Giáo án Tiếng anh lớp 12 Unit 5: Cultural identity mới nhất

Time/Stages

Activities

Interactions

1. Warm up

5 minutes

Look at the picture and guess who they are and what they are talking about. They are three students and their teacher. They are probably talking about Japanese culture.

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2. New lesson

7 minutes

10 minutes

10 minutes

10 minutes

Activity 1: Listen and read

- T. plays the recording, asks Ss to listen and read silently.

- Ss listen and read silently.

- T. tells Ss that they are going to listen to a conversation.

Activity 2:Complete the diagram:

- T ask students to complete the diagram individually first, and then compare their answers with a partner.

Key: 1. Language2. Food3. Clothing

4. Beliefs5. Cultural practices

Activity 3:Answer the following questions

- T. asks Ss to read the questions, and underline any key words before they scan the conversation for the answers.

- Ss read the questions, underline any key words.

Keys: 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 practices: Hung Kings’ Festival, Quan ho singing.

Activity 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.

- T asks students to read the conversation again and find the verbs or adjectives that go with the given nouns or noun phrases.

Key: 1. express/ protect2. traditional3. cultural

4. understand5. maintain

Activity 5:Read the conversation again and write the correct tenses of the verbs in brackets.

- T asks students to write the correct tenses of the verbs in brackets first, and then hasthem read the conversation to check their answers.

Key:1.have been living/ have lived2. ’ve been

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Whole class

Individually

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Individually

or

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

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4. Homework

1 minute

- Ask Ss to learn by heart the words or phrases related to the topic- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Homework

3 minutes

- T spells some words, asking Ss to try to recognize them

- Ss try to recognize them

- T. asks Ss to read the context provided to do the task.

- T asks Ss to do exercises on workbook.

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2. New lesson

7 minutes

7 minutes

10 minutes

15 minutes

A. Vocabulary:

Activity 1: Write the words or phrases given in the box next to their meanings.

- To match the words or phrases with their meanings.

- T checks answers as a class.

Key: 1. national costumes2. assimilate 3. custom

4. maintain5. cultural practices6.multicultural

Activity 2: Complete the sentences with the correct forms of the words in 1.

- Sts do as required, bearing in mind a verb or a noun (e,g. verb tense, singular or plural form of nouns).

- T checks answers as a class.

Key:1. cultural practices2. custom3. national costumes

4. maintain5.multicultural6. assimilated

B. Pronunciation: Assimilation

Activity 1. The following phrases are spoken in low, careful speech and in fast, connected speech. Listen and repeat. Pay attention to the pronunciation of the underlined sounds

- Ss repeat chorally and individually.

Activity 2: Listen and repeat the following sentences spoken in fast, connected speech

- T plays the recording for Ss to repeat chorally and individually.

- Ss listen and repeat the following sentences, paying attention to the assimilation.

C. Grammar:

The present perfect and present perfect continuous.

Activity 1: Put the verbs in brackets in the present perfect or present perfect continuous.

-T asks students to read each sentence carefully and decide whether the focus is on the action/ event or the result of the action/ event. Draw their attention to the time expression used in sentences 2,4,8 (for many years, all morning, for hours)

Key: 1. have cleaned2. have been trying3. has stood

4. has been working, has planted4. have gone

6. haven’t finished

Activity 2: Complete the following sentences with the correct forms of the words in brackets, using repeated comparatives.

- T asksstudents to complete the sentences.

Key: 1. better and better2. higher and higher

4. More and more5. More and more difficult

6. faster and faster7. fewer and fewer8. more and more

Activity 3: Put the verbs in brackets in the correct tenses.

- Use the given information to complete the sentences.

- T has students do the activity individually first, and then compare the answers in pains. T checks answers as a class.

Key:1. is becoming colder and colder

2. are becoming lower and lower

3. More and more people

4. was driving faster and faster

5. Fewer and fewer customers

Individually

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Individually

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Individually/

or

Pair work

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Pair work

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Individually

Ss <--> Ss

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Individually

Ss <--> Ss

3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

Expected answers: I can use: Assimilationin connected speech

The present perfect and present perfect continuous

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4. Homework

1 minute

- T asks Ss to do exercises again at home.

- Prepare for the next lesson.

- Complete Exercises in workbook.

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Time/Stages

Activities

Interactions

1. Lead-in

8 minutes

T informs the class of the lesson objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the cultural identity

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2. New lesson

17 minutes

12 minutes

5 minutes

Cultural identity in modern society

Activity 1:Use a dictionary to find the meaning of the words or phrases in the box. Then complete the sentences with their correct forms.

-Use a dictionary to find the meanings of the words in the box.

Key:1. for granted2. cultural identifiers

3. identity4. integrated5. aspects

Activity 2: Read the newspaper column about cultural identity. Four sentences have been removed from the column. Choose a sentence (a-d) to complete each gap (1-4)

Key:1.b2.d3.c4.a

Activity 3: Read the newspaper column again and answer the questions.

-T has students work in pairs and practice asking and answering the questions.

Key: 1. They define themselves by (cultural identifiers such as) nationality ethnicity, location, history, language, gender, beliefs, customs, clothing and food.

2. In this stage, culture is taken for granted. Cultural ideas and values provided by families, communities or the media are easily accepted without much critical thinking.

3. They may become more curious, and willing to explore, analyses and compare their beliefs with other cultures.

4. When they develop a clear sense of cultural identity, know which social group they belong to, and feel satisfied with their cultural identity.

5. Because access to the Internet and the media provides instant contact with many cultures.

6. First, they keep their cultural identity. Second, they assimilate into the new culture of the majority. Third, they integrate into the new cultural environment (keeping their cultural identity and flexibly adjusting to the different aspects of the new culture).

Activity 4: What should young people do to develop their cultural identity in today’s modern society? Discuss with a partner.

- T has some pairs/ groups summarize their discussion and present the main points/ ideas to the rest of the class.

Pair work

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Pair work

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Individually/

Pair work

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Group work

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3.

Consolidation

2 minutes

- Summarize the main points of the lesson

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4. Homework

1 minute

- Ask students to learn by heart the new words.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Homework

8 minutes

- Check students’ work books

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2. New lesson

10 minutes

11 minutes

13 minutes

Maintaining cultural identity

Activity 1: Work with a partner .Discuss and decide if these activities can help to maintain cultural identity. Can you add any more activities?

-T asks students to work in pairs. T has them discuss and decide if the activities can help maintain cultural identity especially in situations when people are away from their home countries.

-T encourages students to add more activities.

Suggested answers: 6. Singing/ Listening to folk songs

7. Reading heritage folklore8. Conserving heritage sites

Activity 2: Work in pairs. Talk about why each of the activities in 1 is important.

-T encourages them to talk about why the activities in 1 (or their suggested activities) are important maintaining cultural identity

Example:

I think it’s important to preserve our native language. It’s a vital part of culture and it is critical to a person’s cultural identity. Our first language helps us to develop intellectual abilities and shape our cultural identity. It enables us to communicate, establish links with family and community members, and acquire and value native culture.

Activity 3: Work in groups of three. Choose an activity in 1. Discuss how it will help to maintain cultural identity in the age of globalization. Use the reasons discussed in 2 and any information you may want to add.

-T encourages them to use the reasons they have discussed in 2 and any additional information they may want to add.

Individually

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Pair work

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Group work

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3.

Consolidation

2 minutes

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

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4. Homework

1 minute

- Ask students to learn by heart the expressions.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Lead-in

7 minutes

Inform the class of the lesson objectives: listening for specific information in a conversation between two students talking about their uses of social media and how they use it for language learning.

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2. New lesson

10 minutes

13 minutes

12 minutes

Cultural diversity in Singapore

Task 1: You are going to listen to a talk about cultural diversity in Singapore. What do you know about this city- state? Look at the information below and describe Singapore

Key: 1. Eurasians and other2. Indians

3. Malays4. Chinese

Task 2: Work in pairs. Discuss and match the national costumes with their names.

-T focuses Ss’ attention on the pictures and has them do the matching first individually, and then check with a partner.

Key:1.d2.a3.c4.b

Task 3: Listen to a talk. What is the speaker talking about? Tick the correct boxes.

- T plays the recording non-stop so students can get the gist of the talk. T has students compare answers in pairs, and then check answers as a class.

Key: 1.v4.v6.v

Task 4: Listen again and answer the following questions

1. When did Singapore become an independent country?

2. What is Singapore’s national costume?

3. Who used to wear the cheongsam?

4. How is the sari worn?

5. What is the office attire for men and women in Singapore?

6. How do young Singaporeans think of themselves?

-T tells students that the activity focuses on listening for specific information.

- T has students work in pairs first, and then checks their answers as a class.

Key: 1. Singapore gained its independence on 9 August 1965.

2. Singapore does not have a national costume, as people from the different ethnic groups tend to wear their traditional clothing.

3. Both Chinese men and Chinese women used to wear cheongsam.

4. It’s wrapped around the waist and hung over the shoulder.

5. Men usually wear dark trousers, white shirts and a tie while women wear long-sleeved blouses skirts.

6. The young people often think of themselves as Singapore first, and then as Chinese, Malay or Indian.

Pair work

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Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

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4. Homework

1 minute

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Check up

5 minutes

The lesson objective: Writing an argumentative essay about the most important feature that defines someone’s cultural identity.

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2. New lesson

7 minutes

10 minutes

15 minutes

What makes me Vietnamese

Task 1: Work in pairs. Discuss the reasons why language is often considered the most important cultural identifier.

- T tells students that they can refer back to the reading.

- T asks students to read the example and discuss.

- T encourages students to share their ideas.

Example: Language is the most important cultural identifier because it allows me to communicate with my family and community.

Task 2: Read the following argumentative essay on language as defining a person’s cultural identity. Complete the essay, using the correct forms of the words in the box

- T tells students that they are going to read an argumentative essay. Allow enough time for them to read through the text and work out the essay structure

-T asks students to use a dictionary to check the meaning of difficult words and phrases.

- T checks answers as a class.

Key 1. Expressing 2. Demonstrate3. Features4. Unite

5. Share6. Invaded7. Unifying8. Unique

Task 3: Which is the most important cultural identifier or the feature that defines your cultural identity?

- T asks students to work independently and write their final essays incorporating all the feedback from students and teacher

- T invites some students to read their essays. - Ss can choose one of the following cultural identifiers:

- Festivals and cultural practices/ - Shared values and beliefs

- Traditional food /- History/- Education

Introduction

Definition of cultural identity……………

Thesis statement…………

Body

First argument……………………………

Second argument………………………

Conclusion

Summary of the arguments

Pair work

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Individually

or

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today?What can you do now?

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4. Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm up

5 minutes

Inform the class of the lesson objectives: Further skill development

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2. New lesson

17 minutes

20 minutes

1. Communication:Migration and cultural identity

Activity 1:Listen to a talk by Mr Ben Wilson, a sociologist and psychologist, about preserving migrants’ cultural identity. Answer the questions.

- Tell students that they are going to listen to a talk by Mr Ben Wilson about preserving migrants’ culture identity.

- Play the recording once or twice for students to take notes of their answers.

Activity 2: Discuss the questions with a partner.

- Ask students to work with a partner to compare their answers. Check answers as a class.

2. Culture:Festivals

Activity 1:Read the text about celebrations of some ethnic groups in Viet Nam. Write the names of the festivals under the pictures.

- T has students read the text quickly and write the names of the festivals under the photos.

Key: a. Elephant Racing Festivalb. Forest Worshipping Festival

Activity 2: Read the text again and complete the table.

- T asks students to study the table and consider what kind of information they need to write in it.

- T asks students to read the text again and complete the table. T checks answers as a class.

Key: Elephant Racing Festival; Location: Dak Lak Province

Time: annually, in March;Ethnic groups: M’Nong and Ede

Purpose: to promote the martial spirit of the M’Nong and Ede people;Activities: - watching elephant race

Eating traditional food and drinking rice wine; Dancing

Watching elephants play soccer

Activity 3:Discuss the questions with a partner

- T has students discuss the questions in pairs.

- After their discuss, T asks some pairs to report their experiences and opinions to the class.

Pair work

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Group work

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Pair work

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?What can you do now?

- Elicit answer: I have improved my listening, speaking and reading skills. I can talk about the educational values of videos for learning English. I can also talk about social media apps for communication, entertainment and security.

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4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Warm-up

5 minutes

-T informs the class the objectives: reviewing pronunciation, vocabulary and grammar.

- T reviews from and use of simple past tense and past perfect tense.

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2. New lesson

8 minutes

9 minutes

12 minutes

8 minutes

Pronunciation:

Activity 1: Underline the sounds that can be affected by assimilation.

- T helps students to review the process of assimilation in this unit (/t,d,n/ before /k,g/; /s,z/ before /s,j/)

- T asks students to work with a partner to compare their answers. T checksanswers as a class.

Activity 2: Listen and repeat the sentences in 1

-T plays the recording and has students listen and repeat.

-T asks some students to say these sentences aloud.

Vocabulary:

Activity 1: Complete the sentences with the correct forms of the words or phrases in the box

-T has students read the instructions and do the activity.

-T checks answers as a class.

Key: 1. preserve2. cultural identity3. cultural practices

4. national pride5. Solidarity5. national costume

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.

-T has students do the activity individually first, and then compare their answers in pains.

-T checks answers as a class.

Key: 1. has become, have continued, has been working

Have never seen, have worn, has even become

Activity 2: Read the situation and complete Andy’s statements about himself, using repeated comparatives.

-T tells students that they are going to write sentences about someone called Andy.

-T allows students to do the activity individually first, and then compare their sentences in pains.

- T checks answers as a class.

Key:2.lower and lower3. more and more difficult

4. more and more complicated5. More and more

6. less and less

Project:

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.

-T has students work in groups of four or five

-T allows students one week to collect the information about an ethnic group, prepare a poster, and organize their presentation about the ethnic group.

Individually

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Pair work

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Pair work

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Pair work

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Group work

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss