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An Giang, ngày 23 tháng 02 năm 2022

GIÁO ÁN KIẾN TẬP GIẢNG DẠY

Họ tên người soạn: Nguyễn Thị Minh Hạnh MSSV: DAV197006
Giáo viên hướng dẫn: Nguyễn Thanh Liêm Lớp KTSP: 10B2
Tên bài dạy: Unit 7: Cultural diversity – lesson 2: Language
Tiết KTSP (thứ mấy của SV): 2

LESSON PLAN
Unit 7: CULTURAL DIVERSITY
Lesson 2:
Language
A. Objectives:
By the end of the lesson, Ss will be able to:
1. Knowledge:
-Enrich vocabulary about Cultural diversity.
- Pronounce two-syllable words with the same spelling with the correct stress pattern.
- Learn to use comparative and superlative adjectives.
- Distinguish the articles a/ the and use them correctly.
2. Skills:
- Listen to the recordings and practice saying words correctly.
- Speaking: discussing and answering the questions about cultural diversity in
Vietnam.
3. Attitude:
- Students understand more about the custom and traditional values in Viet Nam.
- Students have some positive attitude about traditions and customs in Viet Nam
B. Teaching aids: Textbooks, lesson plan, handouts, LCD, ...
C. Procedure:
Time Content Teacher’s and students’ activities
5ms I. Warm-up:
Game: Hangman: - T shows the game and runs through.
-T says: “First, I have one word in my
 mind and then keep it in select. It has 7
letters. You need to raise your hands
and guess one letter of the English
alphabet. If your letter is correct, I will
put it into the right position and you
continue to guess, but if your letter is
wrong, I will start to draw a hangman
and choose the other person. The
person who can find out more than 2
letters or the whole word before I finish
the hangman will be the winner.
-T checks students’ understanding of
the instruction:
+ “How many letters are there in my
word?”
(Expected answer: seven)
+ “What will I do if you guess wrong
letters?”
(Expected answer: start to draw a
Keys: CULTURE hangman)
-T let Ss play the game.
Clues: The way of life is shown in their
ordinary behavior, habits, costume, etc. - Lead-in: “Now, look at the
word, this is a noun that relates to the
main topics of this unit. To continue
learning about this topic, now let’s
move to our lesson today: Unit 7:
Cultural diversity – lesson 2:
Language. ”
12ms II.VOCABULARY:
 Pre-stage:
Vocabulary:
-Groom/ruːm/:chú rễ (picture) - T follows the steps of teaching
vocabulary.
- T shows the pictures on the
screen and asks Ss some
eliciting questions about the
meaning of new words.
-Bride/ˈbraɪd/cô dâu(picture)
 - Ss answer and T checks.
- T models the words 3 times,
asks Ss to repeat chorally and
then individually.
- T shows the words on the
screen.
-engagement/ɪnˈɡeɪdʒ.mənt/(n): hứa - T elicits the word form and
hôn(translation) stress.
-religious /rɪˈlɪdʒ.əs/(adj): tôn giáo(picture) -T elicits and gives the
meaning of the new words.
- Ss look at the screen and
listen carefully.
- Ss listen and repeat.
-agreement /əˈɡriː.mənt/(n): sự hứa hẹn
- T checks Ss’s pronunciation.
(picture)
- T asks Ss to copy down these
new words into their
notebooks.
- Ss take note.

 While-stage:
Task 1: Read the conversation in
GETTING STARTED again. Match the
words/phrases with their definitions.

- T shows the task and runs through.

- T asks Ss to read the conversation
again to find and underline the seven
words.
-T helps Ss identify the part of speech
of these words (They are all nouns).
-T asks Ss to study the words and
Keys: 1. g 2. e 3. d 4. b 5. a 6. c 7. F
phrases around these seven words and
 predict their meanings.
-T tells Ss to match these words with
their given definitions.
Task 2: Circle the correct words in -T lets Ss work on their own first, then
brackets to complete the sentences. compare their answers with a partner.
1. My cousin’s (marriage/wedding) is next -T lets Ss go to the board to write their
Sunday. answers and checks the answers as a
class.
2. On the wedding day, the best man is
expected to help the (groom/bride).
3. The (groom/bride) can have as many -T shows the task on the screen and
runs through.
bridesmaids as she wants.
-T introduces and explains the
4. There is a wedding (proposal/reception)
requirement of this activity: to choose
for all guests after the wedding ceremony.
the correct word for the context in each
5. There will be about 100 (grooms/guests)
sentence.
at my cousin’s wedding.
- T sets a time limit for completing the
6. In the past, the proposal and engagement
activity. (5ms)
ceremonies took place one or two years
- T encourages Ss to works in pairs.
(before/ after) the wedding.
-T invites some pairs to answer.
7. My brother got (engaged/married) to one
- T checks as the whole class and gives
of his friends from college and started
more explanation to help Ss understand
saving for the big day.
correctly (if necessary).

 Post-stage:
Discussion: in groups.
What do you think about the traditional
wedding ceremony?
Suggested ideas:
+ Ceremony: engagement, proposal,
weddings. -T lets Ss work in groups in 2ms to
+ Expence: cheaper or more expensive. discuss with their friends and make a
+ Guests, couple, reception,… short paragraph by using some new
words in the previous task.
 + Clothes: traditional or modern dress. -T works around to help them.
-T invites some Ss to give their
sentences and then correct carefully.
-T gives feedback.
-Lead-in: we have learned some new
words and now to know how these
words are used in the context we will
move to the next part.
10ms III.PRONUNCIATION:
 Pre-pronunciation:
Guessing activity: -T shows the table and runs through.
Increase Increase - T invites Ss to guess where is the
Contrast Contrast stress of each word.
Export Export - Ss can go to the board and write down
Present Present the answers that they guess.
-T leads in the next task: “Now, to
know whether your guesses are right or
wrong, let’s move to the next activities
to learn and check.”

 While-pronunciation:
- T shows the task and runs through.
Task 1:Listen and repeat, paying
attention to the stress patterns. -T tells Ss to listen and repeat different
sets of words with the same spelling.
- T plays the recording, Ss listen and
put a mark before the syllable with the
primary stress.
- T asks Ss to pay attention to the stress
patterns.
-T encourages Ss to say how the stress
patterns are different in these words.
-T asks Ss to work in pairs in 5ms and
take turns reading these words in
columns and rows.
- T invites individuals Ss at random to
read the words. Correct them, if
necessary.
Task 2: Listen to the sentences and
practice saying them correctly. Pay
 attention to the stress pattern of the -T shows and explains the activity.
underlined words. -T asks Ss to listen to the sentences and
There is an INcrease in the number of then lets them practice in pairs saying
young people in Viet Nam who marry later these sentences correctly.
in life. -Ss have to listen and put a mark (')
2. In Viet Nam, guests often give money as before the stressed syllable.
a wedding PREsent to the newly-married -Ss should pay attention to the stress of
couple on their wedding day. the underlined words consisting of two
3. In big cities, the birth rate has syllables.
deCREASED over the past few years. -T invites some Ss to read these
4. In reality, it is difficult to meet the sentences in front of the class and
PERfect life partner. correct mistakes.

 Post-pronunciation:
Game: “Bean bag circle”.
List of words: - T lets Ss play the game: Bean bag
-increase(v) circle.
-decrease(n) -Ss listen to the music and move the
-perfect(adj) bag around the classroom. When the
music suddenly stops, the student who
-import(n)
still holds this bag will be chosen to
-export(n)
stand up.
-present(v)
-Ss open this bag and choose one word
to speak out.
- T checks Ss’pronunciation carefully.
15ms IV.GRAMMAR:
COMPARATIVE AND SUPERLATIVE
 Pre-stage:
-T shows the pictures to elicit the new
  Introduction: structure.
-T asks some elicit questions related to
the topic.
-T shows the model sentences and
elicits Ss to find out the new structure.
-T shows the structure and asks some
Ss to read the examples.
-T invites some Ss to stand up and give
their answers about the usages and
note.
-T checks Ss’ understanding and
John Kelvin Mary
explains some more notes.
=> John is taller than Kelvin. -T lets Ss copy down the structures.
=> Kelvin is shorter than John.

=> John is the tallest person.

 Example:

- Living in your country is more

interesting than living abroad.
(comparative)
- The biggest expense of a wedding is the
reception. (superlative)

 Structure:

Comparative:

S+ be + More + long Adj + than + N.

short Adj + -er

Superlative:

S+ be + The most + long Adj +N.

The + short Adj+ -est

 Usages: We use comparatives and
superlatives to compare two or more
objects with the others.

 Note: We tend not to use less and least

to form comparatives and superlatives
with one syllable adjective, for example:
bigger or smaller. We use the opposite
instead.

Ex:

He is less taller than me => He is shorter -T shows the task 1 on the screen and
than me. runs through.

Task 1: Do you agree with the following -T asks some students to stand up and
statements? read the following statements (each
student will read one statement) and
1. Living in your country is more interesting
then explain these statements by
than living abroad.
themselves.
2. Wedding ceremonies are less complicated
-T will check and help Ss when they
now than they used to be in the past.
explain these statements to make sure
3. The biggest expense of a wedding is that they can understand all of the
the reception. following statements.
4. No one is happier than the bridegroom on -T asks: “According to these
the day of his wedding. He is the happiest statements, Do you agree with the
person on that day. following statements?”
5. The bride is the most beautiful woman on -T lets Ss work in pairs in 2 minutes to
her wedding day. answer these questions.
6. It’s much better to have a small wedding -T invites 2 or 3 Ss to stand up and
and save money. answer the questions.
-T checks the answers.

-T shows Task 2 and runs through.

 -T explains the activity: write five
 While-stage: sentences comparing the two weddings.
Task 2:Write five sentences comparing -T asks Ss to work in groups of four in
the two weddings in the table below. Use 5ms.
the comparative form of the adjectives in -T gives each group a large size piece
the box and than. of paper to write down their sentences.
-T invites some groups of Ss to check
the answers.
-T gives Ss time to look at other
groups’ sentences to see if they have
interpreted and presented the
information from the table in the same
way.
- T checks some groups’ sentences and
gives Ss time to write the correct
sentences into their notebook.

THE ARTICLES: A – THE -T shows the pictures to elicit the new

structure.
Introduction:
-T asks some elicit questions related to
the topic.
-T shows the model sentences and
elicits Ss to find out the new structure.
-T shows the structure and asks some
Ss to read the examples.
-T invites some Ss to stand up and give
their answers about the usages and
Ex: He has a wedding reception. He goes to notes.
the wedding reception with a black suit. -T checks Ss’ understanding and
Structures: explains some more notes.
-T lets Ss copy down the structures.
A/ An + countable N (first mention)
The + N ( after that)

Usage:

We use a/an with a countable noun when

we first mention it and the after that.

Notes:

We use the when it is clear in the situation

which thing or person we mean.

Ex: The bride looks very happy.

Task 3: Choose the correct answers:

-T shows Task 3 and runs through by

reading the sentences carefully to
identify the different usages between
a/the.
-T lets Ss work in groups of four in
5ms to choose the correct words.
-Ss work in groups to do task 2.
-T lets Ss play the game to check the
answers.

“Who is the fastest?”

-T says: "We will play the game Who's
faster to check the answers of task 2".
-T says:" Do you know the game:
Who's faster?".
-T divides the class into 2 teams A and
B.
-T gives instruction: " The members of
each team take turns to go to the board
and write down the answer. Each
correct answer will get 10 marks. The
fastest finishing team will be added 10
 marks. The group with more marks will
be the winner".
-Ss play the game.
-T checks the answers and finds out the
winner.

 Post-stage:
Make a sentence about how people enjoy
their wedding ceremony nowadays? -T runs through the activity.
-Suggested: -T lets Ss work in pairs in 2ms to
discuss with their friends and make a
+Using comparatives and superlatives forms
sentence by using their real context.
of adjectives.
-T works around to help them.
+Using a/ the correctly.
-T invites some Ss to give their
Example: Nowadays, the wedding expense
sentence and then correct carefully.
is more expensive than in the past, because

3ms V.Consolidation:Fill in the blanks with

the given words (some of them are extra):
Less hottest hotter more -T shows the task on the screen and
most highest higher least runs through.
1. Today is ___________ than yesterday. - T lets Ss read these sentences and
2. She is the _________beautiful gỉl in the helps them to decide the form of the
team. word in each gap.
3. No house in my city is ________ than his - Ss work in pairs in 2ms and try to
house. base on their memory to fill in the
gaps.
4. Modern wedding is_______complicated
than one in the past. -T walks around to help Ss.
Keys: - T invites some Ss to answer and gives
feedback.
1. hotter
2. most
3. higher
4. less.
 Homework:
+ Learn these new words by heart.
-T gives Ss homework.
+ Review the conversation and these
previous questions. -Ss take note.
+ Read and prepare the next lesson.

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Nguyễn Thanh Liêm Nguyễn Thị Minh Hạnh