Giáo án Tiếng Anh Lớp 12 - Unit 2: Cultural diversity - Năm học 2021-2022

Preparing date: 19/ 9/ 2021
Period: 9
 UNIT 2. CULTURAL DIVERSITY
 A-READING (1)
Class
Date of teaching
Notes
12A1
12A4
I. OBJECTIVES: 
1. Knowledge: By the end of the lesson, Sts will be able to:
- Use and relate vocabulary about culture.
- Interpret the reading passage by reading for specific information, guessing meaning from context.
- Compare and contrast a traditional Vietnamese family with a modern Vietnamese family.
* Grammar: Tenses
* Vocabulary: Words related to the topic: love, understanding, contractual, groom, bride, unwise, attractiveness, confiding...
2. Targeted competences: Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.
Qualifications: Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. 
II. TEACHING AIDS
1. Equipment: Projector, computer, chalks, blackboard
2. Learning materials: Textbook, lesson plan, Teacher’s book, Reference books, handouts
III. TEACHING PROCESS:
ACTIVITY 1: WARM UP (5’)
Aims: 
- Raise sts’ interests of the topic “cultural diversity”
b. Implementation
Step 1: Transferring the learning task
- T prepares a hand out with a network of the word “a marriage” and asks them a question: What things make a marriage happy?
 marriage
- T asks Sts to look at the pictures (p.20) answer the Qs.
+ What do you see in the pictures?
+ What are the differences between them?
Step 2: Performing the task
- The whole class
- Individual wrok
- T provides help if necessary
- Product: 
+ love, understanding, sharing , partnership of equals, trust, sympathy, sacrifice, good health, good job, high salary 
+ I see two scenes of different marriage in different countries. The 1st is from India and the second is from Vietnam.
Step 3: Report, discussion
- T calls some Sts to speak aloud their answers in front of the class
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 2: KNOWLEDGE ACQUISITION (10’)
a. Aims: 
Find out more information about the topic, read the passage and elicit new vocabularies
b. Implementation
I. Before you read:
* Discuss the question:
Step 1: Transferring the learning task
- Ask sts to work in pairs and discuss the question 
(?) Which of the following factors is the most important for a happy life? Why? 
+ Love 
+ A nice house / flat. 
+ Money
+ A good job. 
+ Parents’ approval 
+ Good health.
- Ask sts to talk before the class and give the reason why. 
Step 2: Performing the task
- Work in pairs
A: Which factor is the most important for a happy life?
B: In my opinion, love is the most important for a happy life. Because love is an essential factor for a marriage life.
A: I agree with you. With love we can suffer the hardship, sufferings or misfortunes of life. 
B: And there's an important aspect of love: forgiveness. We can say love and forgiveness are two inseparable qualities.
A: That’s right.
Step 3: Report, discussion
- T calls some pairs to present their answers in front of the class.
Step 4: Conclusion
- T gives comments on students’ answers
* Read the passage
Step 1: Transferring the learning task
- T plays the tape once and asks Sts to pay attention to the new words
Step 2: Performing the task
- Sts listen to the tape and underline the new words they have.
Step 3: Report, discussion
- Sts make their own choices of new words individually
Step 4: Conclusion
- T gives comments on sts’ answers randomly
* Teach vocabularies:
Step 1: Transferring the learning task
- Explains some vocabularies by showing words by words on the power point slides.
+ culture (n) văm hóa
Cultural (adj) thuộc văn hóa
+ to precede (v) đến trước, đi trước
+ to confide in sb: tin tưởng, giao phó
+ partnership (n) sự cộng tác
+ to determine (v) quyết định, xác định
Determination (n)
+ to sacrifice (v) hi sinh
 (n) sự hi sinh
+ oblige to V: bắt buộc, cưỡng bách
+ diversity (n) sự đa dạng
 Diverse (adj)
+ to approve (v) chấp thuận, tán thành
Approval (n)
+ traditional (adj) thuộc truyền thống
Traditionally (adv) theo truyền thống
Tradition (n)
+ to marry (v) kết hôn
Marriage (n) hôn nhân
+ to believe in: tin tưởng
+ bride (n) cô dâu
+ groom (n) chú rể
+ tobe supposed : được cho là
+ trust (v, n) tin tưởng
+ to maintain (n) giữ, duy trì
+ to reject (v) từ chối, từ bỏ
+ concerned (adj) quan tâm
+ to conduct (v) tiến hành
+ record (v) ghi chép, ghi lại
 (n) sô sách ghi chép, hồ sơ
Step 2: Performing the task
- T asks sts to read the words in chorus two or three times
- Sts listen and repeat after T
- T asks Sts to practise reading the new words with a partner
- Ss practise reading in pairs
Step 3: Report, discussion
- T call some sts to read alout the new words
- Students stand up to read the new words individually
Step 4: Conclusion
- T gives comments 
ACTIVITY 3: PRACTICE (20’)
a. Aims: 
Guessing meaning of the words from context
b. Implementation
II. While you read:
1. Guessing meaning from context by choosing the best answer
Step 1: Transferring the learning task
- Ask sts to read the sentences silently.
- If sts have any problems, T might be able to help them by giving the instruction.
- Give handouts: Matching 
1. Precede 
2. Determine 
3. Confide 
4. Sacrifice 
5. Obliged 
a. happen or exist before
b. tell someone about something
very private or secret
c. having a duty to do something.
d. find out
e. willingly stop having something you want
- Go around for help 
Step 2: Performing the task
- Sts do the task individually, then exchange the answers with others.
- Product: 
1 - a; 2 - d; 3- b; 4 - e; 5- c
Step 3: Report, discussion
- T calls some sts to read aloud their answers and explain their choices.
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 4: APPLICATION (8’)
a. Aims:
Use the new words in the new context
b. Implementation
Step 1: Transferring the learning task
- T asks to choose the best answer for each sentence
- T explain the new words if necessary
1. London is home to many people of many ..........cultures.
a. diverse b. diversify c. diversity d. diversification
2. John cannot make a...........to get married to Mary or stay single until he afford a house and a car.
a. decide b. decision c. decisive d. decisively
3. My father phoned me to say that he would come . .home late
a. a b. an c. the d. no article
4. It is not easy to ..our beauty when we get older and older.
a. develop b. maintain c. gain d. collect
5. ...., It will take more or less a month to prepare the wedding.
a. approximately b. frankly c. generally d. simply
6. Many young people have to object ...............marrriage, which is decided by the parents of the groom and bride.
a. agreed b. sacrified c. shared d. contractual
7. Some researcher have just ........survey of young people’s points view on contractual marrriage.
a. sent b. directed c. managed d. conducted
8. Unfortunately, not all candidates can be offered a job, some have to be ..........
a. required b. rejected c. remained d. resigned
Step 2: Performing the task
- Sts do the given task in dividually
- Sts interpret the new words to use the correct ones
Step 3: Report, discussion
- Sts exchange their answers with others
- Sts read aloud their answers in front of the class
- Product: 1. c; 2. b; 3. d; 4. b; 5. c; 6. d; 7. d; 8. b
Step 4: Conclusion
- T gives comments on Sts’ answers
HOMEWORK (2’)
- Learn new words by heard
- Read the passage again
- Prepare next lesson
IV. EXPERIENCE: 
..............................................................................................................................................
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Hạ Lang, ngày ......tháng 9 năm 2021
Ký duyệt của tổ chuyên môn
 TTCM
Đoàn Thị Chính Lập
Preparing date: 26/ 9/ 2021
Period: 10
 UNIT 2. CULTURAL DIVERSITY
 A-READING (2)
Class
Date of teaching
Notes
12A1
12A4
I. OBJECTIVES: 
1. Knowledge: By the end of the lesson, Sts will be able to:
- Use and relate vocabulary about culture.
- Interpret the reading passage by reading for specific information, guessing meaning from context.
- Compare and contrast a traditional Vietnamese family with a modern Vietnamese family.
* Grammar: Tenses
* Vocabulary: Words related to the topic: love, understanding, contractual, groom, bride, unwise, attractiveness, confiding...
2. Targeted competences: Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.
Qualifications: Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. 
II. TEACHING AIDS
1. Equipment: Projector, computer, chalks, blackboard
2. Learning materials: Textbook, lesson plan, Teacher’s book, Reference books, handouts
III. TEACHING PROCESS:
ACTIVITY 1: WARM UP (5’)
Aims: 
- Raise sts’ interests of the topic “cultural diversity”
b. Implementation
Step 1: Transferring the learning task
- Ask Ss to work in groups and match the names of kinds of Vietnamese culture in English in column A with its equivalents in Vietnamese in column B.
Step 2: Performing the task
- Work in groups of three
- T provides help if necessary
- Product: 1. c 2. f 3. a 4. b 5. g 6. e 7. d
Step 3: Report, discussion
- T calls some Sts to speak aloud their answers in front of the class
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 2: KNOWLEDGE ACQUISITION (10’)
a. Aims: 
Memorize the content of the reading text
b. Implementation
I. Before you read:
* Discuss the question:
Step 1: Transferring the learning task
- Ask sts to give the correct form of the words
- Provide help if necessary
1. My parents are always...... in travelling when they get the chance. (interest)
2. This problem is very ..... for us to solve. (simple)
3. He answered the most difficult questions with ...... (confident)
4. Asians believe in contructual marriage that love is ..... to follow marriage (suppose)
5. Real ... is more valuable than money (friend)
6. ....., Americans and Asians have very different ideas about love and marriage.
(tradition)
7. Our form teacher always tries to treat every student ... (equal)
8. Vietnam has gained its for more than 40 years. (depend)
Step 2: Performing the task
- Work in pairs
- Product: 1. interested in; 2. simple; 3. confidence; 4. supposed
 5. friendship; 6. Traditionally; 7. equally; 8. dependence
Step 3: Report, discussion
- T calls some pairs to present their answers in front of the class.
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 3: PRACTICE (20’)
a. Aims: 
Reading for specific information by answering the Qs
b. Implementation
II. While you read:
2. Answer the Qs
Step 1: Transferring the learning task
- T check if sts can answer the comprehension Qs without reading the text again. 
- If Sts cannot, T gets them to read the Qs carefully and underline the key words before doing task.
1. What are the four key values in the survey? 
2. Who are much more concerned with physical attractiveness when choosing a wife or a husband, the young Americans or the young Asians? 
3. What are the Indian students' attitudes on a partnership of equals? 
4. Why does the American wife trust her husband to do the right thing? 
5. What is the main finding of the survey?
Step 2: Performing the task
- Sts do the task individually, then exchange the answers with others.
- Product: 
1. They are physical attractiveness; confiding; partnership of equals and trust built on love.
2. The young Americans are much concerned than the young Indians and the Chinese with physical attractiveness when choosing a wife or a husband.
3. The Indian students agree that a woman has to sacrifice more in a marriage than a man.
4. The American wife trusts her husband to do the right thing because he loves her not because he has to do.
5. The main finding of the survey is that young Asians are not as romantic as their American counterparts.
Step 3: Report, discussion
- T calls some sts to read aloud their answers and explain their choices.
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 4: APPLICATION (8’)
a. Aims:
Use target languages to practise in groups
b. Implementation
Step 1: Transferring the learning task
- Ask sts to work in groups of four to discuss the question “ What are the differences between a traditional Vietnamese family and a modern Vietnamese family?”
- Provide Sts with words and structures for practicing
- Ask some groups to present the answers
Step 2: Performing the task
- Work in groups
- Product:
A: I think the traditional Vietnamese family is quite different from the traditonal one.
B: That’s right. Fisrtly, I think that’s the family size. A traditional family was usually an extended family. This means that there are four or more than one generation living together under one roof.
C: Now a modern family is usually a nuclear one, consisting of only parents and their children.
D: And we should mention about the number of children. A traditonal family was usually a large one with more than three. However, a modern family, especially families in big cities, has only one or two children.
A: Next, in a traditional family, the father takes all responsibilities for the family. In other words, the father works and earns money to support the whole family. The woman’s tasks are confined within the family, bearing children and doing all the housework.
B: Now in a modern family, both husband and wife have to work to support the family.
C: That’s intersting idea about the modern family. 
D: Ok. The husband and the wife must have the partnership of equal in the family, no one is suporior to others.
Step 3: Report, discussion
- Some groups act out their performance in class
Step 4: Conclusion
- T gives comments on Sts’ answers
HOMEWORK (2’)
- Read the passage again
- Prepare Speaking lesson
IV. EXPERIENCE: 
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Preparing date: 26/ 9/ 2021
Period: 11
 UNIT 2. CULTURAL DIVERSITY
 B-SPEAKING
Class
Date of teaching
Notes
12A1
12A4
I. OBJECTIVES: 
1. Knowledge: By the end of the lesson, sts will be able to:
- Recognize the differences among cultures.
- Use the information that relates to typical features of American cultures to discuss and find out the corresponding features of Vietnamese cultures.
- Compare and contrast the similarities and differences between Vietnamese cultures and American cultures.
* Grammar: Tenses
* Vocabulary: Sts use sentences, words, phrases and expressions for making their view 
2. Targeted competences: Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.
Qualifications: Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. 
II. TEACHING AIDS
1. Equipment: Projector, computer, chalks, blackboard
2. Learning materials: Textbook, lesson plan, Teacher’s book, Reference books, handouts
III. TEACHING PROCESS:
ACTIVITY 1: WARM UP (5’)
Aims: 
- Raise sts’ interests of the topic “cultural diversity”
b. Implementation
Step 1: Transferring the learning task
- Show ats a picture and ask sts to answer some questions
1. What are they doing? 
2. Can you guess where they are? 
3. In Viet Nam, do people often kiss in public? Why (not)?
4. What about in America? 
- Lead in: Today we will learn about the differences between Vietnamese and American cultures.
Step 2: Performing the task
- Work in pairs
- T provides help if necessary
- Product: 
1. They are kissing
2. In the public / In the street
3. No, they don’t. It may be impolite in front of the crowd.
4. It is very common.
Step 3: Report, discussion
- T calls some pairs to speak aloud their answers in front of the class
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 2: KNOWLEDGE ACQUISITION (10’)
a. Aims: 
Teach Sts some lexical items related to the topic
b. Implementation
I. Pre-writing:
Task 1: Express your point of view on the ideas given
Step 1: Transferring the learning task
- Ask sts to read the sentences on page 22 in silence.
- Explain some special expressions if necessary.
- Read aloud and instructs sts how to use these expressions. 
Giving opinion
Expressing agreement
Expressing disagreement
I think /feel /believe .. 
In my opinion ... 
For me .. 
I (quite) agree with you 
It’s true 
That’s true/ right .
I don’t (quite) agree with you 
It’s not true .. 
That’s wrong .
- Make a sample conversation with a st
- Ask sts to express their point of view on the ideas, using the words or expressions in the box.
- Product
T: I think a happy marriage should be based on love.
S: I quite agree with you. Life will be terrible if there is not true love between a husband and a wife.
T: But in some Asian countries love is supposed to follow marriage, not precede it.
S: For me, I don’t think it’s true. Two people who don’t love each other can not live happily in the same house.
- Go round the class and helps Ss if necessary.
Step 2: Performing the task
- Work in pairs
- Product: 
In Vietnam, three or four generations may live in a home.
A: In my opinion, it is good when three or four generations may live in a home.
B: I don’t agree with your idea. I think it’s not good for three or four generations to live in a family because they will find difficult to sympathy theirs interests and habbits, so there may usually be conflicts among family members.
A happy marriage should be based love.
A: For me, a happy marriage should be based on the true love because the only true love can bring about happiness and sacrifice.
B: It’s true. Love joins a man and a woman together.
In some Asian countries, love is supposed to follow marriage, not precede it.
A: for me, everyone should have the right to make decisions for their own personal life, so it’s not really a good idea that love can be supposes to follow the marriage.
B: That’s right. It’s love that joins a man with a woman together.
In some countries, a man a d a woman may hold hands and kisses together.
A: I believe that holding hands and kissing each other is a way to express love among couples.
B: I agree with you. How about kissing each other in public?
A: I think it’s not our traditional culture. Our personal feelings may not be performed in public.
Step 3: Report, discussion
- T calls some pairs to present their answers in front of the class.
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 3: PRACTICE (20’)
a. Aims: 
 Use the information that relates to typical features of American cultures to discuss and find out the corresponding features of Vietnamese cultures (controlled practice)
b. Implementation
II. While –speaking:
Task 2: Discuss and find out the corresponding features of Vietnamese cultures.
Step 1: Transferring the learning task
- Ask sts to read the typical features of the American culture and find out the corresponding features of the Vietnamese culture.
- Help sts with the new words and their pronunciation. 
- Give sts some expressions to help them practice the conversation easily.
+ Do you know that ?
+ It is said that ..
+ It is said that in the newspaper/ on TV / radio that 
Step 2: Performing the task
- Sts do the task individually, then exchange the answers with others.
- Product: 
+ Three or sometimes four generations live under one roof.
+ Old- aged live with children & are taken care of by their sons
+ Asking about age, marriage and income is acceptable.
+ A Vietnamese greets the head of the family or an older person first, then the younger ones
+ Groceries are bought everyday
+ Tet (Lunar New Year) is the most important
+ Children often sleep with their parents
Step 3: Report, discussion
- T calls some sts to read aloud their answers and explain their choices.
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 4: APPLICATION (8’)
a. Aims:
Use target languages to practise in groups (less controlled practice)
b. Implementation
III. Post-speaking:
Task 3: Talk about the similarities and differences between Vietnamese and American in cultures
Step 1: Transferring the learning task
- Explain how to do the task 3 and ask them to work in groups of 4.
- Provide help if necessary 
 Step 2: Performing the task
- Work in groups
- Product: There are differences and similarities between Vietnamese and American cultures. In America, there are two generations live in the same house. In Vietnam, two, three or even four generations live under on roof. It’s traditional for children to live near and take care of their parents so old people in Vietnam don’t live in nursing home as Americans do. Americans don’t want to be asked about age, marriage and income while it is acceptable in Vietnam....About greetings, in the US anyone can greet the others in the family first, but in Viet Nam young or inferior people must greet the old or superior first. Moreover, Christmas and New Year are the most important holidays in America, but in Viet Nam only Lunar New Year is the most important. Americans usually buy groceries or go shopping at weekends, but Vietnamese people can buy groceries or things at any time they need or want. I think it depends on lifestyle and family activities. About the ways of expressing love or sentiments, Americans can kiss or embrace each other in public, but this is considered unpleasant to eyes in Viet Nam. One more difference in two cultures: American children sleep in their own rooms, meanwhile Vietnamese parents let their children sleep with them, especially small children.
Step 3: Report, discussion
- The groups report their result in class
Step 4: Conclusion
- T gives comments on Sts’ answers
HOMEWORK (2’)
- Prepare listening lesson
IV. EXPERIENCE: 
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In America
In Vietnam
* Two generations (parents and children) live in a home.
* Old-aged parents live in nursing homes.
* It is not polite lo ask questions about age, marriage and 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 rooms.
* Three or sometimes four generations live under one roof.
* Old – aged parents live with children & are taken care of by their sons
* Asking about age, marriage and income is acceptable.
* A Vietnamese greets the head of the family or an older person first, then the younger ones
* Groceries are bought everyday
* Tet (Lunar New Year) is the most important
* Children often sleep with their parents
In America
In Vietnam
* Two generations (parents and children) live in a home.
* Old-aged parents live in nursing homes.
* It is not polite lo ask questions about age, marriage and 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 rooms.
* Three or sometimes four generations live under one roof.
* Old – aged parents live with children & are taken care of by their sons
* Asking about age, marriage and income is acceptable.
* A Vietnamese greets the head of the family or an older person first, then the younger ones
* Groceries are bought everyday
* Tet (Lunar New Year) is the most important
* Children often sleep with their parents
Preparing date: 26/ 9/ 2021
Period: 12
 UNIT 2. CULTURAL DIVERSITY
 E-LANGUAGE FOCUS (1)
Class
Date of teaching
Notes
12A1
12A4
I. OBJECTIVES: 
1. Knowledge: By the end of the lesson, sts will be able to:
- Recognize the differences in pronouncing ed endings.
- Practice reading the words and sentences containing the target sounds.
- Use the knowledge of ed endings to solve the related tasks.
* Grammar: Tenses
* Vocabulary: Words related to the topic
2. Targeted competences: Increasing students’ communication, self-study skills, critical thinking, problem- solving and creativeness.
Qualifications: Increasing students’ hard work, science awareness, self-study spirit, enthusiasm, challenge acceptation, self-respecting, self-reliant, self-control and overcoming difficulties. 
II. TEACHING AIDS
1. Equipment: Projector, computer, chalks, blackboard, cassette, tape
2. Learning materials: Textbook, lesson plan, Teacher’s book, Reference books, handouts
III. TEACHING PROCESS:
ACTIVITY 1: WARM UP (5’)
Aims: 
- Raise sts’ interests of the topic “ed endings”
b. Implementation
Step 1: Transferring the learning task
 - Hang a chart with 12 verbs (both regular and irregular verbs) with the form: infinitive without “to”.
see, need, go, laugh, teach , eat, miss, paint, close, run , play, help
- Divide class into 2 groups and ask the groups to change these words into past simple.
- Read loudly 12 verbs 2 times.
- Ask Ss to rewrite all verbs which they hear.
- Call leader of each group to write on the board. 
- Check and choose the winner.
- Call some sts read all verbs when adding “ed” at the end of each verb.
- Ask Sts to give comment and note how to read “ed”.
Step 2: Performing the task
- Work in pairs
- T provides help if necessary
- Product: 
saw, needed,went, laughed, taught , ate, missed, painted, closed, run , played, helped
Step 3: Report, discussion
- T calls some pairs to speak aloud their answers in front of the class
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 2: KNOWLEDGE ACQUISITION (10’)
a. Aims: 
Teach Sts some lexical items related to the topic
b. Implementation
Step 1: Transferring the learning task
- Introduce Sts the rules of pronouncing the verbs ending in –ed
+ /id/ nếu động từ kết thúc bằng các âm /t/, /d/ hoặc các chữ cái t (te), d (de) wanted, invited, needed, decided 
- /t/ nếu động từ kết thúc bằng các âm (vô thanh/ ko rung): /k, f, p, s, ∫, t∫ , q/ hoặc các chữ cái k (ke), f (fe, ph, gh), p (pe), s (se, ce, ss, x), sh, ch, th worked, liked, laughed, coughed, stopped, typed, faxed, danced, missed, decreases, washed, watched, mouthed 
- /d/ khi động từ kết thúc bằng các âm (hữu thanh/ rung) còn lại
 played, dragged, loved, used, bathed, weighed, studied, ploughed, cared,freed,learned,called 
Chú ý:
* ở đây âm cuối cùng mới là quan trọng chứ không phải là chữ cái kết thúc. 
"fax" kết thúc bằng chữ "x" nhưng đó là âm /s/ 
"like" kết thúc bằng chữ "e" nhưng đó là âm /k/ 
* Một số từ kết thúc bằng -ed được dùng làm tính từ phát âm là /Id/: 
Aged: có tuổi, dogged: ngoan cường, hatred: căm thù, sacred: thiêng liêng, blessed: thiêng liêng, phù hộ, rugged: gồ ghề, learned: am hiểu, wicked: xấu xa, crooked: quanh co, naked: ko quần áo, ragged: rách rưới, beloved: yêu chiều, crabbed: hay gắt gỏng, khó đọc, cursed: đáng ghét, wretched: khốn khổ, bất hạnh, Supposedly: cho là, Allegedly: khẳng định, cho là, Markedly: rõ ràng VD: an aged man /ɪd/, but he aged quickly /d/
- Ask sts to take more examples with ed endings
Step 2: Performing the task
- Listen to T and write down
- Give more examples of ed endings
Step 3: Report, discussion
- T calls some sts to present their answers in front of the class.
Step 4: Conclusion
- T gives comments on students’ answers
ACTIVITY 3: PRACTICE (20’)
a. Aims: 
 Use the knowledge they have learnt to solve the related tasks (controlled practice)
b. Implementation
I. Pronunciation: 
1. Listen and repeat: 
Step 1: Transferring the learning task
- T gets sts to look at the verbs in the textbook
- T plays the tape (or read), then ask Sts to repeat and practice reading individually and in chorus.
Step 2: Performing the task
- Work individually and pairs
Step 3: Report, discussion
- T calls some sts to pratice reading aloud the words
Step 4: Conclusion
- T gives comments on students’ answers
2. Practice reading these sentences:
Step 1: Transferring the learning task
- Ask Ss to practice reading sentences in textbook in pairs & then arrange the verbs into: /t/, /d/, /id/.
- Play the tape (or read) and ask Ss repeat. (note sentence stress)
- Ask sts to read the typical features of the American culture and find out the correspon