The document provides information about Unit 3 of a Vietnamese language lesson. It includes sections on revision, vocabulary, grammar, communication, and a project. The revision section instructs students to create a mind map summarizing what they have learned. The vocabulary section covers words related to ethnic groups in Vietnam and includes exercises to practice using these words. The grammar section focuses on articles and includes exercises with fill-in-the-blank and corrections. The communication section provides a game to review cultural knowledge of Vietnam's ethnic groups. The project asks students to design and present ethnic costumes.
Here are the responses with the correct verb forms:
A: Who is the class monitor?
B: Dan is.
A: What is the biggest house in this village?
B: The communal house (nha rong) is.
A: What do you think is the most interesting museum in Ha Noi?
B: The Museum of Ethnology is.
A: What is more important, customs or traditions?
The document appears to be notes from an English lesson about customs and traditions in Vietnam. It includes sections on revision, vocabulary, grammar, communication, and a project. The lesson focuses on teaching students to discuss Vietnamese customs and traditions, use compound and complex sentences when talking about festivals, and stress multi-syllabic words correctly. It provides vocabulary practice, grammar exercises, communication activities, and a proposed group project where students perform songs from Vietnamese festivals.
Cathy is talking to different people in various situations. In some cases, she could be talking to more than one person from the options provided. The passage provides 6 situations and asks the reader to identify who Cathy is talking to in each based on contextual clues. It then asks the reader to complete a chart with the names of important people in their own life.
The document provides an outline for a lesson on communication, including a revision activity using mind maps, vocabulary and grammar practice related to communication, and a project where students perform sketches about communication breakdown and how to avoid it. The lesson focuses on ways of communicating both verbally and non-verbally.
Tina has recently moved to town from Bath, England. She lives with her mother, father, and younger sister. Her father is an actor who got a job at the local theatre, prompting their move. Her mother is a nurse. Tina has adjusted well to her new school and neighborhood.
1. The document contains a student book answer key and provides answers to exercises in the book.
2. It includes vocabulary, language focus exercises, reading comprehension questions and answers, and real world examples related to different units on topics like hobbies, jobs, rules and regulations.
3. The answer key provides sample conversations, model responses to questions, and explanations to help students check their work and understanding.
This document contains an English test for the 1st semester consisting of 4 sections: Language Focus, Reading, Writing, and Speaking. The Language Focus section contains fill-in-the-blank and multiple choice questions about grammar and vocabulary. The Reading section includes passages to read and comprehension questions. The Writing section asks students to complete sentences, rearrange words, and write a short letter or paragraph. Finally, the Speaking section provides prompts for short conversations between the student and teacher.
This document is a workbook answer key for an English language learning workbook. It provides answers to exercises in the workbook for vocabulary, language focus, reading and writing sections across 8 units. The summary focuses on the overall content and structure:
The workbook answer key provides concise answers to exercises in each unit of an English language learning workbook. It includes answers for vocabulary, conversations, language focus, reading comprehension and writing activities. The answer key follows the structure of the workbook, with answers organized by page number and exercise type for teachers and students to check comprehension.
Here are the responses with the correct verb forms:
A: Who is the class monitor?
B: Dan is.
A: What is the biggest house in this village?
B: The communal house (nha rong) is.
A: What do you think is the most interesting museum in Ha Noi?
B: The Museum of Ethnology is.
A: What is more important, customs or traditions?
The document appears to be notes from an English lesson about customs and traditions in Vietnam. It includes sections on revision, vocabulary, grammar, communication, and a project. The lesson focuses on teaching students to discuss Vietnamese customs and traditions, use compound and complex sentences when talking about festivals, and stress multi-syllabic words correctly. It provides vocabulary practice, grammar exercises, communication activities, and a proposed group project where students perform songs from Vietnamese festivals.
Cathy is talking to different people in various situations. In some cases, she could be talking to more than one person from the options provided. The passage provides 6 situations and asks the reader to identify who Cathy is talking to in each based on contextual clues. It then asks the reader to complete a chart with the names of important people in their own life.
The document provides an outline for a lesson on communication, including a revision activity using mind maps, vocabulary and grammar practice related to communication, and a project where students perform sketches about communication breakdown and how to avoid it. The lesson focuses on ways of communicating both verbally and non-verbally.
Tina has recently moved to town from Bath, England. She lives with her mother, father, and younger sister. Her father is an actor who got a job at the local theatre, prompting their move. Her mother is a nurse. Tina has adjusted well to her new school and neighborhood.
1. The document contains a student book answer key and provides answers to exercises in the book.
2. It includes vocabulary, language focus exercises, reading comprehension questions and answers, and real world examples related to different units on topics like hobbies, jobs, rules and regulations.
3. The answer key provides sample conversations, model responses to questions, and explanations to help students check their work and understanding.
This document contains an English test for the 1st semester consisting of 4 sections: Language Focus, Reading, Writing, and Speaking. The Language Focus section contains fill-in-the-blank and multiple choice questions about grammar and vocabulary. The Reading section includes passages to read and comprehension questions. The Writing section asks students to complete sentences, rearrange words, and write a short letter or paragraph. Finally, the Speaking section provides prompts for short conversations between the student and teacher.
This document is a workbook answer key for an English language learning workbook. It provides answers to exercises in the workbook for vocabulary, language focus, reading and writing sections across 8 units. The summary focuses on the overall content and structure:
The workbook answer key provides concise answers to exercises in each unit of an English language learning workbook. It includes answers for vocabulary, conversations, language focus, reading comprehension and writing activities. The answer key follows the structure of the workbook, with answers organized by page number and exercise type for teachers and students to check comprehension.
This document appears to be a test consisting of 60 multiple choice questions covering the subjects of music, arts, physical education, and health of the Philippines. The test was prepared by two teachers, Sheryl C. Nova and Alvin D. Pasco. It includes questions about traditional music, instruments, and dances from South and Central Asia, as well as questions about Filipino arts like Rangoli patterns and the Diwali festival. The physical education questions cover sports, fitness, and first aid. The health questions address infectious diseases, pathogens, and the role of the Department of Health in promoting healthcare.
The document provides an introduction to a module for teaching English to 7th grade students in Indonesia. It contains a preface, table of contents, and the beginning of chapter 1 which focuses on expressions of likes and dislikes. Examples include dialogues where students ask each other about their favorite subjects and activities. The chapter also explains how to form sentences using verbs like "like", "dislike" and "love" along with examples of congratulation cards, name cards, birthday invitations and greeting cards.
This document contains an English lesson for beginner level students. It includes:
1) A dialogue where Nadia and Steve meet Mrs. Jones and her dogs Baron and Bess. Nadia asks how the dogs are and learns their names.
2) An exercise where students write the names of the people and dogs under corresponding pictures.
3) Students are asked to introduce themselves and say how they are feeling in short dialogues.
The document provides language lessons and exercises on greetings, feelings, and introducing people. The focus is on using present simple forms of "to be" and asking "Who" questions.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far. Alice shared that she was taking it as an elective but preferred music. Annie said she played guitar and was thinking of joining the band. Alice said she played saxophone and drums. They found they both liked music and Annie thought Alice seemed romantic. They discussed hanging out at the mall together, showing they were becoming friends.
THE ENGLISH VILLAGE 6 - CUADERNO DE ACTIVIDADESMARIO TAPIA
The document is a workbook for English with 4 units that cover topics like people, extracurricular activities, holidays and past events. Each unit contains 4 lessons with exercises, activities, word searches and other tasks to practice English vocabulary, grammar, reading and writing. The workbook is designed for use in the Chilean Ministry of Education.
My father is a builder and my mother is a shop assistant.
b) Answer the questions about your parents' jobs.
1. What is your father's job?
2. What is your mother's job?
3. Are your parents teachers?
4. Is your father an engineer?
5. Is your mother a doctor?
6. Are your parents drivers?
7. Is your father a builder?
8. Is your mother a shop assistant?
9. Are your parents farmers?
10. Is your father a doctor?
2. Look at the pictures and say what rooms these are. Use the words:
kitchen, bedroom, bathroom, living room.
3.
This lesson plan teaches 6th grade students about the parts of a letter. It begins with the objective of identifying the parts of a letter. It then provides sample letters and their parts, including the heading, salutation, body, closing, and signature. Students practice identifying these parts in sample letters. They also write their own letter using the correct parts. The lesson ends with an evaluation to check student comprehension of the letter parts.
This document contains an English textbook for 8th grade basic education students in Chile. It includes the following sections:
- Instructions for students on properly using and caring for the textbook.
- An overview of the units covered in the textbook, including listening, speaking, reading and writing skills practice related to famous people from history.
- Samples of exercises and lessons from different units, focusing on topics like biographies, health habits, problem solving, and listening comprehension.
- Guidance for students on writing strategies like outlining a biography and using proper tenses and chronology.
This document is a textbook for an English language student in Chile. It contains reading and listening exercises on various topics like weekends, vacations, and the environment. It also has sections to develop reading comprehension, listening, speaking, and writing skills in English. The exercises guide students to practice grammar, vocabulary, reading strategies, listening strategies and writing strategies step-by-step. The textbook is meant for personal use by the student and cannot be commercially sold.
The document is a test packet for students in junior high school in Kabupaten Kulon Progo, Indonesia. It contains information about the date, time, and number of questions for a language proficiency test. The test will take place on March 3, 2011 from 7:30-9:30 AM and contains 50 questions. Students are instructed to read the directions carefully and work diligently.
The document provides kisi-kisi or indicators for test questions for the subject of English for the 2014/2015 national exam in Indonesia. It outlines 19 competencies tested, types of texts, topics/themes, and 3 indicators for each competency. The competencies include reading skills like understanding signs, schedules, descriptions and various genres. Writing skills involve recounting, describing and rearranging words and sentences.
This document provides the objectives, activities, and materials for an English lesson for 4th quarter, week 1. The objectives are to analyze characters in narratives, read aloud with expression, use context clues to determine word meanings, and write sentences about story characters. Activities include reading sentences correctly, unlocking word meanings from context or pictures, answering questions about a story, and forming plural nouns. The lesson aims to develop reading comprehension and plural noun formation skills.
This folk tale from Korea tells the story of a vain rat couple who want the best possible husband for their daughter. They ambitiously seek out increasingly powerful beings like the Sun, clouds, wind, and a stone Buddha, but each says an even more powerful force exists. Finally, the stone Buddha says even he could be moved by moles tunneling under his feet. The moral is that the rat couple's vanity leads them to overlook suitable partners for their daughter among their own kind. The story promotes cultural values of humility and recognizing one's place in the natural order.
This document is a student's English textbook for 7th grade basic education in Chile. It contains sections on reading, language skills, and cultural content about Chile. The textbook belongs to the named student and is provided for free by the Ministry of Education to be used personally at school and home throughout the year. If the student changes schools, they must bring the book with them and store it at home after the school year ends.
The document provides information and instructions for various classroom activities from the Backpack English textbook. It includes pair and group work activities, grammar drills, reading comprehension questions, spelling and vocabulary exercises, listening comprehension tasks, and writing prompts. The teacher is encouraged to modify activities as needed to ensure they are suitable and effective for students.
1. The document provides the objectives and lessons for Week 1 of the English 4 Quarter 1 curriculum. It focuses on special people, special days, and includes lessons on different races, celebrating birthdays, and forming plural nouns.
2. The lessons encourage students to appreciate differences in people, feel proud of their Filipino identity, and use plural nouns correctly when speaking and writing.
3. Activities include reading stories, engaging in group tasks, answering comprehension questions, and practicing speaking in complete sentences.
The document appears to be an English textbook for students in Chile, containing 10 units that teach vocabulary, grammar, reading, writing and other language skills through stories, songs, activities and exercises. It includes illustrations, dialogues and instructions to help students practice and improve their English. The textbook is edited specifically for the Chilean Ministry of Education and is not intended for commercial use.
This document contains a student's book for learning English in Chile. It has 10 units covering various themes like places in the city, school activities, jobs, sports, health, past events and weather. Each unit provides vocabulary, reading passages, listening exercises and activities to practice the target language. The book is published by the Chilean Ministry of Education for free distribution to students.
This document appears to be the cover and introductory pages of an English textbook for 8th grade students in Chile. It provides information about the authors of the textbook, the disciplinary advisor, external evaluator, and production team. It also includes the copyright information and details about the printing of the textbook.
This chapter discusses listening, speaking, reading, and writing skills related to expressing gratitude and responding to invitations. It includes dialogues demonstrating responding to expressions of gratitude and invitations, as well as expressing gratitude. Students are asked to practice these skills, such as acting out dialogues, answering questions about the dialogues, and creating their own conversations.
PROYECTO INGLES III Claudia Jazmin Sanchez Campos
Estudiante del CBTis 194 Ciudad Ayala
Present simple video https://youtu.be/Ho1LBlGTMok
Present progressive https://youtu.be/xDTjqpOAs8g
How much/ how many video https://youtu.be/cz6TjdYQ0uE
A nice place to live. Video https://youtu.be/tAQ1S5q4lJc
Countries and nationalities video https://youtu.be/GZbtP_KghCY
Possessive adjectives video https://youtu.be/8jb2eSZQ8D8
Singular and plural video https://youtu.be/7XRy0fvM2ec
Auxiliar can/can´t video https://youtu.be/foGmYTE2HtU
This lesson plan is for a 2nd year English class with 32 students at the elementary level. The lesson focuses on past regular verbs. The plan includes a warm-up activity revising past tense verbs through a listening activity about ancient Egypt. Students will then read a text identifying and underlining examples of past regular verbs. They will copy a chart on regular past tense verbs and find more examples in their text. To practice, students will reorder sentences about Roman habits and write examples in their notebooks. The lesson closes with students sharing their work. The plan aims to develop students' communicative, reading, listening and writing skills regarding past regular verbs.
This document appears to be a test consisting of 60 multiple choice questions covering the subjects of music, arts, physical education, and health of the Philippines. The test was prepared by two teachers, Sheryl C. Nova and Alvin D. Pasco. It includes questions about traditional music, instruments, and dances from South and Central Asia, as well as questions about Filipino arts like Rangoli patterns and the Diwali festival. The physical education questions cover sports, fitness, and first aid. The health questions address infectious diseases, pathogens, and the role of the Department of Health in promoting healthcare.
The document provides an introduction to a module for teaching English to 7th grade students in Indonesia. It contains a preface, table of contents, and the beginning of chapter 1 which focuses on expressions of likes and dislikes. Examples include dialogues where students ask each other about their favorite subjects and activities. The chapter also explains how to form sentences using verbs like "like", "dislike" and "love" along with examples of congratulation cards, name cards, birthday invitations and greeting cards.
This document contains an English lesson for beginner level students. It includes:
1) A dialogue where Nadia and Steve meet Mrs. Jones and her dogs Baron and Bess. Nadia asks how the dogs are and learns their names.
2) An exercise where students write the names of the people and dogs under corresponding pictures.
3) Students are asked to introduce themselves and say how they are feeling in short dialogues.
The document provides language lessons and exercises on greetings, feelings, and introducing people. The focus is on using present simple forms of "to be" and asking "Who" questions.
Annie noticed that Alice was new to their class and introduced herself. They discovered they both liked the class so far. Alice shared that she was taking it as an elective but preferred music. Annie said she played guitar and was thinking of joining the band. Alice said she played saxophone and drums. They found they both liked music and Annie thought Alice seemed romantic. They discussed hanging out at the mall together, showing they were becoming friends.
THE ENGLISH VILLAGE 6 - CUADERNO DE ACTIVIDADESMARIO TAPIA
The document is a workbook for English with 4 units that cover topics like people, extracurricular activities, holidays and past events. Each unit contains 4 lessons with exercises, activities, word searches and other tasks to practice English vocabulary, grammar, reading and writing. The workbook is designed for use in the Chilean Ministry of Education.
My father is a builder and my mother is a shop assistant.
b) Answer the questions about your parents' jobs.
1. What is your father's job?
2. What is your mother's job?
3. Are your parents teachers?
4. Is your father an engineer?
5. Is your mother a doctor?
6. Are your parents drivers?
7. Is your father a builder?
8. Is your mother a shop assistant?
9. Are your parents farmers?
10. Is your father a doctor?
2. Look at the pictures and say what rooms these are. Use the words:
kitchen, bedroom, bathroom, living room.
3.
This lesson plan teaches 6th grade students about the parts of a letter. It begins with the objective of identifying the parts of a letter. It then provides sample letters and their parts, including the heading, salutation, body, closing, and signature. Students practice identifying these parts in sample letters. They also write their own letter using the correct parts. The lesson ends with an evaluation to check student comprehension of the letter parts.
This document contains an English textbook for 8th grade basic education students in Chile. It includes the following sections:
- Instructions for students on properly using and caring for the textbook.
- An overview of the units covered in the textbook, including listening, speaking, reading and writing skills practice related to famous people from history.
- Samples of exercises and lessons from different units, focusing on topics like biographies, health habits, problem solving, and listening comprehension.
- Guidance for students on writing strategies like outlining a biography and using proper tenses and chronology.
This document is a textbook for an English language student in Chile. It contains reading and listening exercises on various topics like weekends, vacations, and the environment. It also has sections to develop reading comprehension, listening, speaking, and writing skills in English. The exercises guide students to practice grammar, vocabulary, reading strategies, listening strategies and writing strategies step-by-step. The textbook is meant for personal use by the student and cannot be commercially sold.
The document is a test packet for students in junior high school in Kabupaten Kulon Progo, Indonesia. It contains information about the date, time, and number of questions for a language proficiency test. The test will take place on March 3, 2011 from 7:30-9:30 AM and contains 50 questions. Students are instructed to read the directions carefully and work diligently.
The document provides kisi-kisi or indicators for test questions for the subject of English for the 2014/2015 national exam in Indonesia. It outlines 19 competencies tested, types of texts, topics/themes, and 3 indicators for each competency. The competencies include reading skills like understanding signs, schedules, descriptions and various genres. Writing skills involve recounting, describing and rearranging words and sentences.
This document provides the objectives, activities, and materials for an English lesson for 4th quarter, week 1. The objectives are to analyze characters in narratives, read aloud with expression, use context clues to determine word meanings, and write sentences about story characters. Activities include reading sentences correctly, unlocking word meanings from context or pictures, answering questions about a story, and forming plural nouns. The lesson aims to develop reading comprehension and plural noun formation skills.
This folk tale from Korea tells the story of a vain rat couple who want the best possible husband for their daughter. They ambitiously seek out increasingly powerful beings like the Sun, clouds, wind, and a stone Buddha, but each says an even more powerful force exists. Finally, the stone Buddha says even he could be moved by moles tunneling under his feet. The moral is that the rat couple's vanity leads them to overlook suitable partners for their daughter among their own kind. The story promotes cultural values of humility and recognizing one's place in the natural order.
This document is a student's English textbook for 7th grade basic education in Chile. It contains sections on reading, language skills, and cultural content about Chile. The textbook belongs to the named student and is provided for free by the Ministry of Education to be used personally at school and home throughout the year. If the student changes schools, they must bring the book with them and store it at home after the school year ends.
The document provides information and instructions for various classroom activities from the Backpack English textbook. It includes pair and group work activities, grammar drills, reading comprehension questions, spelling and vocabulary exercises, listening comprehension tasks, and writing prompts. The teacher is encouraged to modify activities as needed to ensure they are suitable and effective for students.
1. The document provides the objectives and lessons for Week 1 of the English 4 Quarter 1 curriculum. It focuses on special people, special days, and includes lessons on different races, celebrating birthdays, and forming plural nouns.
2. The lessons encourage students to appreciate differences in people, feel proud of their Filipino identity, and use plural nouns correctly when speaking and writing.
3. Activities include reading stories, engaging in group tasks, answering comprehension questions, and practicing speaking in complete sentences.
The document appears to be an English textbook for students in Chile, containing 10 units that teach vocabulary, grammar, reading, writing and other language skills through stories, songs, activities and exercises. It includes illustrations, dialogues and instructions to help students practice and improve their English. The textbook is edited specifically for the Chilean Ministry of Education and is not intended for commercial use.
This document contains a student's book for learning English in Chile. It has 10 units covering various themes like places in the city, school activities, jobs, sports, health, past events and weather. Each unit provides vocabulary, reading passages, listening exercises and activities to practice the target language. The book is published by the Chilean Ministry of Education for free distribution to students.
This document appears to be the cover and introductory pages of an English textbook for 8th grade students in Chile. It provides information about the authors of the textbook, the disciplinary advisor, external evaluator, and production team. It also includes the copyright information and details about the printing of the textbook.
This chapter discusses listening, speaking, reading, and writing skills related to expressing gratitude and responding to invitations. It includes dialogues demonstrating responding to expressions of gratitude and invitations, as well as expressing gratitude. Students are asked to practice these skills, such as acting out dialogues, answering questions about the dialogues, and creating their own conversations.
PROYECTO INGLES III Claudia Jazmin Sanchez Campos
Estudiante del CBTis 194 Ciudad Ayala
Present simple video https://youtu.be/Ho1LBlGTMok
Present progressive https://youtu.be/xDTjqpOAs8g
How much/ how many video https://youtu.be/cz6TjdYQ0uE
A nice place to live. Video https://youtu.be/tAQ1S5q4lJc
Countries and nationalities video https://youtu.be/GZbtP_KghCY
Possessive adjectives video https://youtu.be/8jb2eSZQ8D8
Singular and plural video https://youtu.be/7XRy0fvM2ec
Auxiliar can/can´t video https://youtu.be/foGmYTE2HtU
This lesson plan is for a 2nd year English class with 32 students at the elementary level. The lesson focuses on past regular verbs. The plan includes a warm-up activity revising past tense verbs through a listening activity about ancient Egypt. Students will then read a text identifying and underlining examples of past regular verbs. They will copy a chart on regular past tense verbs and find more examples in their text. To practice, students will reorder sentences about Roman habits and write examples in their notebooks. The lesson closes with students sharing their work. The plan aims to develop students' communicative, reading, listening and writing skills regarding past regular verbs.
1. The passage is an English test for students.
2. It tests students on their language skills, reading comprehension, writing abilities, and speaking skills.
3. The test contains sections on language focus, reading, writing, and speaking.
This document discusses Maori tribal organization in pre-colonial and post-colonial New Zealand. It describes the three levels of Maori social structure: whanau (family), hapu (sub-tribe), and iwi (tribe). It notes how tribal organization began to change after British colonization, with many Maori moving to cities and tribal power reducing, though iwi still exist and Maori now often try to reconnect with their heritage.
This document discusses Maori tribal organization in pre-colonial and post-colonial New Zealand. It describes the three levels of Maori social structure: whanau (family), hapu (sub-tribe), and iwi (tribe). It notes how tribal organization began to change after British colonization, with many Maori moving to cities and tribal power reducing, though iwi still exist and Maori now often try to reconnect with their heritage.
The document provides lesson plans for teaching students about the cultures of children around the world. It includes objectives, materials, procedures, discussion questions, evaluations, extensions and suggested readings. The lesson involves students researching the roles and lives of children in 4 different cultures. They will then participate in a panel discussion where they share what they've learned with other students acting as moderators and audiences.
This document provides a lesson plan for teaching students about the cultures of children around the world. Students will research the roles and lives of children in four different cultures. They will then participate in a panel discussion where each student represents a different culture. The lesson involves using reference materials to research cultures, participating in a moderated panel discussion, and providing peer evaluations of panel performances. The goal is for students to understand how the privileges and responsibilities of childhood vary across cultures.
This document provides a summative assessment for a unit on culture. It asks students to reflect on what they have learned about culture over the past six weeks. Students are encouraged to consider three lines of inquiry: what culture is, how it is transmitted, and how culture is shaped by a nation's history and geography. Students are asked to respond in depth to questions about how culture changes over time, what a cultural anthropologist might study about an isolated Peruvian tribe, how culture relates to one's personal "bubble," examples of personal, cultural and universal culture found in a home, whether chimpanzee groups have different cultures, and important attitudes for traveling to and exploring foreign cultures.
This document provides a lesson plan for a English class focusing on the topic of talented people. The 80 minute lesson will include warming students up with pictures of famous talented individuals, having students listen to and fill in a chart about the biographies of 4 talented people, reading and answering questions about a man who can create drawings in his sleep, practicing modal verbs of ability, and concluding by having students research and write about a talented person for homework. The lesson aims to develop students' speaking, listening, reading and writing skills through cooperative and communicative activities integrated with technology.
This document provides an introduction and overview for an English learning module on overcoming challenges for Quarter III. It discusses how Asian and African literary pieces reveal how people in those regions respond to the challenges of modernity. The module contains 4 lessons examining the temperaments and psyche of Koreans, Burmese, Arabians/Israelites, and South Africans based on their literature. It introduces focus questions, lesson objectives, and assessments to help students learn about the character and responses to modernity reflected in Asian and African works.
The document discusses the history and purpose of the European Day of Languages, which is celebrated annually on September 26th. It notes that in 2001, UNESCO proclaimed the 21st century as the century of polyglots, or multilingual people, and the first European Day of Languages was established. The goal of the holiday is to promote cultural and linguistic diversity and encourage language learning. The document provides background on the history of different European languages and their roles over time, and discusses stereotypes about different European nationalities.
The document provides details of a demonstration lesson plan in English for grade 3 students. The lesson focuses on adjectives and involves reading the story "The Pot That Danced". Students will listen to the story, answer questions about it, and participate in follow-up activities to describe characters and objects using adjectives. The lesson aims to help students understand what adjectives are and how they are used to describe nouns. It includes objectives, materials, procedures such as prereading activities, reading the story, and postreading assessment.
Learning Plan: Why Emus Can't Fly?, The Human Race, Traditional Dances, Verbs...Mavict Obar
This document provides a weekly lesson plan for a Grade 4 class from April 2-6, 2017. The objectives are to use vocabulary words in sentences, draw cartoon faces, discuss traditional stories and dances from around the world, and read passages about emus and a stolen golden falcon. Each day focuses on a warm-up, presentation, discussion, and assessment activities related to the objectives. Vocabulary words are introduced, traditional stories and dances are explored, and readings are analyzed. Problems like behavior issues and comprehension difficulties may arise and are addressed.
The document outlines an English lesson plan for 4th grade students on the theme of "Me and My World" during the first week and first quarter, including objectives, activities, stories, and exercises focused on plural nouns, long vowel sounds, comprehension questions, and celebrating diversity and culture.
This document provides the lesson plan for English Grade 4, Quarter 1, Week 1. The lessons focus on a story called "Black, White, Brown" about how the god Kabunian created people of different races. Students listen to and discuss the story, completing related activities like dramatizing parts of it. They also practice oral language and reading skills, with a focus on long A sounds. The lessons aim to teach students to appreciate racial diversity and be proud of their Filipino identity.
The document summarizes information from a text about declining languages worldwide. It states that according to the source Ethnologue, there were 7,102 languages spoken globally in 2017, but that number has declined to 7,099 as of 2018. Some key reasons provided for the decline are the lack of language education for children, the death of existing native speakers, and the overwhelming impact of European settlement over centuries. The document estimates that at least 3,000 languages, almost half of currently known ones, could be lost within the next 100 years based on current circumstances.
The document summarizes information from a text about declining languages worldwide. It states that according to the source Ethnologue, there were 7,102 languages spoken globally in 2017, but that number has declined to 7,099 as of 2018. Some key reasons provided for the decline are the lack of language education for children, the death of existing native speakers, and the overwhelming impact of European settlement over centuries. The document estimates that at least 3,000 languages, almost half of currently known ones, may be lost within the next 100 years based on current circumstances.
How Barcodes Can Be Leveraged Within Odoo 17Celine George
In this presentation, we will explore how barcodes can be leveraged within Odoo 17 to streamline our manufacturing processes. We will cover the configuration steps, how to utilize barcodes in different manufacturing scenarios, and the overall benefits of implementing this technology.
How to Download & Install Module From the Odoo App Store in Odoo 17Celine George
Custom modules offer the flexibility to extend Odoo's capabilities, address unique requirements, and optimize workflows to align seamlessly with your organization's processes. By leveraging custom modules, businesses can unlock greater efficiency, productivity, and innovation, empowering them to stay competitive in today's dynamic market landscape. In this tutorial, we'll guide you step by step on how to easily download and install modules from the Odoo App Store.
CapTechTalks Webinar Slides June 2024 Donovan Wright.pptxCapitolTechU
Slides from a Capitol Technology University webinar held June 20, 2024. The webinar featured Dr. Donovan Wright, presenting on the Department of Defense Digital Transformation.
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...TechSoup
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
A Free 200-Page eBook ~ Brain and Mind Exercise.pptxOH TEIK BIN
(A Free eBook comprising 3 Sets of Presentation of a selection of Puzzles, Brain Teasers and Thinking Problems to exercise both the mind and the Right and Left Brain. To help keep the mind and brain fit and healthy. Good for both the young and old alike.
Answers are given for all the puzzles and problems.)
With Metta,
Bro. Oh Teik Bin 🙏🤓🤔🥰
Temple of Asclepius in Thrace. Excavation resultsKrassimira Luka
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
2. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Looking back & Project
I. Revision
Mindmap
3. PEOPLES OF
VIET NAM
Vocabulary
Grammar
Communication
Adjectives to ethnic groups
in Viet Nam
Talkabout an ethnic group
Reviewquestionwords
The article a/an/the
Note: cho hs khái quát lại kiến
thức của bài bằng mindmap.
Dựa theo khung gv đưa ra, hs tự
hoàn thiện mindmap của mình.
4. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Looking back & Project
I. Revision
Mindmap
II. Practice
Vocabulary
5. Vocabulary
1.At the Museum of Ethnology, you can see many ways of life of different
______________ in our country.
2.In each village of the Bahnar there is a __________ house, where public
___________ are held.
3.Young women of each ethnic group in Viet Nam have their own
characteristics and , __________ making the beauty of the 54 ethnic groups
more _____________ and attractive.
4.Many special schools have been built to improve the education standards
of _____________ people.
5.Although ethnic groups have their own ____________ culture, they have
established good relations and cooperation with each other.
1. COMPLETE THE SENTENCES
cultural groups
groups communal
activities
costumes
diverse
ethnic
unique
6. Vocabulary
1.Everywhere in our country we can find elements of the (culture) ________
values of different ethnic groups.
2.The peoples of Viet Nam are diverse but very (peace) ___________
3.The Muong in Hoa Binh are well-known for the (rich) __________ of their
folk literature and traditional songs.
4.The exhibition in the museum shows the (diverse) ____________ of
different cultural groups.
5.The Raglai people have a (tradition) ____________ musical instrument
made of bamboo called the chapi.
2. Use the correct form of words
cultural
richness
peaceful
diversity
traditional
7. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Looking back & Project
I. Revision
Mindmap
II. Practice
Vocabulary
Grammar
8. Vocabulary
1.What are these houses built on?
2.Where is the entrance?
3.Which house is the largest,
tallest and most elaborate
building in the village?
4.What is it used for?
5.Who can sleep in this house?
3. Make questions for the underlined parts in the passage
10. If you are in Ha Noi and you want to have (1) ________ overview of the ethnic groups of
Viet Nam, you should visit the Museum of Ethnology. It is situated in Nguyen Van Huyen
Street, Cau Giay District. The Museum is (2) _______ valuable centre for the exhibition and
preservation of the cultural heritage of (3) _______ 54 ethnic groups in the whole country.
There are thousands of objects and photographs representing ways of life and creative
activities of these peoples. Moreover, typical houses have been taken from their original
sites and rebuilt in (4) _______ museum gardens. These houses model (5) _____ traditional
architecture of ethnic minorities. The museum also has a lot of information about
all (6) _______ different ethnic peoples in Viet Nam.
GRAMMAR
5. Fill a/an/the to complete the passage
an
a
the
the the
the
11. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Looking back & Project
I. Revision
Mindmap
II. Practice
Vocabulary
Grammar
Communication
12. Communication GAME: CULTURAL KNOWLEDGE
Work in pairs. See how much
you can remember about
the cultural groups of Viet
Nam. Take turns to ask each
other questions about the
topic. The person asking can
look at the book. The first
person to get five correct
answers is the winner.
Example:
A: Are you ready?
B: Yes.
A: What is the population of the largest
ethnic group?
B: About 74 million. It’s the Viet or Kinh.
A: Very good! Your turn.
B: OK. What is the population of the
smallest group?
A: I think it's about 400 people. It’s the
Odu group.
B: Exactly!
13. Finished! Now I can...
Finished! Now I can... ✔ ✔✔
✔✔
✔
● talk about different ethnic groups
● ask and answer different question types
● use articles: a, an, and the
● pronounce words containing clusters /sk/, /sp/, and
/st/ correctly in isolation and in sentences
● write a paragraph about how to cook a traditional
dish
14. Monday ……………
UNIT 3. PEOPLE OF VIET NAM
Looking back & Project
I. Revision
Mindmap
II. Practice
Vocabulary
Grammar
Project
15. PROJECT Ethnic Fashion Show: Which costume do you like best? Why?
I like the Hoa’s costumes most.
They look simple but elegant and
elaborate.
Moreover, they also show all the
beauty of the wearer.
16. PROJECT 2. Design a costume based on an ethnic style you like, using
cardboard, paper or cloth, and colours.
17. PROJECT 3. Organise an exhibition of the costume designs you have made
among your group or class members. Talk about them.
18. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Looking back & Project
I. Revision
Mindmap
II. Practice
Vocabulary
Grammar
Project
III. Homework
19.
20.
21. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Getting started
I. Warm up
II. Listen and read
22. 1. Listen and read.
Duong & Nick: Good morning.
Note: nhấn vào từng câu để phát ra tiếng.
At the Museum of Ethnology
Nick: Yes, we’d like to know something
about the cultural groups of Viet Nam.
Duong: Right. Is it true that there are 54
ethnic groups in our country?
Guide: Exactly.
Nick: How interesting! I’m curious about them now. Which
group is the largest?
Guide: Well, the Viet (or Kinh) have the largest number of
people, accounting for about 86% of the population. 53 others
are called 'ethnic minority peoples’.
Nick: And where do they live?
Guide: All over the country. Some groups like the Tay, Hmong, Yao…
live mostly in the mountainous regions in the north, and the Cham,
Khmer, Ede… live in the Central Highlands and some southern
provinces.
Nick: I see. And do they speak their own languages?
Guide: Good morning. Can I help you?
Guide: Yes, and they have their own ways of life, and customs
and traditions.
Nick: That’s awesome! I’d like to find out more about them.
Guide: OK. I’ll show you round and tell you some interesting…
23. 1. Listen and read. (a) Find the opposite words
1. boring
2. smallest
3. majority
4. northern
interesting
largest
minority
southern
24. 1. Listen and read. (b) Answer the questions
1.Where are Duong and Nick?
→ They are in the Museum of Ethnology.
2.What do they want to know?
→ They want to know about the ethnic groups of Viet Nam.
3.How many ethnic groups are there in Viet Nam?
→ There are 54 (ethnic groups).
4.Which ethnic group has the largest population?
→ The Viet (or Kinh) have the largest population.
5.Do the ethnic minority peoples have their own customs and
traditions?
→ Yes, they do.
25. Used as a reply, agreeing with what sb has
just said, or emphasising that it is correct
How + adj / adv: used to show a
strong reaction to sth
Used to show you understand
what someone said
Used to show that you think something
is great
26. 1. Listen and read. (d) Work in pair
Example:
A: Some groups live in mountainous regions.
B: How interesting!
- There are 54 ethnic groups in Viet Nam.
→ That's awesome!
- Each ethnic group has their own customsand traditions.
→ Exactly!
- The Kinh have the largest population which accounts for 86% of the
population.
→ I see!
40. 3. Complete the sentences
1.In our country, it is against the law to discriminate against any ________________ or
religious group.
2.My Son in Quang Nam Province has been recognised by UNESCOas a world ____________
3. ____________have been popular among many of Viet Nam’s ethnic groups for a long time.
4.Lunar January is the time for important _____________ in the whole country, especially in
the north.
5.The exhibition building of the Museum of Ethnology was designed by the architect Ha Duc
Linh, a _____________ of the Tay ethnic group.
6.The _______________ of Sa Pa have entered in the Top 11 most beautiful terraces in the
world, according to Touropia.
ethnic
heritage
stilt house
festivals
member
terraced fields
41. 4.What colour/ the Nung’s clothing?
- What colour is the Nung’s clothing?
- Dark indigo
5.Which/ larger population/ the Tay or
the Thai?
- Which group has a larger population,
the Tay or the Thai?
- The Tay
6.Whose arts/ displayed/ a museum/
Da Nang?
- Whose arts are displayed at a
museum in Da Nang?
- The Cham’s
Work in pairs. Ask and answer,
using these cues.
1.Which/ smallest population?
- Which ethnic group has the
smallest population?
- The Odu group
2.The Hmong/ own language?
- Do the Hmong have their own
language?
- Yes
3.Where/ the Coho/ live?
- Where do the Coho live?
- Lam Dong Province
4. GAME: QUICK QUIZ
Work in pairs. Ask and answer,
using these cues.
1.Which/ smallest population?
2.The Hmong/ own language?
3.Where/ the Coho/ live?
4.What colour/ the Nung’s clothing?
5.Which/ larger population/ the Tay or
the Thai?
6.Whose arts/ displayed/ a museum/
Da Nang?
42. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Getting started
I. Warm up
II. Listen and read
III. Homework
43.
44.
45. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
A CLOSER LOOK 1
I. Warm up
II. Vocabulary
47. 1.Many ethnic groups have their own languages, and some even ___________
have languages.
2.People in some far-away mountainous regions still keep their _________
way of life.
3.Gathering and hunting still play a(n) ____________ role in the economy of
the Laha.
4.Ethnic peoples in the mountains have a _____________ way of farming.
They use _________tools to do the farm work.
5.The Muong in Hoa Binh and Thanh Hoa are well-known for their __________
folk literature and their traditional songs.
Vocabulary 2. Complete the sentences
written
traditional
important
simple
basic
rich
57. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
A Closer look 1
I. Warm up
II. Vocabulary
III. Pronunciation
58. PRONUNCIATION 4. LISTEN AND REPEAT
skateboard stamp speech display
first station instead crisp
school basket space task
59. Pronunciation 6. LISTEN AND PUT THE WORDS IN THE RIGHT COLUMN
skateboard
school
basket
task
speech
display
crisp
space
stamp
first
station
instead
60. The Hmong people I met in Sa Pa speak English very
well.
Pronunciation 6. LISTEN AND REPEAT
You should go out to play instead of staying here.
This local speciality is not very spicy.
Many ethnic minority students are studying at
boarding schools.
Most children in far-away villages can get some
schooling.
61. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
A CLOSER LOOK 1
I. Warm up
II. Vocabulary
III. Pronunciation
IV. Homework
62.
63.
64. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
A Closer look 2
I. Warm up
II. Grammar
*Review: Questions
65. 1. Read the passageGrammar
In a small village in the north, there is a stilt house. In
the house, a Tay family are living together: the
grandparents called Dinh and Pu, the parents called Lai
and Pha, and three children called Vang, Pao and
Phong. Every day the grandparents stay at home to
look after the house. Mr Lai and Mrs Pha work in the
fields. They grow rice and other plants.
Mrs Pha goes to the market twice a week to buy food for the family. Mr Lai
sometimes goes hunting or cutting wood in the forests. Pao and Phong go to the
primary school in the village, but Vang studies at the boarding school in the town
about 15 kilometres away. He goes home at the weekend.
The family live simply and they enjoy their way of life. There are a few difficulties of
course. But they say they live more happily in their stilt house than in a modern flat
in the city.
67. 1.A Tay family.
→ Who is living in the house?
2.Three children.
→ How many children do they have?
3.Yes, they stay at home to look after the house.
→ Do the grandparents stay at home?
4.Twice a week.
→ How often does Mrs Pha go shopping?
5.It is about 15 kilometres.
→ How far is Vang’s boarding school / How far is the town?
6.At the weekend.
→ When does Vang go home every week / When does Vang go home?
7.They live happily.
→ How do they live?
8.No. They like living in their stilt house.
→ Would they like to live in a modern flat in the city / Would they like to live in the city?
Grammar 2. REWRITE THE SENTENCES
Example:
Answer→ In the north.
Question→ Where is the small village?
69. A: is the class monitor?
B: Dan is.
A: is the biggest house in this village?
B: The communal house (nha rong) is.
A: do you think is the most interesting museum in Ha Noi?
B: The Museum of Ethnology.
A: is more colourful, the Nung’s or the Hoa’s costume?
B: The Hoa’s, of course.
A: is the waterwheel used for?
B: It is used to get water to the fields.
.3. Complete the questionsGrammar
Who
Which
Which
Which
What
70. 1.Who/ do/ shopping/ your family?
→ Who does the shopping in your family?
2.Who/ principal/ our school?
→ Who is the principal of our school?
3.Which subject/ like better/ English/ Maths?
→ Which subject do you like better, English or Maths?
4.What/ most important festival/ Viet Nam?
→ What is the most important festival in Viet Nam?
5.Which ethnic group/ larger population/ Khmer/ Cham?
→ Which ethnic group has a larger population, the Khmer or the Cham?
4. Make questions and answer themGrammar
71. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
A Closer look 2
I. Warm up
II. Grammar
*Review: Questions
* Articles: a/an and the
72.
73.
74. 1.Viet Nam is a/an/the multicultural country with 54 ethnic groups.
2.Among the ethnic minorities, a/an/the Tay have the largest population.
3.A/An/The ethnic minority people in the village are very friendly.
4.The Lao are one of a/an/the many Thai-speaking peoples.
5.The Lolo women’s dress is among a/an/the most striking styles of
clothing worn by ethnic peoples.
6.The Yao have a/an/the rich culture of folk literature and art, with tales,
songs, and poems.
5. Circle the correct articleGrammar
75. When you travel to a north-west mountainous region and you
want to have (1) ___ great time, you can go to (2) ______ local
open-air market. (3) ____ sight there is beautiful. Local people in
colourful clothing are smiling as they sell or buy their local
products. The goods there are diverse. You can buy all kinds of
fruit and vegetables, which are fresh and cheap. You can also buy
a nice costume of (4) _______ ethnic group you like. If you don’t
want to buy anything, just go round and enjoy looking. You can
also taste some specialities of (5) ____ local people sold right
there at the market. I am sure you will have (6) ____ unforgettable
time.
6. Insert a/an/theto finish the passageGrammar
a a/ the
The
an/ the
the
an
76. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
A closer look 2
I. Warm up
II. Grammar
III. Homework
77.
78.
79. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Communication
I. Warm up
II. New words
III. Practice
1. Do the quiz: What do you know about the
ethnic groups of Viet Nam?
82. B.The Thai
C.The Sedang
A.The Khmer
Note: nhấn vào bông hoa ở đầu mỗi đáp án để lựa chọn đáp án đúng
2.Which ethnic groups live in the southern provinces?
83. A.The Brau
B.The Chut
C.The Odu
Note: nhấn vào bông hoa ở đầu mỗi đáp án để lựa chọn đáp án đúng
3.Which group has the smallest population?
84. A.In the Central Highlands
C.In the Mekong Delta
B.In the northern mountainousregions
Note: nhấn vào bông hoa ở đầu mỗi đáp án để lựa chọn đáp án đúng
4.Where can we find terraced fields?
85. A.In Kon Tum
B.In Soc Trang
C.In Son La
Note: nhấn vào bông hoa ở đầu mỗi đáp án để lựa chọn đáp án đúng
5.Where do the Laha mostly live?
86. B.The Nung
C.The Tay
A.The Hoa
6.Which of the following groups has the most colourful
clothing?
Note: nhấn vào bông hoa ở đầu mỗi đáp án để lựa chọn đáp án đúng
87.
88. 2. WORK IN GROUPS
Viet
Hmong
Lao
Viet
Hmong
Nung
Tay
Viet Viet
Bahnar
Brau
Ede
Giarai
Sedang
Viet
Cham
Khmer
89. 3. TALK ABOUT A ETHNIC GROUP IN VIET NAM
Now, I would like to talk about the Cham people.
Have you ever talked to a Cham person? Well, there are many interesting things about this
ethnic group that I want to share with you.
I was really impressed by the folk dance of the Cham people. That’s why I read more about
them and here is some information I would like to tell you.
With a population of 162 thousand, the Cham gather mainly in southern provinces such as
Ninh Thuan, Binh Thuan, Dong Nai and Tay Ninh.
Well, their production activities are rather diverse. Like most other groups in Viet Nam, they
cultivate wet rice. Besides that, they also fish and make handicrafts. I was impressed by their
hand-made pottery and I adored their silk.
Every year, they hold the Katé festival to commemoratethe dead and honour heroes in the
Cham community. Various agricultural ceremonies are performed during the year for a new
canal, for young rice and for so many other occasions.
Personally, I find the Cham ethnic people very interesting. Experience their way of life if
possible, it’s worth your time.
90.
91. Monday ……………
UNIT 3. PEOPLES IN VIET NAM
Communication
I. Warm up
II. New words
III. Practice
IV. Homework
96. Reading 1. Answer the questions
1. Where do the Thai people live?
→ They live in the nothern
mountaious region.
2. What is their population?
→ The Thai have a populationof
about one and a half million
people.
97. The Thai have a population of about one and a half million people living in the provinces of
Lai Chau, Son La, Yen Bai, Hoa Binh, Thanh Hoa, and Nghe An. The Thai language belongs to
the Tay - Thai group.
The Thai are experienced farmers. They dig canals to bring water to their fields. Their main
food is rice, especially sticky rice. The Thai also grow other crops on burnt-out land. They
raise cattle and poultry for their own use. They also make bamboo items, and weave cloth.
Thai cloth is well-known for being unique, colourful and strong.
Recently, Thai men prefer to wear the Kinh’s style of dress, while Thai women keep their
traditional costumesincluding short blouses, long skirts, scarves and ornaments. The Thai
live in houses on stilts. Their villages comprise 40 to 50 houses, usually built side by side.
The Thai worship their ancestors. Every year they hold festivals and ceremonies with
alternating songs between boys and girls, and many traditional games.
Reading 2. READ AND CHECK YOUR ANSWER
98. 1.TheThai are good _____________. They grow different crops.
2.They can make household items from the __________ tree.
3.The Thai live in ____________ houses.
4.They have a rich culture including folk __________ and games.
5.Many festivals and __________ are held by the Thai people every
year.
Reading
2. Completethe sentences
farmers
bamboo
stilt
songs
ceremonies
99. 1.Do the Thai people have their own language?
→ Yes, they do.
2.What is the main food of the Thai people?
→ Their main food is rice.
3.What is the Thai cloth well-known for?
→ It is well-known for being unique, colourful and strong.
4.Which still wear their traditional costumes, Thai men or Thai women?
→ Thai women do.
5.Who do the Thai worship?
→ They worship their ancestors.
Reading 3. ANSWER THE QUESTIONS
100. Monday ……………
UNIT 3. PEOPLES IN VIET NAM
SKILLS 1
I. Warm up
II. Reading
III. Speaking
101. The Bru-Van Kieu people
♦ Population: about 74,500
♦ Regions: Quang Binh, Quang Tri,
Thua Thien - Hue
♦ Language: Mon-Khmer group
♦ Production activities: growing rice,
terraced fields, raising cattle and
poultry
♦ Festivals: ceremony held before
sowing seeds
Speaking 4. Read some facts about the Bru-Van Kieu people and the Khmer people
The Khmer people
♦ Population: about 1,260,600
♦ Regions: provinces of Mekong Delta
♦ Language: Mon-Khmer group, writing
system
♦ Production activities: growing rice,
raising cattle and poultry, making sugar
♦ Festivals: two main holidays: Chaul
Chnam Thmey (New Year) and Greeting-the-
Moon festival
Work in groups. Choose one of the two
ethnic groups and talk about it.
seeds
102. Speaking Work in groups. Choose one of the two ethnic groups and talk about it.
Khmer people has a population of about 1,260,600
people. They mostly live in provinces of Mekong
Delta. Their language is Mon-Khmer group and the
writing system.
They grow rice, raise cattle and poultry, make sugar
for living.
They have 2 main festivals: Chaul Chnam Thmey
(New Year) và Greeting - the - Moon festival.
103. Speaking 5. TALK ABOUT YOUR OWN ETHNIC
The Kinh, also called the Viet people, is the majority
ethnic group of Viet Nnam, comprising about 86% of the
population.
The Kinh people live all over the country. Vietnamese is
the native language of the Vietnamese (Kinh) people.
They have the traditional costumes such as Ao Dai and
Ao Ba Ba.
Rice cultivation is the main economic activity of the
Kinh. They also raise cattle and poultry.
Nowadays, they are developing the economy based on
industry and technologies. They have a convenient and
modern life.
104. Monday ……………
UNIT 3. PEOPLES IN VIET NAM
SKILLS 1
I. Warm up
II. Reading
III. Speaking
IV. Homework
111. LISTENING 3. Listen again and complete the sentences
1.Five-coloured sticky rice is made by ethnic minorities in the northern
______________ regions.
2.The dish has five colours: red, yellow, green, ____________ and white.
3.It is made using _____________ roots and leaves.
4.The green colour symbolises _______________
5.Five-coloured sticky rice is made on special occasions, for festivals
and ______________
mountainous
purple / black
natural
plants
ceremonies
112. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
Skills 2
I. Warm up
II. Listening
III. Writing
- How to make yellow sticky rice
113. WRITING 4. READ THE NOTE
Ingredients:
• Stick rice: 500g
• Turmeric: three tbsp extract
• Shredded coconut:one cup
• Salt: 1/4 tsp
Notes:
1. Soak sticky rice - water - five hours +
2. Rinse rice - drain
3. Mix well w/ turmeric extract, wait - 10 mins.
4. Add coconut+ salt - mix well
5. Steam - 30 mins - check cooked
114. WRITING 5. CHANGE THE NOTES INTO COOKING STEPS
Organising your ideas
Introducing your dish
This is a very easy dish to make
Try this delicious recipe
Signposting the cooking steps
First, Then, Next, After that, Finally
Once the (rice is rinsed), (add) the (salt)
Giving advice
Remember to…
Don’t forget to…
Try to…
Concluding
Serve this dish with…
This dish is delicious with…
Example:
This delicious dish is very easy to make.
First, you need to soak the sticky rice for at least five hours…
This delicious dish is really easy to make.
First, you need to soak the sticky rice in
water for at least fve hours. Then rinse the
rice and drain it well. Next, add the turmeric
extract and mix it well. Then wait for 10
minutes. After that, add the coconutand
salt. Remember to mix it well. Finally, steam
the rice for about 30 minutes. Check that it is
fully cooked. You can serve this dish with
chicken.
115. Monday ……………
UNIT 3. PEOPLES OF VIET NAM
SKILLS 2
I. Warm up
II. Listening
III. Writing
IV. Homework