẾT 47. Lesson 8. LOOKING BACK AND PROJECT
Preparation-date: ./../2021 Teaching date: ./../2021 Classes: 12A1, 12A3, 12A4, 12A7
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: To review the language relating to the topic of cultural identity and prepare for a presentation on the cultural identity of an ethnic group in Viet Nam
- Skills: Integrated skills (speaking, writing, and reading skills)
- Attitude: To raise the Ss’ awareness of the solidarity among ethnic minorities in Viet Nam 
2. Orientation towards students’ competency development:
- Communicative competence and social skills 
II. Preparation of teacher and students:
1. Teacher’s part: Textbook, handout, pictures about cultural activities 
2. Students’ part: some exercises in advance, a poster to introduce the ethnic group.
III. Teaching procedures
1. Stabilization (1min) Checking attendance: Talk with the monitor or a student on duty.
2. Check-up (4ms) 
3. Classroom activities: 
A. START/ WARM UP ACTIVITY (2ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To stimulate sts to use English to communicate with each other 
Asks the Sts about health, weather and their weekends 1. How are you today?
2. What is the weather like today? Do you like the weather today?
3. What did you do yesterday? What are you going to do at weekend?
1. I am............... / We are .............
2. It is ............................../ Yes . No 3. I did my homework / watched football match on tv ....... ..
B. KNOWLEDGE FORMATION ACTIVITIES
PRONUNCIATION: Activity 1. (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To help sts identify the sounds that can be affected by assimilation.
A. Underline the sounds that can be affected by assimilation.
- T: asks sts to read the sentences and underline the sounds that can affected by assimilation.
- Ss : Read the sentences and underline the sounds that can affected by assimilation.
- T: Asks Ss to work with a partner to compare their answers. 
Ss : Compare their answers with a partner. 
- T: Checks answers and corrects mistakes .
- Ss : Listen and take note 
B. Listen and repeat the sentences in 1.
- T: Plays the recording and asks Ss to listen and repeat. - Ss : Listen and repeat.
- T: Asks Ss to say the sentences aloud.
- Ss : say the sentences aloud
T: Gives comments and praises Ss if they are good. - Ss : Listen and take note 
Activity 1: Underline the sounds that can be affected by assimilation.
Key:
1. Grand Canyon, 
Golden Gate
2. dress shop, Alice showed, nice shoes
3. Where’s your, credit card
4. Indian cuisine, had gained, in Canada
5. foreign country, 
Second-class
B. Listen and repeat the sentences in 1.
VOCABULARY - Activity 1. (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To help sts review vocabulary relating to the topic about cultural identity 
 Complete the sentences with the correct forms of the words or phrase in the box.
T: Reminds ss of the tips to do this kind of task quickly. Ss: Listen.
T: Asks ss to work individually in 2ms
Ss: Work individually in 2’.
T: Asks them to compare their answers with a partner’s.
Ss: Compare their answers with a partner’s.
T: Calls on some ss to give answers.
Ss: Some Ss give answers.
T: corrects mistakes. Ss: Listen and write down
VOCABULARY:
Complete the sentences with the correct forms of the words or phrase in the box.
Key:
1. preserve 
2. cultural identity 
3. cultural practices
4. national pride
5. solidariry
6. national costume
C. PRACTICE ACTIVITIES
GRAMMAR - Activity 1. Read the exchanges. Put the verbs in brackets in the present perfect or present perfect continuous. Use the passive voice if necessary. (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To revise the usage of present perfect, present perfect continuous tenses , passive voice and repeated comparatives 
+ To help sts do the tasks relating to above grammatical points 
T: Explains the requirement to ss.
Ss: Listen.
T: Read through the three exchanges before deciding on the correct tense for each verb.
Ss: Read through the three exchanges before deciding on the correct tense for each verb.
T: Does a sentence as an example.
Ss: Look at the example. 
T: Ask ss to do activity 1 individually in 3’.
Ss: Do activity 1 individually in 3’.
T: Ask ss to compare their answers with a partner in 1’.
Ss: Compare answers with a partner in 1’.
T: Call Ss to write their answers on the board.
A. Read the exchanges. Put the verbs in brackets in the present perfect or present perfect continuous. Use the passive voice if necessary.
Suggested answers:
1. has become, have continued, has been working
2. have never seen, have worn, has ever become
Activity 2. Read the situation and complete Andy’s statements about himself, using repeated comparatives. (5 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To help sts know the ways to use the grammatical point about repeated comparatives.
- Explain the requirement to sts
- Ask Ss to read the situation and the example.
- Ask Ss to work individually first in 3’.
 - Ask Ss to compare their answers with a partner in 1’.
- Call on some Ss to read their answers aloud. 
- Elicit comment from class and give final feedback. - Read the situation and the example.
- Do the exercise individually in 3’.
- Compare answers with a partner in 1’.
Read the situation and complete Andy’s statements about himself, using repeated comparatives.
Activity 2: Key: 
2. lower and lower 
3. more and more difficult
4. more and more complicated
5. more and more
6. less and less
D. APPLICATION AND EXTENSION ACTIVITIES
Activity 1. Project: A presentation on the cultural identity of an ethnic group in Viet Nam (2 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
To encourage the combination of students in working in group work to choose suitable information for a report
Work in groups of four or five. Choose one ethnic group in Viet Nam. Look for information about the features that define the group’s cultural identity.
..
..
Activity 2. Decide a poster to introduce the ethnic group. (2 ms)
Aims of the activity
Lesson content & techniques for organising students’ learning activities
Expected products & assessment of student work
To encourage the combination of students in working in group work to choose suitable information for a report 
Decide a poster to introduce the ethnic group. Add pictures to make it more attractive.
T: For task 1 & 2, has Ss work in groups of four or five at home in a week.
Ss: Work in groups of four or five at home in a week.
T: Asks sts collect information based on the suggested points in 2.
Ss: Collect information based on the suggested points in 2.
T: Has Ss prepare a poster and organise their presentations.
Ss: Prepare a poster and organise their presentations
 Students’ answers 
Activity 3. Introduce poster to class and present the cultural features of the ethnic group. (10 ms)
Aims of the activity
Lesson content & techniques for organising students’ activities
Expected products & assessment of student work
To help sts develop their speaking skill
T: Allows 8 minutes for individual sts to report to the whole class.
Key: Students’ preparation and performance
IV. Homework: (4 ms)
Use the words provided to write a second sentence so that it follows on from the first one. Use repeated comparatives as shown in the example. 
1. Knowledge: Task1 (1,2,6,7,8,10,11,12,13 )	2. Comprehension: task1 (3,4,5,9,14,15)
3. Low application: Task2 ( 1,2 )	4. High application: Task 2 ( 3,4,5 )
V. Self-Evaluation: ..

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