Giáo án Tiếng Anh Lớp 10 (Thí điểm) - Unit 7: Cultural diversity - Năm học 2020-2021

Planning date: 16/1/2021
	Period 63	
UNIT 7: CULTURAL DIVERSITY
LESSON 1 – Getting Started 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Understand and apply words and phrases related to the topic
- Understand and apply the passive voice with modals
 + Skills :	- To help learners get started with 4 skills 
- Reading: Read about supersitions in VietNam.
- Speaking: Exchange opinions about traditions and customs
- Listening: Listen to people talk about the wedding traditions of a small community in the USA.
- Writing: Write about the typical characteristics of the Vietnamese people.
 + Attitude: - To help Ss be more aware of the custom and traditional values in Viet Nam
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
 - Read through English Unit 7 - Getting started at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP (5’)
- Ask students to compare the two pictures of a traditional wedding and a modern one in Viet Nam.
- Elicit sts’ answers.
- Listen to the sts and give feedback.
- Lead sts into new lesson.
Activity 1 (10’)
- Play the recording. 
- Ask students to listen and read.
- Explain new words if necessary.
Activity 2(12’)
- Ask students to work individually first and then in pairs to do the task 
- Encourage students to provide reasons for their answers.
- Check students’ answers and give explanations.
- Suggested answer: A
Activity 3 (15’)
- Ask students to read the conversation again and think of the answers to the questions. 
- Have them work with a partner and switch roles to ask and answer.
- Check the answers and provide the correct ones if necessary.
- Suggested answers:
1. Because he is preparing for his presentation about the simolarities and differences between a traditional Vietnamses wedding and a modern one.
2.They follow the same core procedure which consists of the proposal ceremony, the engagement ceremony and the wedding ceremony.
3.The modern wedding are less complicated.
4.Yes, they get some help from their parents and the attending guests.
5.Students’answers.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Read Unit 7 - Language at home
- Compare the two pictures of a traditional wedding and a modern one in Viet Nam.
- Possible answers:
Traditional wedding :
- was celebrated at home
- the bride and the groom wear Ao Dai
- pray ancester to ask for permission to get married.
Modern wedding :
- was celebrated at the restaurant/ church, 
- the bride and the groom wear modern costumes
 ..
Activity 1
- Listen to the recording and read silently after the recording.
Activity 2
- Work individually first and then in pairs to do the task 
- Provide reasons for their answers.
- Give the answers.
- Check and correct.
Activity 3
- Read the conversation again and answer to the questions.
- Work in pairs to do the task.
- Give the answers.
- Check and correct.
- Listen to the teacher and write in the notebooks
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Planning date: 16/1/2021
	Period 64	
UNIT 7: CULTURAL DIVERSITY
	LESSON 2 – LANGUAGE
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: 	- To provide learners some language items in Unit 7
	- Stress correctly two-syllable words 
	- Understand new words related to the topic
	- Understand more about the comparative and superlative adjectives
 + Skills: - To promote Ss to develop the skills of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through English Unit 7 - Language at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
Warm- up (5’)
- Ask students to list out the factors that create a happy life
- Let students work in pairs
- Ask students questions
VOCABULARY (12’)
Activity 1
- Ask students to work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f).
- If students need support, ask them to use the context of the conversation to help them choose the correct meaning for each word. 
- Check answers 
- Suggested answers:
1.g 2. e 3. d 4. b 5.a 6. g 7.c 8. f
Activity 2
- Ask students to work individually first, and then check with a partner. 
- Make sure that student have the right answers by going over all the answers in class. 
- Allow students to look up the words in the glossary, if necessary.
- Suggested answers:
1.wedding 2. Groom 3. bride
4. reception 5.guests 6.before 7.engaged 
PRONUNCIATION(10’)
Activity 1
- Play the recording and let students listen and follow.
- Play it again with pauses for students to repeat each word chorally.
- Give the meaning of the words if necessary. Help students distinguish two-syllable words with stress on the first or second syllable.
- Ask students to work in pairs and take turns reading the words.
Activity 2
- Ask Ss to read the word in rows paying attention to the difference between the sound clusters
- Play the recording and let Ss listen to the sentences and circle the word they hear.
GRAMMAR(15’)
Activity 1
- Explain the grammar point: Comparative and superlative adjective
- Ask Ss to read through the six statements.
- Help them to understand the meaning of these statements.
- Explain any words that Ss don’t know.
- Let sts express their ideas.
- Feedback
Activity 2
- Exlain the task requirement.
- Have sts study the table.
- Expalin new words if necessary.
- Let Ss work in pairs to give the answers
- Asks Ss to give the reasons for their answers.
- Expected answer:
Ask them to give clues for their answers
1. Mr Smith’s wedding reception was more expensive than Mr Long’s
2. Mr Smith was older than Mr Long when he got married
3. Mr Long’s engagement period was longer than Mr Smith’s
4. The service at Mr Smith’s wedding was better than at Mr Long’s wedding.
Activity 3
- Help sts revise the differences in usage of the articles: a/ an and the.
- Get sts to do the task in pairs.
- Asks Ss to give the reasons for their answers.
- Expected answer:
1. the 2. a 3. the 4. The 5. the 
6. the 7. a 8. the 9. the 
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Read Unit 7 - Reading at home
- Work in pairs.
- Discuss the T’s question.
- Give the answers.
Activity 1
- Work individually, read the words and phrases in the box, then discuss and find the meaning for each of them (a-f).
- Give the answers.
- Check and correct.
Activity 2
- Work individually first, and then check with a partner. 
- Give the answers.
- Check and correct.
- Listen and repeat. Take notes if necessary
- Read word in rows paying attention to the difference between the sound clusters
- Listen to the sentences and circle the word they hear 
Activity 1
- Listen and take notes
- Read the sentences 
- Give the answers.
- Listen and take notes
Activity 2
- Listen to the T’s explaination.
- Study the table individually.
- Work in pairs to do the task.
- Give the answer.
- Check and correct the answer.
Activity 3
- Listen and take notes
- Work in pairs to do the task.
- Give the answer.
- Check and correct the answer.
- Listen
- Listen to the teacher and write in the notebooks
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Planning date: 16/1/2021
	Period 65	
UNIT 7: CULTURAL DIVERSITY
	LESSON 3 – READING
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: Know more about traditions, cututal characteristics and superstitions in Viet Nam.
 + Skills: - To promote Ss to develop their reading skills
	- Skim the text to get the general idea about traditions, cututal characteristics and superstitions in Viet Nam.
	- Scan the text to get some specific details about traditions, cututal characteristics and superstitions in Viet Nam.
 + Attitude: - To encourage Ss to work harder	
- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through new English10 Unit 7 - Reading at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP (5’)
- Ask students to list out the factors that create a happy life
- Let students work in pairs
- Ask students questions 
- Lead sts into new lesson.
Activity 1 (10’)
- Ask sts to look at the picture and describe it.
- Ask some guiding questions to help sts.
1. Is this an altar?
2. How do you know that?
3. Can you see what kind of flower it is?Is it peach blossom?
4. What is laid on the altar?
- Ask sts to read the statements and help them understand the meaning.
- Get sts to work in groups of 4 and exchange their ideas.
- Encourage sts to give explainations for their behaviour.
- Elicit answers from the whole class.
- Lead sts to the topic of the reading passage.
Activity 2(10’)
- Have students read the questions and the options.
- Encourage them to predict the answersbases on the answer options given and sts’ background knowledge.
- Set a time limit for sts to read the text and answer the qs.
- Have sts work individually first, and then check with a partner. 
- Go over all the answers to make sure they have the correct answers.
- Expected answers: 1. C 2. B 3. D 4. A Activity 3 (15’)
- Get sts to work in pairs.
- Have sts read the question and practise asking and answering them.
Encourage sts to give reasons to support their opinions.
- Asl several sts to report what they learn about their partners from their discussions in pairs.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Do exercises in handouts
Read Unit 7 - Speaking at home
- Work in pairs.
- Discuss the T’s question.
- Give the answers.
Activity 1
- Work individually, look at the picture and describe it.
- Read the statements.
- Work in groups of 4 and exchange their ideas.
- Try to give explainations for their behaviour.
- Give the answers.
Activity 2
- Read the questions and the options.
- Predict the answersbases on the answer options given and sts’ background knowledge.
- Read the text and answer the qs.
- Work individually first to do the task, then work in pairs to check the answers.
- Give the answers.
- Check and correct.
Activity 3
- Work in pairs.
- Read the question and practise asking and answering them.
- Give reasons to support their opinions.
- Some sts report what they learn about their partners from their discussions in pairs.
- Listen and take notes
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Planning date: 18/1/2021
	Period 66	
UNIT 7: CULTURAL DIVERSITY
	LESSON 4 – SPEAKING 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Compare traditions and customs between two countries and discuss those in VN
	- Give a mimi talk about some cultural aspects of VN.
 + Skills: - To promote Ss to develop their speaking skills
- To help Ss develop the skill of working in pairs and groups
 + Attitude: - To encourage Ss to work harder	- To provide Ss some motivation
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through English10 Unit 7 - Speaking at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP(5’)
- Ask Ss the following Qs:
1. How many people are there in your famiy ?
2. How many generations are there in your famiy ?
3. Do you think you are very happy to live in such a family ?
4. Do you think there are two or more generations in a family in America ?
- Ask Ss to work in pairs to ask and answer the Qs
- Call on one pair to present in front of the class
- Listen and feedback
- Lead in the lesson by saying :
“ Today we are going to talk about differences among cultures”
Activity 1(7’)
- Ask sts to look at the pictures and elicit any words related to the topic: superstitions abt black cats, fish and chips – a traditional food, figure skating- a national sport, samovar- a traditional way of making tea.
- Tell sts that they will do a quiz abt 2 countries: the UK and Russia.
- Elicit any background knowledge abt cultural aspects of these two countries.
- Ask sts to do the quiz individually and then check their answers in pairs.
- Encourage sts to give explainations for their choices.
- Expected answers: 1. B 2. A 3. B 4. A Activity 2 (8’)
- Explain the activity and instruct sts to do it.
- Divide class into 2 big teams: Team A and team B. Each team then further divide into smaller groups will read abt one country, either the Uk or Russia.
- Set a limit time for this activity and walk around the classroom to monitor, facilitate and assist sts when neseccary.
- Encourage sts to use superlative adjectives to share their ideas with other members of their groups.
- Ask several groups at random to report their views.
Activity 3(10’)
- Explain the activity and instruct sts to do it.
- Have sts study the example carefully.
- Get one member of Team A to work with one from team B, talk about the traditions and customs of either the Uk or Russia.
- Move around to assist or listen to different pairs to detect errors/ problems.
- Call on some sts at random and have them tell the whole class what they learn abt the other country from their conversation with their parners.
- Give feedback on sts’ performance
Activity 4(10’)
- Have sts read the constructions and explain what they are supposed to do.
- Get sts to work in 4 groups. Each group will cover one of the four categories: Food, Drinks, Sports, and festivals.
- Call on several groups to report their group’s ideas and ranking, and then give feedback.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Do exercises in handouts
Read Unit 7 - Listening at home
- Work in pairs asking and answering the Qs
- one pair present in front of the class
-Listen to the T 
Activity 1
- Look at the pictures.
- Give any words related to the topic.
- Do a quiz abt 2 countries: the UK and Russia.
- Work individually first to do the task, then work in pairs to check the answers.
- Give the answers.
- Check and correct.
Activity 2
- Listen to the T
- Work in 2 big teams: Team A and team B. Each team then further divide into smaller groups will read abt one country, either the Uk or Russia.
- Note down the most interesting thongs abt the country that they read and then share the information with other members of their groups.
- Try to use superlative adjectives to share their ideas with other members of their groups.
- Each group sends a member to take notes of the opinions.
- Several groups at random to report their views.
Activity 3
- Listen to the T
- Study the example carefully.
- One member of Team A to work with one from team B, talk about the traditions and customs of either the Uk or Russia.
- Some sts at random and have them tell the whole class what they learn abt the other country from their conversation with their parners.
- Listen and take notes
Activity 4
- Read the constructions and listen to the T’s expaination.
- Work in 4 groups to brainstorm ideas and vocabulary and then ranking things in order of popularity.
- Listen and take notes
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Planning date: 18/1/2021
	Period 67	
UNIT 7: CULTURAL DIVERSITY
	LESSON 5 – LISTENING 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: - Use words and phrases related to the topic
	- Know more about the wedding traditions of a small community in the USA.
+ Skills: - To promote Ss to develop their listening skills
- To help Ss develop the skill of working in pairs and groups
 + Attitude: Students understand more about the custom and traditional values in the USA as well as in Viet Nam.
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through new English10 Unit 7 - Listening at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP (7’)
- T asks Ss these Qs :
1.Have you ever attended a wedding ceremony ?
2.Do you like it ?
Now I have some pictures for you
► Picture of people in the groom’s family:
+ Now, look at this picture. Who can tell me what is it about?
+ How do you know that?
+. This picture is about an engagement ceremony, and these people are in groom’s family. They are bringing trays of gift to proffer the bride’s family
► Picture of trays of gift:
+ And what is this picture?
+ In English, we call: a tray of gift for the bride’s family.
+ Who can tell me what do the trays of gift include?
+ Yes. They are: betel leaves and areca nut fruits, husband, wife cake, tea, a roasted pig, biscuit (you see the label Chocopie here?), and some other food. 
►Picture of bride & groom before the altar:
+ Who are they?
+ Where are they?
+ Yes. This is the altar (point at the altar in the picture)
+ What are they doing?
+ They are praying for approval from their ancestor. Do you know “ancestor”?
+ Now who can tell me what ceremony is after the engagement ceremony?
Activity 1 (8’)
- Ask sts to look at the photo of an Amish wedding and elicit sts’ impressions abt this community.
- Have sts read a number of statements about the Amish community.
- Help sts understand these statements if necessary.
- Ask sts to work in pairs to exchange their predictions.
- Elicit sts’ predictions abt this community, accepting different opinions.
- Preteach some new words.
Activity 2 (8’)
- In this activity, sts listen and check their predictions in the previous act.
- Have sts listen to the CD for the 1st time and try to note down the informationtht helps them check their answers.
- Ask sts to share with their friends to see whether they have the same answers or not.
- Let sts listen to the CD for the 2nd time and try to note down the information they did not understand the 1st time.
- Elicit sts’ answers.
- Check and correct the answers.
- Expected answers: 1. F 2. F 3. T 4. T 5. T 
Activity 3 (9’)
- Ask sts to skim the given text, paying to the context around the gaps, and predict the information needed for each gap.
- Ask sts to share with their friends to see whether they have the same answers or not.
- Elicit sts’ predictions.
- Let sts listen and fill in the gaps.
- Elicit sts’ answers.
- Check and correct the answers.
- Expected answers:
1, December 4, wedding meal
2, two or three 5, visiting relatives
3, approval 
Activity 4 (10’)
- In this activity, let sts reflect orally on the information they have just listened to.
- Get sts to work in pairs to name the things they have learnt abt the Amish wedding customs and talk abt whether they find anything unusual or intersting.
- Call on some sts at random and have them express their opinions to the whole class.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework
Do the exercises in handouts
Read Unit 7 - Writing at home
- Answer th Qs
+ Listen to T and wait eagerly for the pictures
- Look at the picture: and then answer the questions:
+ It’s about an engagement ceremony.
+ Because I see many boys bringing a tray with red paper on it.
- Look at the picture.
+ Tráp đưng lễ của nhà trai mang
sang nhà gái
+ Trầu cau, bánh phu thê
- Look at the picture.
+ They are bride & groom.
+ They are in front of the altar.
+ They are praying
+ Tổ tiên
+ Wedding ceremony.
Activity 1
- Look at the photo of an Amish wedding and elicit sts’ impressions abt this community.
- Read a number of statements about the Amish community.
- Work in pairs to exchange their predictions.
- Present their predictions abt this community.
- Practise some new words.
Activity 2
- In this acitivity, sts listen and check their predictions in the previous act.
- Listen to the CD for the 1st time and try to note down the informationtht helps them check their answers.
- Share with their friends to see whether they have the same answers or not.
- Listen to the CD for the 2nd time and try to note down the information they did not understand the 1st time.
- Give the answers.
- Check and correct the answers.
Activity 3
- Skim the given text, paying to the context around the gaps, and predict the information needed for each gap.
- Share with their friends to see whether they have the same answers or not.
- Listen to the CD and do the task.
- Give the answers.
- Check and correct the answers.
Activity 4
- Reflect orally on the information they have just listened to.
- Work in pairs to name the things they have learnt abt the Amish wedding customs and talk abt whether they find anything unusual or intersting.
- Express their opinions to the whole class.
- Listend and take notes 
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Planning date: 18/1/2021
	Period 68	
UNIT 7: CULTURAL DIVERSITY
	LESSON 6 – WRITING 
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: Understand Typical characteristics of the Vietnamese people.
 + Skills: Promote Ss to develop their writing skills through writing a description paragraph 
Help Ss develop the skills of working in pairs and groups
 + Attitude: Understand more about the custom and traditional values in Viet Nam.
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through English10 Unit 7 - Writing at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM UP (5’)
- Get sts to list some typical characteristics of Vietnamese people based on their background knowledge.
- Elicit sts’ ideas.
- Give feedback and lead into the new lesson.
Activity 1(8’)
- In this activity, help sts reinforce and develop their ability to think in a logical way when rearranging set of jumbled paragraphs to form a well-structured text.
- Ask Ss to do the task individually
- Set a time limit for this activity and assist ss if necessary.
- Ask ss to compare their answers with a partner and explain why
- Elicit answers from the whole class and correct them if necessary.
- Expected answers: 1b 2d 3f 4c 5e 6a Activity 2 (12’)
- Ask Ss to do the task in groups and read the text and study the outline sketch
- Get sts to discuss and complete the outline on the big size paper. 
- Ask the groups to put their outline on the board or around the classroom.
- Give feedback.
- Sample outline:
Introduction: A typical Vnamese woman is hard-working skillful, and devoted to her family.
Characteristic 1: hard-working
Evidence: working both at work nd at home.
Characteristic 2: skillful
Evidence: householdchores like cooking, sewing, or decorating the house.
Characteristic 3: devoted to family
Evidence: her biggest concerns are husband and children and family.
Conclusion: The above mentioned characteristics are typical of the majority of Vnamese women.
Activity 3(15’)
- Ask sts to work in groups to develop an outline.
- Walk around and assist, if necessary.
- Ask sts to write their drafts individually and then exchange them with their group members for peer feedback.
- Collect sts’ writing for further comments or marking.
Sample writing :
A typical Vietnamese woman is hardworking , skillfull, and devoted to her family.The most prominent characteristic of most Woman in Vietnam is that they work really hard.In fact, in addition to the eight working hours at a job, they still spend at least four ro five hours on different household chores.Moreover, a typical Vietnamese woman is also known for her many skills.She can cook tasty meals and decorate her house.A visit to a family in Vietnam will be a good chance to experience how good she is at all these tasks.Finally, she is really devoted to her family .Her biggest concerns are always about family matters like jobs, hobbies and health of her family members.That is why the majority of Vietnamese woman immediately rush home after work to be with their children and take care of them and the other people in the family.
In short, the above mentioned characteristics are typical of the majority of Vietnamese women.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework:
Do the exercises in handouts
Read Unit 7 - Communication and Culture at home
- List some typical characteristics of Vietnamese people based on their background knowledge.
Activity 1
- Reinforce and develop their ability to think in a logical way when rearranging set of jumbled paragraphs to form a well-structured text.
- Work individually to do the task.
- Compare their answers with a partner and explain why
- Give the answers.
- Check and correct the answers.
Activity 2
- Discuss in groups and complete the outline on the big size paper.
Activity 3
- Work in groups to develop an outline.
- Write their drafts individually and then exchange them with their group members for peer feedback.
- Listen
- Listen to the teacher and write in the notebooks
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Planning date: 18/1/2021
	Period 69	
UNIT 7: CULTURAL DIVERSITY
	LESSON 7 – COMMUNICATION AND CULTURE
A. Aims & Objectives: By the end of the lesson, Ss will be able to
 + Knowledge: To provide learners some communication samples and cultural items
 + Skills:	 - To promote Ss to develop their communication skills and cultural understanding 
- To help Ss develop the skill of working in pairs and groups
 + Attitude: - Understand more about gift-giving in the UK and the ideas of success in the USA and VN 
 + Specific competences: Oral communication, solving problems, document use, self-study
B. Preparations 
1. Teacher: textbook, lesson plan 
 	2. Students: 	- textbook, notebook . 
- Read through new English 10 Unit 7 – Communication and Culture at home
C. Methods: CLT, Integrated skills 
D. Procedure
Teacher’s activities
Student’s activities
WARM-UP (5’)
- Get sts to list some typical characteristics of Vietnamese people based on their background knowledge.
- Elicit sts’ ideas.
- Give feedback and lead into the new lesson.
I. Communication(17’)
Activity 1
- Ask the sts to read the text individually, and, for each occasion, highlight the similarities and differences with the customs in VN.
- Have sts study the the sample conversation, assisting them if necessary.
- Ask sts to work in pairs and role play a conversation, using the information they have highlighted.
- Call on some pairs at random to perform their conversations in front of the whole class.
- Give feedback.
Activity 2
- Ask Ss to work individually to put the jumbled-up words and phrases to make questions about giving and receiving presents.
- Ask sts to work in pairs to compare the questions and discuss or explain if they have different word orders.
- Ask ss to read aloud or write on the board those questions and correct any mistakes.
- Expected answers:
1. Who do you often buy presents for?
2.On what occasions do you buy presents ?
3.Which shop do you usually go to when you are shopping for presents?
4.What ‘s the most expensive present you’ve given?
5.On what occasions do you receive presents?
6.What presents do you normally get?
7.What is the best present you’ve ever received?
II. Culture (20’)
- Divide the class into 2 big groups.Each group will read one reading passage to get the main idea.
- Ask one st from group A to work with one student from group B to form a pair and exchange the information that they have just read.
- Call on some pairs at random to perform their findings.
- Give feedback.
- Expected answers:
1.for American success means providing their family a decent standard of living and ending their career in a higher and more prosperous position than when they began it .Success is also the result of hard work and self relience.
2.For Vietnamese, success goes along with a high status job with good income and respect at work.
3.Both American and Vietnamese associate success with earning a lot of money.
Wrapping up (3’)
- Summarize the main point of the lesson in brief
- Assign Ss homework: 
Do the exercises in handouts
Read Looking back and Project at home
- Do as appointed
Activity 1
- Work individually o read the text and, for each occasion, highlight the similarities and differences with the customs in VN.
- Study the the sample conversation
- Work in pairs and role play a conversation, using the information they have highlighted.
- Some pairs at random to perform their conversations in front of the whole class.
- Listen to the T
Activity 2
- Work individually to put the jumbled-up words and phrases to make questions about giving and receiving presents.
- Work in pairs to compare the questions
- Write their answers on the board.
CULTURE
- Firstly, work in two big group.
- Each group will read one reading passage to get the main idea.
- Then, one st from group A to wor