NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

NỘI

School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 2: A MULTICULTURAL WORLD

Lesson 1: Getting started – At the International Cultural Festival

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic A multicultural world;
- Gain vocabulary to talk about international cultural festival;
- Get to know the language aspects: the article.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of Vietnamese culture;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 2, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. cultural /ˈkʌltʃərəl daɪ the quality of diverse or different sự đa dạng văn
diversity (n) ˈvɜːsəti/ cultures hoá

2. cuisine (n) /kwɪˈziːn/ a style of cooking ẩm thực

3. autograph (n) /ˈɔːtəɡrɑːf/ a signature (= your name written by chữ kí

yourself), especially of a famous

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person

4. booth (n) /buːð/ a small space like a box that gian hàng
a person can go into

5. tug of war (n) /ˌtʌɡ əv ˈwɔːr/ a type of sport in which two teams kéo co
show their strength by pulling
against each other at the opposite
ends of a rope, and each team tries
to pull the other over a line on the
ground

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in groups. groups so that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to deliver a
speech. - Provide vocabulary and useful language
before assigning tasks.
- Encourage students to work in groups so that
they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the listening and reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: What is this?
c. Expected outcomes:
- Students can describe and guess the names of some famous people.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: What is this? - Students work in groups. 6 signature dishes:

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- Teacher divides the class into two - Students look at the picture
teams. that the teacher shows them
- Teacher prepares the pictures of 6 and give the name of the
signature dishes of Viet Nam, Japan food.
and Korea.
- Teacher gives instructions for the
game:
+ Students work in 4 teams, look at
the picture and raise their hand to
answer.
+ If the answer is correct, the team
gets one point. 1. kimchi
+ If the answer is incorrect, the chance 2. tteokbokki – spicy rice cakes
to answer is transferred to the other 3. bun cha – grilled pork
team. meatballs with noodles
+ The team having more points is the 4. spring rolls
winner of the game. 5. sushi
6. sashimi

e. Assessment
- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with new words related the topic;
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
c. Expected outcomes:
- Students can identify some new words related to the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the New words:
- Teacher introduces the vocabulary. teacher’s explanation and 1. cultural diversity (n)
- Teacher explains the meaning of the new guess the words. 2. cuisine (n)
vocabulary by pictures. - Students write down the new 3. autograph (n)
- Teacher checks students’ understanding words in their notebook. 4. booth (n)
with the “Rub out and remember” 5. tug of war (n)
technique.
- Teacher reveals that these five words will
appear in the reading text and asks students

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to open their textbook to discover further.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes students’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (22 mins)

a. Objectives:
- To help students get to know the topic;
- To introduce words and phrases related to the International Cultural Festival;
- To help Ss identify the articles.
b. Content:
- Task 1: Listen and read. (p.20-21)
- Task 2: Read the conversation again and complete the table. (p.21)
- Task 3: Find words and a phrase in Task 1 with the following words and phrases. (p.21)
- Task 4: Complete the sentences based on the conversation. (p.21)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)
- Set the context for the listening and - Students look at the picture Questions:
reading. and answer the questions. 1. What can you see in the
- Ask Ss to look at the picture, the - Students listen to the first photo?
heading and the conversation, and ask recording. 2. What does the second
questions. - Students underline picture show?
- Play the recording twice for Ss to listen words/phrases related to the 3. Where can you buy the
and read silently along. Have Ss culture in the conversation. souvenirs in the third photo?
underline words/phrases related to the - Students compare the words 4. Who are the speakers?
culture in the conversation. and phrases with their
- Put Ss in pairs and ask them to compare partners. Suggested answers:
the words and phrases they have 1. a bowl of kimchi, bun
- Students read the
underlined and discuss their meaning. cha, rice cake
conversation aloud.
Then check comprehension as a class. 2. some teenagers playing
tug-of-war – a Vietnamese
- Call on three Ss to read the
traditional game
conversation aloud.
3. England
- In stronger classes, teacher asks Ss to 4. Nam, Mai and Linda
close their books and just listen to the
conversation once. Teacher asks some
comprehension questions to check
understanding. Then have them open
their books and listen again, this time

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following the text and checking if their

answers were correct.
Task 2: Read the conversation again and complete the table. (5 mins)
- Ask Ss to work in pairs and look at the - Students work Answer key:
given table carefully. Ask them to independently to do the 1. sushi
identify the part of speech which is activity.
needed to fill in each blank (E.g: 1-Noun - Students compare the 2. group / singers and get
(name of food); 2: noun; 3 – noun (name answers in pairs. autographs
of food); 4- noun (name of food). Then 3. fish and chips
read the conversation and locate the part
4. bun cha
of the conversation that contains the
information.
- Have Ss work in pairs to discuss and
compare their answers.
- Check answers as a class. Encourage Ss
to explain where in the conversation they
can find the correct answer.
Extension: Ask Ss some additional
comprehension questions to check
understanding of other parts of the
conversation, e.g., Where was the
Festival organised? Which booth did
Linda want to visit most? Which booth
would they visit first?
Task 3: Find words and a phrase in Task 1 with the following words and phrases. (6 mins)
- Ask Ss to identify the part of speech of - Students read the Answer key:
four given words and phrases and work conversation again and work 1. diversity
out their meanings. independently to do the 2. cuisine
- Have Ss read the conversation quickly activity.
again, and find suitable words which 3. delicious
- Students share and check
have the same or similar meaning to the 4. attractions
the answers.
given words or phrases.
- Allow Ss to share answers before
discussing as a class.
- Check answers as a class.
- Write the correct answers on the board.
Task 4: Complete the sentences based on the conversation. (5 mins)
- Tell Ss to read the summary. Focus - Students work individually Answer key:
attention on the blanks. to complete the sentences 1. the
- Ask Ss to complete the sentences, using - Students share and check
the words and phrases from the the answers. 2. Ø
conversation in Activity 1. In a weaker 3. a
class, encourage Ss to read the
conversation again and underline the 4. an
sentences which have the same

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information. Then try to fill in the correct

article.
- Check answers as a class.
- Elicit the use of articles.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:
- To help Ss memorise the key information about the International Cultural Festival;
- To get Ss to speak about the International Cultural Festival.
b. Content:
- Design a poster to introduce the International Cultural Festival.
c. Expected outcomes:
- Ss can design a poster and make a short presentation about the International Cultural
Festival.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Design a poster to introduce the International Cultural Festival (10 mins)
- Teacher lets Ss work in groups of 4. Give - Students work in groups to Students’ own creativity
each group a big sheet of paper and colours. follow the teacher's
- Give instructions to students. instruction.
- Ask students to draw a diagram of activities - Students perform in front of
in the International Cultural Festival. They the class.
can use words, icons or images to illustrate.
- Teacher asks all groups to stick their works
on the blackboard.
- Teacher calls on some groups to present
their stories.
- Teacher asks other groups to listen and give
comments.
- Teacher gives feedback and gives marks to
the best group.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.

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b. Homework
- Do exercises in the workbook.
- Prepare for the project in Lesson 8.

Board plan

Date of teaching
Unit 2: A multicultural world
Lesson 1: Getting started – At the international cultural festival
* Warm-up

* Vocabulary
1. cultural diversity (n)
2. cuisine (n)
3. autograph (n)
4. booth (n)
5. tug of war (n)

Task 1: Listen and read.

Task 2: Read and complete the table.
Task 3: Find words and a phrase.
Task 4: Complete the sentences.

Poster design

*Homework

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UNIT 2: A MULTICULTURAL WORLD

Lesson 2: Language

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Cultural diversity;
- Recognise and practise diphthongs /ɔɪ/, /aɪ/, and /aʊ/;
- Review and extend the use of articles.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of Cultural diversity;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 2, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

There are two types of articles in English: indefinite (a/an) and definite (the).
• We use the indefinite articles a and an before singular, countable nouns when the reader
or the listener does not know which one we are referring to.
Example: I want to buy a souvenir.
• We use the definite article the before singular or plural nouns when we think that the
reader or the listener knows what we are referring to because of the following:
- there is only one in general or only one in that context.
Example: The sun rises in the east.
- it has already been mentioned.
Example: A boy lost a watch. A woman found the watch and returned it to the boy.
- we refer to a musical instrument.
Example: I’m learning to play the piano.
• We also use the definite article the with:
- countries whose names include words like kingdom or state, or countries which have
plural nouns as their names.
Example: the UK (the United Kingdom), the US (the United States of America), the
Philippines
- oceans, seas, mountain ranges, etc.
Example: The Pacific is the largest of all oceans.
• We do not need an article with plural, countable nouns or uncountable nouns which are

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used in a generic or non-specific way.

Example: Tigers are endangered animals.

Assumption
Anticipated difficulties Solutions
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if necessary.
speaking and co-operating skills. - Encourage students to work in pairs, in groups
so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Continue to define expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Listen to a song
c. Expected outcomes:
- Students can revise vocabulary related to cultural diversity.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Listen to a song - Students listen to the song Link:
- Teacher prepares the hand-out and fill in the blanks. https://www.youtube.com/watch?
of the song lyrics and asks Ss to - Students check their v=moSFlvxnbgk
read and guess the words to fill in answers with the class. Answer key:
the blanks. 1. the
- Teacher plays the song once. 2. A
- Teacher checks answers with 3. the
the whole class. 4. distance
- Teacher replays and pauses the 5. rules
song if necessary. 6. the
7. an
8. the
e. Assessment
- Teacher observes and gives feedback.
Song: Let it go (Idina Menzel)

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The snow glows white on_________ mountain tonight

Not a footprint to be seen
______kingdom of isolation
And it looks like I'm the queen
The wind is howling like this swirling storm inside
Couldn't keep it in, heaven knows I tried
Don't let them in, don't let them see
Be________ good girl you always have to be
Conceal, don't feel, don't let them know
Well, now they know
Let it go, let it go
Can't hold it back anymore
Let it go, let it go
Turn away and slam the door
I don't care what they're going to say
Let the storm rage on
The cold never bothered me anyway
It's funny how some ___________makes everything seem small
And the fears that once controlled me can't get to me at all
It's time to see what I can do
To test the limits and break through
No right, no wrong, no__________ for me
I'm free
Let it go, let it go
I am one with _________wind and sky
Let it go, let it go
You'll never see me cry
Here I stand and here I stay
Let the storm rage on
My power flurries through the air into the ground
My soul is spiraling in frozen fractals all around
And one thought crystallizes like _______icy blast
I'm never going back, the past is in the past
Let it go, let it go
And I'll rise like the break of dawn
Let it go, let it go
That perfect girl is gone
Here I stand in ________ light of day
Let the storm rage on
The cold never bothered me anyway

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise diphthongs /ɔɪ/, /aɪ/, and /aʊ/ in words and in sentences.
b. Content:
- Task 1: Listen and repeat. Then practise saying the words. (p.21)
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- Task 2: Work in pairs. Underline the words that contain the /ɔɪ/, /aɪ/, and /aʊ/ sounds. Listen
and check. Then practise reading the whole text aloud (p.21)
c. Expected outcomes:
- Students can correctly pronounce diphthongs /ɔɪ/, /aɪ/, and /aʊ/ in single words and in a
complete text.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Then practise saying the words. (6 mins)
- Students listen to the
- Write three words: point, try, now on
recording, and then repeat the /ɔɪ/ /aɪ/ /aʊ/
the board and call on one or two Ss to
words. join spicy crowded
read it. Check if Ss can say out the
correct sounds of three words containing boy buy around
- Students add more examples
three diphthongs. of the words that contain the
- Play the recording and ask Ss to listen diphthongs /ɔɪ/, /aɪ/, and /aʊ/.
and repeat, paying attention to the words.
- Ask Ss to listen to the recording again,
but this time, have them repeat the
words.
- Tell students that they can find the
/ɔɪ/, /aɪ/, and /aʊ/ sounds in various
spellings, such as:
/ɔɪ/
- ‘oi’ as in choice, oil
- ‘oy’ as in enjoy, employ
/aɪ/
- ‘uy’ as in buy
- ‘ei’ as in height
- ‘i’ as in line, high
- ‘ie’ as in tie, lie
/aʊ/
- ‘ow’ as in cow, bow
- ‘ou’ as in house, cloud
- In stronger classes, ask them to add
more to these examples.
Task 2: Work in pairs. Underline the words that contain the /ɔɪ/, /aɪ/, and /aʊ/ sounds. Listen and
check. Then practise reading the whole text aloud (6 mins)
- Students underline the words Answer key:
- Ask Ss to read quickly through the text
with the diphthongs /ɔɪ/, /aɪ/, 1. Joyce feels so proud to
to get a broad understanding.
and /aʊ/ first. Then listen to become a top designer.
- Have Ss underline the words that the recording. 2. The country’s identity as
contain the three diphthongs in each - Students read the whole text a separate nation was never
sentence individually. Then ask them to aloud. destroyed.
work in pairs to compare their answers. 3. Mike and Diana came to
- Check answers as a class by playing the the fair to enjoy food from
around the world.
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4. A noisy crowd cheered

recording. Pause after each sentence and
as the band finally appeared
confirm the answers.
on stage.
- Put Ss in pairs and have them practise 5. The detective tried to
reading the sentences aloud. find out where the strange
Extension: Ss work in pairs and make up sound came from.
new sentences using words which
contain these three diphthongs. Then
they take turn to read out their sentences
and the other S has to tell how many
words containing /ɔɪ/, /aɪ/, and /aʊ/ they
can hear.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words / phrases related to the topic Cultural identity.
- To help Ss practise the words in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p.22)
- Task 2: Complete the sentences using the correct forms of the words in Task 1. (p.22)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the words with their meanings. (6 mins)
- Tell Ss that the words in the activity are - Students match each word Answer key:
related to cultural diversity. on the left with the meaning 1. c
- Have Ss match each word on the left with on the right
the meaning on the right. Encourage Ss to - Students study the meanings 2. a
study the meanings and underline key and underline key words. 3. e
words.
- In weaker classes, do the first one as an 4. b
example before asking Ss to match the rest 5. d
individually or in pairs.
- Check answers as a class.
Task 2: Complete the sentences using the correct forms of the words in Task 1. (6 mins)
- Students read the sentences Answer key:
- Ask Ss to work individually. Tell them to
carefully and decide which
read the sentences carefully to decide which 1. identity
words can be used.
word in 1 can be used to complete each of
- Students explain the 2. festivities
the sentences. Remind them to use the
meaning of each phrase.
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- Students read the complete

contextual clues to decide on the word/ 3. origin
sentences.
phrase. 4. trends
- Have Ss compare their answers in pairs. 5. popularity
Check answers as a class. Have individual
Ss call out the word they have used for each
sentence first.
- Confirm the correct answers. In stronger
classes, ask Ss to explain why they have
chosen the word for each sentence using
contextual clues, e.g. The first sentence
needs a noun and it refers to a feature of a
nation/ culture. The second sentence needs
a noun to go with ’New Year’s’, and the
word ‘festivities’ is the best choice.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To help Ss recognise the use of articles;
- To help Ss practise using articles.
b. Content:
- Task 1: Circle the correct answer to complete each of the sentences. (p.23)
- Task 2: Work in pairs. Ask and answer questions about the following topics using the
correct articles. (p.23)
c. Expected outcomes:
- Students know how to use articles and can apply the knowledge about articles to give a
short talk on the given topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Circle the correct answer to complete each of the sentences. (6 mins)
- Students read the notes in the Answer key:
- Tell Ss to look at the sentences with
Remember box.
articles in Activity 4 in GETTING 1. the full moon
- Students circle the correct answers.
STARTED. Elicit the formation of
- Students explain their answers. 2. the Atlantic
articles e.g. How many types of
articles? When are they used? 3. Vietnamese women
- Have Ss read the explanation and 4. the US
examples in the Remember! box. 5. Rome
Check understanding and provide more
examples if necessary.
- Ask Ss to work in pairs to choose the
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correct phrase to complete the

sentences. Clarify the difference
between two options in each sentence:
one phrase has an article and the other
doesn’t.
- Call on individual Ss to write their
answers on the board. Check answers
as a class. Have Ss explain their choice
by telling the use of articles in each
sentence, e.g. 1. the full moon – the
only one; 2. the Atlantic – the ocean; 3.
Vietnamese women – a group of
people; 4. the US – a country whose
name includes states; 5. Rome – a city.

Task 2: Work in pairs. Ask and answer questions about the following topics using the correct
articles. (7 mins)
- Students work in pairs and make
- Have Ss read the instruction and Suggested answers:
example, make sure they all understand questions and answers using the
correct articles in given topics. A: Can you play the
the context and what they have to do.
- Present their ideas in front of class. guitar?
In weaker classes, model a short B: No, I can’t, but I
conversation with a student. can play the piano.
- Point to the example and the article in
these sentences. Ask What are the uses
of these articles? (We use the definite
article the with some musical
instruments.)
- Put Ss in pairs to make questions and
answer using the correct articles in
given topics.
- In stronger classes, set a time limit of
four minutes and have pairs come up
with as many sentences as they can.
- Invite pairs to share their interviews
with the whole class.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
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b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.

Board plan

Date of teaching
Unit 2: A multicultural world
Lesson 2: Language
* Warm-up
Listening to a song

* Pronunciation
- Task 1: Listen and repeat.
- Task 2: Underline the words.
* Vocabulary
- Task 1: Match the words with the meanings.
- Task 2: Complete the sentences.
* Grammar
- Task 1: Circle the correct answer.
- Task 2: Ask and answer questions about the topics.

* Homework
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UNIT 2: A MULTICULTURAL WORLD

Lesson 3: Reading – Globalisation and cultural identity

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about globalisation and
cultural identity.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Be respectful of cultural diversity;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 2, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
1. globalisation (n) /ˌɡləʊbəlaɪˈzeɪʃn/ the fact that different cultures and sự toàn cầu hoá
economic systems around the
world are becoming connected
and similar to each other because
of the influence of large
multinational companies and of
improved communication

2. custom (n) /ˈkʌstəm/ an accepted way of behaving or phong tục

of doing things in a society or a
community

3. ingredient (n) /ɪnˈɡriːdiənt/ one of the things from which nguyên liệu
something is made, especially
one of the foods that are used
together to make a particular dish
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4. speciality (n) /ˌspeʃiˈæləti/ a type of food or product that a đặc sản

restaurant or place is famous for
because it is so good

5. captivate (v) /ˈkæptɪveɪt/ to keep somebody’s attention by làm say đắm

being interesting, attractive, etc.

6. keep up with /kiːp ʌp wɪð/ to continue to be in contact with theo kịp

(ph.v) somebody

Assumption
Anticipated difficulties Solutions
Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge about the figure they are going
to learn about in the lesson;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Students work in groups to Link:
- Teacher divides the class into 2 do the activity. https://www.youtube.com/watc
groups. - Students raise their hands to h?v=zfn0XHCfDHA
- Before playing the video, teacher answer the questions. Questions:
asks Ss to watch carefully and try to 1. Environmental problems of
remember as many details as possible. globalisation include global
Ss can take notes if they want. warming, the _________ of
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- Teacher shows questions one by one, natural resources and the

Ss raise their hands and say BINGO to production of harmful
grab the chance to answer. chemicals.
- If the answer is correct, they get one 2. Polluting industries, logging
point for their team. forest and exploiting
- The team with the higher score will _________ are consequences
be the winner. of globalisation.
3. Loss of _________ is
another effect of globalisation.
4. Globalisation supports faster
_________ growth and quicker
access to new technology.

Answers:
1. depletion
2. labour
3. culture
4. economic
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Discuss the questions. (p.23)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Work in pairs. Discuss the questions. (4 mins)
- Ask Ss to work in pairs to answer the - Students work in pairs and Questions:
questions. answer the questions. 1. What is globalisation?
- Ask some pairs to share their answers with - Students write questions 2. How does globalisation
the whole class. they want to know on the affect local cultures?
- Ask what other information they want to board.
know about globalisation. Write their
questions on the board.
- Introduce the topic of the reading text.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. globalisation (n)
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vocabulary by pictures. guess the words. 2. custom (n)

- Teacher checks students’ understanding - Students write down the 3. ingredient (n)
with the “Rub out and remember” new words on their 4. speciality (n)
technique. notebook. 5. captivate (v)
- Teacher reveals that these five words will 6. keep up with (ph.v)
appear in the reading text and asks students
to open their textbook to discover further.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general and specific information;
b. Content:
- Task 2: Read the article again. Match each section (A–C) with a heading (1–5). There are
TWO extra headings. (p.23-24)
- Task 3: Read the article again and choose the correct answer A, B, or C. (p.24-25)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the article again. Match each section (A–C) with a heading (1–5). There are TWO
extra headings. (8 mins)
- Read the four headings and check - Students read the headings Answer key:
understanding. first, then skim through each A - 3
- Ask Ss to read the text and section. B-4
identify the main idea of each - Students choose the C-2
paragraph, then match each heading heading that covers the ideas Strategy: Reading for main
with a suitable paragraph. Remind of the whole section. ideas (Headings)
Ss to underline key words or - Students check answers To read and understand the main
phrases in the text which help them with the whole class and give ideas of a text and select the best
identify the correct heading. explanations for their choice. headings for a section, students
- Check answers as a class. Ask should:
individual Ss to call out their 1. Read the headings carefully.
answers and provide evidence for Make sure you understand them.
each one from the text. 2. Skim through each section, and
choose the heading that covers
the ideas of the whole section.
3. Pay attention to the number of
extra headings. Remember that
incorrect headings for a section
are often “irrelevant” (i.e., not
mentioned in the section),
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“incorrect” (i.e., not true

according to the text), “too
narrow” (i.e., only representing
part of the section) or “too
general” (i.e., not specific to that
section only).
Task 3: Read the article again and choose the correct answer A, B, or C. (12 mins)
- Ask Ss to read the questions and - Students read the headings Answer key:
four options, and underline the key first, then skim through each 1. C
words in each of them. section. 2. B
- Check whether Ss have got the - Students choose the 3. A
right keywords. heading that covers the ideas 4. B
- Ask Ss to scan the text to locate of the whole section. 5. B
the key words, as well as - Students check answers Exam strategy: Reading for
paraphrases of these keywords. with the whole class and give specific information:
Then choose the option that matches explanations for their choice. 1. Read the questions and three
the information in the text. Remind options (A, B, and C ) and
them to watch out for distractors, underline the key words in the
especially options that may be questions.
mentioned in part in the text, but are 2. Read the text and locate the
not true. key words, as well as paraphrases
- Have Ss work in pairs or groups to of these keywords.
compare answers. 3. Choose the option that matches
- In weaker classes, check answers the information in the text. Watch
as a class and give the clues by out for distractors, especially
highlighting the phrases or options that may be mentioned in
sentences that contain the part in the text, but are not true.
information in the article.
- In stronger class, ask Ss to explain Exam strategy: reading for
their answers by providing clues negative facts
from the text. 1. Read and underline the key
words in the questions and four
options.
2. Read the text and locate the
key words, as well as paraphrases
of these keywords.
3. Eliminate the options
containing the ideas/information
mentioned in the text. The answer
is the option which has wrong/
different information or not stated
in the text.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

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a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4: Work in groups. Discuss the following question. What are some other effects of
globalisation on cultural diversity? Give some examples in the context of Viet Nam. (p.25)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about other effects of
globalisation on cultural diversity and give examples in the context of Viet Nam
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in groups. Discuss the following question. What are some other effects of
globalisation on cultural diversity? Give some examples in the context of Viet Nam.
- Ask Ss to work in groups. Have - Students practise speaking in Suggested answers:
them discuss which achievement groups. Globalisation can foster cultural
by Steve Jobs they find most - Students share their answers exchange, enabling individuals
admirable. Encourage them to with the whole class. from different backgrounds to
explain why they admire that - Students listen and give learn from one another, celebrate
achievement the most. feedback. diversity, and develop a deeper
- Invite some groups to share their appreciation for varied cultural
answers with the whole class. expressions.
- Ask other Ss to give comments
and correct any mistakes if
possible.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about the effects of globalisation on cultural identity.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

Board plan

Date of teaching
Unit 2: A multicultural world
Lesson 3: Reading
* Warm-up
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Video watching

- Task 1: Discuss the questions.

- Vocabulary
1. globalisation (n)
2. custom (n)
3. ingredient (n)
4. speciality (n)
5. captivate (v)
6. keep up with (ph.v)
- Task 2: Match each section with a heading.
- Task 3: Choose the correct answer A, B, or C.
- Task 4: Discussion.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 2: A MULTICULTURAL WORLD

Lesson 4: Speaking – Planning a Cultural Diversity Day

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to plan a culture day;
- Memorise vocabulary to talk about plans for a culture day.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of the cultures of Vietnam.

II. MATERIALS
- Grade 12 textbook, Unit 2, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent
1. spicy (adj) /ˈspaɪsi/ (of food) having a strong taste cay
because spices have been added to
it

2. focus on (v) /ˈfəʊkəs ɒn/ to give attention, effort, etc. to one tập trung vào
particular subject, situation or
person rather than another

3. professional (adj) /prəˈfeʃənl/ doing something as a paid job chuyên nghiệp

rather than as a hobby

Assumption

Anticipated difficulties Solutions

Students may lack - Provide vocabulary and useful language before assigning tasks.
vocabulary to deliver a - Encourage students to work in groups so that they can help each
speech. other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
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1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the speaking part.
b. Content:
- Guessing game
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Guessing game - Students take turns, choose a Questions:
- Teacher divides the class into two number and answer the question. 1. What is the name of this
groups. - Students guess the keyword. music band?
- There are four questions, the - Students explain their
answers of which provide four keyword.
clues for the keyword.
- Each group chooses a question. If
they have a correct answer, they
get one point.
- If a team can guess the keyword, (Blackpink)
they will get 5 points. 2. Who are they?
- The team with more points is the
winner.
- Teacher leads in the lesson.

(BTS)
3. Fill in the blank:
They’re going to organise a
______ Diversity Day next
weekend.(Cultural)
4. What is the name of a spicy
food which is mainly made
from Chinese cabbage?
(kimchi)
-> KEY WORD: South Korea
e. Assessment
- Teacher observes and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (30 mins)

a. Objectives:
- To provide knowledge and language input for the main speaking task;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
- To help Ss practise talking about and taking notes about the similarities and differences in
Vietnamese and Korean cultures.
b. Content:
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- Task 1: Work in pairs. Discuss the differences between Vietnamese culture and some other
cultures you know about. Use the ideas in Getting Started and Reading, and the table and
examples below to help you. (p.25)
- Pre-teach vocabulary
- Task 2: Work in groups. Your school is organising a Cultural Diversity Day. Discuss what
the event should include. Use the ideas in 1 to create the event programme. (p.26)
c. Expected outcomes:
- Students can identify and gain some vocabulary to complete speaking tasks.
- Students can come to the final plan for a culture day.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Discuss the differences between Vietnamese culture and some other
cultures you know about. Use the ideas in Getting Started and Reading, and the table and
examples below to help you. (10 mins)
- Remind Ss of the reading text about - Students share what they Example:
the Korean Wave, and elicit what its know about the two people. A: South Koreans seem to eat
effects on the life of Vietnamese - Students read and understand a lot of spicy food, such as
people. the information on their cards. kimchi and tteokbokki, while
- Ask, How much do you know about our traditional dishes, like
Korean culture? and encourage Ss to bun cha and pho, are not very
come up with as many points as they spicy in general.
can (tradition, cuisine, clothes, music, B: I agree. How about music?
…) I think in both countries,
- Then ask Ss to read the table to see if young people like to listen to
any of their points are included there. pop music, but K-pop focuses
Have them work in pairs and discuss mainly on dance groups
the similarities and differences while our pop music is
between South Korean and Vietnamese usually produced by solo
cultures. artists.
- Check answers as a class.
- Recap the comparison Ss have found
and write some of them on board, e.g.
* Similarities: both countries eat rice
and noodles, a lot of vegetables and
soups; use chopsticks; street food is a
big part of both cultures. They both
worship ancestors, celebrate Lunar
New Year, Middle Autumn Festival,
Buddha’s Birthday. They have
traditional clothes.
* Differences: Koreans eat spicy food
and a lot of kimchi; each person eats
their own bowl, plates and dishes; they
don’t talk when eating and don’t hold
their bowl; greetings…
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Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the teacher’s explanation and 1. spicy (adj)
new vocabulary with different guess the words. 2. focus on (v)
techniques (pictures, actions, - Students write down the new 3. professional (adj)
synonyms …) words on their notebook.
- Teacher checks students’
understanding with the “Rub out and
remember” technique.
- Teacher asks Ss to take notes on their
notebooks.
Task 2: Work in groups. Your school is organising a Cultural Diversity Day. Discuss what the
event should include. Use the ideas in 1 to create the event programme. (15 mins)
- Put Ss in groups and have them - Students work in groups to Suggested answer:
discuss their own plan for a Cultural discuss how to organise the A: We’ve decided to organise
Diversity Day. Remind Ss to think of event. a Cultural Diversity Day in
the popularity of culture diversity in - Students compare their notes our school. Let’s discuss
Viet Nam (regarding to the reading with their partners. what activities
section) to include.
- In weaker classes, write some B: First, we should set up
guiding questions on the board and ask some food stalls offering
Ss to think of the answers to these traditional dishes from
questions. E.g. What activities will you different cultures.
include in the programme? ; Who will C: That sounds fun! We can
be the participants? Where/when will call them ‘Taste the World’.
you organise the event?... We can also show visitors
- Walk around and provide help if how to cook
necessary. these dishes.
- Invite Ss to share their plans with the D: I like your idea, but we
class. don’t have any cooking
experience. We may need to
involve professional cooks.

e. Assessment
- Teacher gives corrections and feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (8 mins)

a. Objectives:
- To give Ss an opportunity to present their group discussion to the class;
- To help some students enhance presentation skills.
b. Content:
- Task 3: Report your group’s ideas to the whole class. Vote for the best Cultural Diversity
Day programme. (p.26)
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c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about their ideas for the
Cultural Diversity Day.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Report your group’s ideas to the whole class. Vote for the best Cultural Diversity Day
programme.
- Have a representative from all - Students work in pairs, use
groups share their plan in front the notes and talk about their
of the class. ideas of a culture day they
- Praise for good effort, well- want to organise.
structured responses and fluent - Students add more details if
delivery. they can.
- After all groups present their - Vote for the best story.
plans to a situation, ask the class
to vote for the best programme
(suggested criteria: number of
activities, duration, participants,
preparation for the event…).
Remind Ss not to vote for their
own plan. Count the votes for
each group and announce the
best plan.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a paragraph about the similarities and differences in Vietnamese and Korean cultures.
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.

Board plan

Date of teaching
Unit 2: A multicultural world
Lesson 4: Speaking
* Warm-up
Guessing game

Task 1: Discuss and complete the table.

Vocabulary
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1. spicy (adj)
2. focus on (v)
3. professional (adj)
Task 2: Discuss the plans for the event.
Task 3: Report the discussion.

* Homework
 NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
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UNIT 2: A MULTICULTURAL WORLD

Lesson 5: Listening – Celebrating Halloween in Viet Nam

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about Halloween and how it is celebrated in Vietnam;
- Memorise vocabulary to talk about Halloween.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Develop self-study skills;
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 2, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
1. celebrate (v) /ˈselɪbreɪt/ to show that a day or an event is làm lễ kỉ
important by doing something niệm
special on it

2. annually (adv) /ˈænjuəli/ once a year hàng năm

3. be of importance /biː əv ɪmˈpɔːtns/ be important quan trọng

Assumption
Anticipated difficulties Solutions
Students may lack vocabulary to deliver - Provide vocabulary and useful language before
a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
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questions before they listen.

- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Lucky number - Students follow the teacher's Suggested directions:
- Class is divided into 2 groups. instructions and play the game 1. Mid-autumn festival
- Teacher asks each group to choose a in two teams. 2. Christmas
number. There are 6 numbers, 5 of which 3. Halloween
include a picture of a world festival. 4. Hung Kings’ festival
- If Ss look at the picture and say the 5. Lim festival
name of the festival. Ss get one point if
the answer is correct.
- If they open a lucky number, they get a
point without having to answer the
question.
- The group with more points is the
winner.
e. Assessment
- Teacher corrects for students (if needed)

2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Label the following pictures. Do you often see them in Viet Nam? (p.26)
- Vocabulary pre-teaching
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the
recording.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Work in pairs. Label the following pictures. Do you often see them in Viet Nam? (4 mins)
- Ask Ss to look at the pictures and - Students work in pairs and Answer key:
then say: In the first picture, we see label the picture. 1. trick or treating
some kids holding buckets, wearing 2. haunted house
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hats and asking for candies. The 3. pumpkin

second one shows a house which is
mysterious and located in an isolated
area. The third one displays some fire
pumpkins.
- Ask Ss to work in pairs, label the
pictures using the given letters and
guess the name of a festival. Explain
that that festival will appear in the
recording.
- Call on some pairs to share their
answers. Correct answers as a whole
class.
- Have Ss share what they know about
Halloween and their experience if any.
Vocabulary teaching (5 mins)
- Teacher introduces the vocabulary. - Students say the meaning of New words:
- Teacher explains the meaning of the the words. 1. celebrate (v)
new vocabulary with different - Students write new words 2. annually (adv)
techniques (pictures, actions, on their notebook. 3. be of importance (v)
synonyms …)
-Teacher checks students’
understanding with the “Rub out and
remember” technique.
- Teacher asks Ss to take notes on
their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and answers and gives feedback.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about celebrating Halloween in Vietnam.
b. Content:
- Task 2: Listen to an interview. What do Minh and Mai think about Halloween? Circle the
correct words or phrase. (p.26)
- Task 3: Listen to the interview again and complete each sentence with no more than TWO
words. (p.26)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 2: Listen to an interview. What do Minh and Mai think about Halloween? Circle the correct
words or phrase. (10 mins)
- Have Ss read four statements, and make - Students make predictions Answer key:
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guesses before listening. Ss can also before listening. 1. likes

underline other key words besides the two - Listen and do the task. 2. interesting
options in each statement to have more - Correct the answers as a 3. shouldn’t
clues. E.g. 1. Halloween; 2. History, whole class. 4. no cause for alarm
Halloween; 3. celebrate, Viet Nam; 4.
popularity, Western festivals
- Play the recording and tell Ss to listen, pay
attention to the key words and circle the
correct word or phrase. For this kind of
question – listen for opinions, remind Ss to
pay attention to words or expressions the
speaker may use to describe likes, dislikes,
agreement, disagreement etc. as well as
his/her tone of voice to choose the correct
option that best reflect his/her attitudes. E.g.
Question 1. Minh says “it’s great fun”
when the interviewer asked if he likes
taking part in Halloween parties; so the
answer for question 1 is “likes”.
- Have Ss compare their answers in pairs /
groups.
- Check answers as a class and confirm the
correct ones. Invite individual Ss to explain
why they have chosen that option and give
evidence from the listening.
- In weaker classes, play the recording
again, pausing at the places where they can
get the information.
Task 3: Listen to the interview again and complete each sentence with no more than TWO words.
(10 mins)
- Have Ss read each of the statements, - Students read the questions Answer key:
underline key words, and identify the part and underline the key words. 1. special event
of speech to fill in each blank; e.g. 1. (a - Students listen to the 2. popular
noun) Students, New Era school, preparing; recording and do the task. 3. ancient
2.(an adjective) Halloween, celebrated, - Correct the answers as a 4. in Asia
Minh’s school; 3.(an adjective) Halloween, whole class. 5. traditional festivals
roots, Celtic festival, Ireland; 4. (a
prepositional phrase) Halloween, popular;
5. (a plural noun) Viet Nam, of great
importance.
- Tell Ss to pay more attention to these
words and phrases, and the context around
them. Remind Ss that the statements may
include paraphrased from what they hear in
the recording so they should listen for
synonyms, or phrases with similar
meanings.
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- In stronger classes, ask Ss to complete the

sentences based on what they remember
from the first listening.
- Play the recording and have Ss fill in the
missing words. Remind them not to exceed
the word limit (no more than TWO words
for each blank)
- Have Ss compare their answers in pairs /
groups.
- Check answers as a class. Invite individual
Ss to say out the word/ phrase for each
blank.
- Let Ss listen again, pausing at the places
where Ss can find the information.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To help some students enhance presentation skills;
- To practise team working;
- To give Ss the opportunity to use the ideas and language in the listening to give opinions
and reasons.
b. Content:
- Task 4: Work in groups. Discuss the question. (p.27)
c. Expected outcomes:
- Students can use the language and ideas from the unit to give opinions and reasons about
festivals in the world.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in groups. Discuss the question.
- Ask Ss to work in pairs. Have - Students work in groups and Suggested answer:
them discuss other festivals discuss. Some Western festivals are
which are celebrated in Viet - Students share their ideas to celebrated in Viet Nam such as
Nam. Encourage them to the whole class. Valentine, Christmas, New Year
explain why they are popular in Eve. The reasons why they are
Viet Nam. becoming popular are they are
- Invite some pairs to share their organised based on the solar calendar
answers with the whole class. and they are organised all over the
world. Moreover, many young
Vietnamese people learn English as
their second language so they want
to celebrate these festivals to learn
language and explore western
cultures.
e. Assessment
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- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.

Board Plan

Date of teaching
Unit 2: A multicultural world
Lesson 5: Listening
*Warm-up
Game: Lucky song

* Listening
- Task 1: Work in pairs and label the pictures.
- Vocabulary
1. celebrate (v)
2. annually (adv)
3. be of importance (v)
- Task 2: Listen and circle.
- Task 3: Listen and complete.
- Task 4: Work in groups and discuss.

*Homework
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UNIT 2: A MULTICULTURAL WORLD

Lesson 6: Writing – An opinion essay on the impacts of world festivals on
young Vietnamese people

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Synthesise and summarise information in order to write an essay to present their opinions
on the impact of world festivals on young Vietnamese people;
- Apply structures to write an opinion essay.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work and teamwork;
3. Personal qualities
- Be proud and respectful of festivals in the world.

II. MATERIALS
- Grade 12 textbook, Unit 2, Writing
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Game: Hot seat
c. Expected outcomes:
- Students can recall some words related to the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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Hot seat - Students listen to the clues Word lists:

- Teacher divides the class into four and guess the words. 1. trick or treat
teams and prepares a chair on the - Students check their answers 2. trend
stage. with the class. 3. globalisation
- Teacher calls one student at a time 4. spring rolls
to sit on the table and show the 5. haunted house
student a word.
- The chosen student will describe
the word using action and related
words.
- The teams will raise their hands to
answer. The fastest will get the
chance.
- When the game is finished, teacher
counts how many correct answers
each team has. The winner will be
the one with the most correct
answers.
- Teacher leads in the new lesson by
asking some questions.
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-WRITING (9 mins)
a. Objectives:
- To help Ss recall and select the key information about the effects of world festivals on
young Vietnamese people;
- To help students have the ideas for their writing.
b. Content:
- Task 1: Work in pairs. Decide whether the following points are positive or negative impacts
of celebrating world festivals. Discuss the reasons. (p.27)
c. Expected outcomes:
- Students can select the appropriate information and have ideas to write about the effects of
world festivals on young Vietnamese people
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Work in pairs. Decide whether the following points are positive or negative impacts of
celebrating world festivals. Discuss the reasons. (8 mins)
- Have Ss work in pairs. Tell them to read the - Students read the given Answer key:
statements and discuss which of them are points and decide whether Positive: 2,4,6
positive or negative effects of celebrating they are positive or negative. Negative: 1,3,5
Western festivals. Ss may refer to the ideas in - Students share their opinions
the listening sections (the celebrations of with the whole class.
Western festivals in Viet Nam).
- Ask Ss to discuss the reasons for their
choices.
For example:
* Negative effects:
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+ Western festivals are expensive one to

celebrate: most students don’t have a lot of
money to buy Halloween costumes or
Christmas decorations.
+ They may make young people ignore local
festivals: more young people attend Western
festivals than local ones and their dates are
easier to remember than local ones which
are organised according to the lunar
calendar.
+ They may make young people lose their
sense of identity: young people tend to
remember the history, customs and dress up
like Westerners in those festivals
* Positive effects:
+ encourage extra-curricular activities:
students can organise Christmas fairs or
Halloween parties, prepare cultural
performances…
+ bring a lot of fun, happiness and joy: they
can relax and spend time with friends and
family, enjoy musical performances or taste
traditional dishes of those festivals
+ help young people learn about other
cultures: they learn about the origin and
history of a festival, the tradition and
customs of the people in other countries
- Call on some pairs to share their answers.
- Check answers as a class.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WHILE-WRITING (18 mins)

a. Objectives:
- To help Ss practise writing an essay to present their opinions on the impact of world festivals
on young Vietnamese people.
b. Content:
- Task 2: Write an opinion essay (180 words) on the following topic. Use the ideas in 1 and
the outline and suggestions below to help you. (p.27)
c. Expected outcomes:
- Students can write an opinion essay on the impacts of world festivals on young Vietnamese
people.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 2: Write an opinion essay (180 words) on the following topic. Use the ideas in 1and the
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outline and suggestions below to help you.

- Ask Ss to study the outline and the - Students brainstorm for Suggested answer:
useful expressions and check the ideas and the language Nowadays, more and more young
understanding. necessary for writing. people celebrate Western festivals in
- Review the structure of an opinion - Students write the first Viet Nam. Some people think there
essay. Write its parts on the board, draft individually using is nothing wrong with this while
but jumbled up, and ask Ss to put the ideas in task 1 and 2. others are worried about the
them in the correct order. Have Ss influence of foreign cultures. In my
refer to the Writing section in Unit opinion, celebrating Western
10 – Tieng Anh 11 to check their festivals has more positive than
answers if possible negative effects on young
- Put Ss into groups and have them Vietnamese.
brainstorm ideas for their essays. Firstly, festivals are a great way to
Encourage Ss to use the ideas in 1 understand a nation’s culture. Taking
and think of reasons to support their part in celebrations can help young
view. people learn more about other
- Set a time limit for the task. Walk people’s traditions and customs. For
round the class to give further example, Christmas is a typical
support if needed. holiday in Western countries so
- When Ss finish writing, give them when joining the festivities, young
time to check their essays.- Put Ss people can learn about its origin and
in pairs and ask them to swap their history, the tradition of decorating
essays for peer review. Encourage one’s home and getting presents for
them to comment on each other’s family and close friends, and putting
ideas, vocabulary and grammar. If them under the Christmas tree.
time allows, ask Ss to make Secondly, festivals are special events
revisions based on peer feedback that help bring fun, happiness and
before they produce a final draft. joy to young people’s lives. They
- Collect Ss’ essays to mark and give an opportunity for young people
provide written feedback in the next to relax and spend enjoyable time
lesson. with their friends and family. They
Extension: In stronger classes, can enjoy the festive spirit by
introduce another type of essay – watching performances, dressing up
the two-sided argumentative or and eating festive food.
discussion essay, in which a writer Finally, it cannot be denied that
presents both points of view Western festivals also encourage
objectively before giving their own extra-curricular activities at schools.
opinion. Have Ss work in groups Organising special events every year,
and try to write an introductory such as Halloween parties or
paragraph for this type of essay, e.g. Christmas fairs, encourages students
There has been a lot of discussion to discover interesting things about
on the effects of Western festivals on the festivals, socialise with friends
local youth. Some people consider from other cultures or create their
these festivals are good chances for own performances.
young people to learn other cultures In conclusion, I firmly believe that
while others are worried about the celebrating Western festivals in Viet
loss of national identity. This essay Nam does more good than harm to
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will discuss both points of view and young people. They can have fun,
argue in favour of the latter/former. broaden their cultural knowledge and
- Encourage Ss to write their two- enjoy their school life more.
sided argumentative essays at home.
e. Assessment
- Teacher gives corrections and feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece of Writing rubric
feedback on each other’s writing. Teacher writing with their partners and 1. Organization: …/10
shows a writing rubric to help Ss do the peer give peer review. 2. Legibility: …/10
review. - After peer review, Ss give 3. Ideas: …/10
- Teacher then chooses one piece of writing the writing back to the owner 4. Word choice: …/10
and gives feedback on it as a model. and discuss how to improve it. 5. Grammar usage and
- Teacher chooses some useful or excellent mechanics: …/10
words/ phrases/ expressions/ word choices TOTAL: …/50
Ss have used to give suggestions to other Ss.
- Teacher chooses some typical errors and
corrects as a whole class without nominating
the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebook.
- Do exercises in the workbook.
- Prepare for Lesson 7 – Communication & Culture.

Board Plan

Date of teaching
Unit 2: A multicultural world
Lesson 6: Writing
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*Warm-up
Hot seat

- Task 1: Decide whether the given points are positive or negative..

- Task 2: Write an opinion essay.
- Peer review

*Homework
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UNIT 2: A MULTICULTURAL WORLD

Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Gain knowledge about culture shock;
- Review expressions for making introductions and responding to them.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be sensible when making introductions and responding to them;
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 2, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).
Students may lack vocabulary to
deliver a speech. - Provide vocabulary and useful language before
assigning tasks
- Encourage students to work in groups so that they
can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Board race
c. Expected outcomes:
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- Students can get knowledge about famous people in the world and their famous sayings.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Board race - Students come to the board Students’ answers
- Teacher divides the class into one by one to write the
four teams and the board in four answer.
sections and gives a board pen to - Students check their
one of the Ss in each team. answers with the class.
- Teacher calls out the theme
(Festivals) and gives them two
minutes to write as many names
of festivals as they can in 2
minutes.
- Each student of the team comes
to the board and writes down a
name.
- When the game is finished,
Teacher has teams check each
other’s spelling and count how
many correct names each team
has written.
- Teacher leads in the new lesson
by asking some questions.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers make introductions and respond.
- To review how to make introductions and respond.
- To help Ss practise making introductions and responding.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then
practise them in pairs (p.28)
- Useful expressions
- Task 2: Work in groups of three. Use the models in 1 to make similar conversations for
these situations. One of you is A, the others are B and C. Use the expressions below to help
you. (p.28)
c. Expected outcomes:
- Students can use appropriate language to make introductions and respond.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in
pairs (6 mins)
- Ask Ss to read through the two - Students listen to the Answer key:
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incomplete conversations. Check recording. 1. B

comprehension by asking questions, e.g. - Students complete the 2. A
Who are the speakers? What are they conversation with words in the 3. C
talking about? What is the difference box. 4. D
between conversation 1 and - Students practise the
conversation 2? conversation in pairs.
- Give Ss a few minutes to read the
expressions in the box and check
student’s understanding.
- In stronger classes, encourage Ss to
fill in the gaps based on context clues.
- Have Ss listen and complete the
conversation with the words from the
box.
- Check answers by asking two Ss to
read out the conversations.
- Have Ss underline expressions used to
make introductions and respond (I’d
like you to meet…; this is…; It’s nice to
meet you…; Pleased to meet you...)
- Put Ss in pairs and have them practise
the conversation.
- Invite some pairs to role play the
conversation in front of the class.

Useful expressions (7 mins)

- Teacher gives students a list of - Ss work in groups to do the * Introducing people
expressions which are mixed together. task. Formal/ Semi-formal
Ss have to classify them into 2 groups: • I’d like you to meet …
Introducing people and responding to • I’d like to introduce/present ...
introduction • It’s a pleasure to introduce …
- Teacher asks Ss to classify the • May I introduce/present ...?
expressions into two groups. Informal
- Check as a class. • This is …
- T asks if Ss can add some more • I want you to meet …
expressions. • Let me introduce you to …
• Please meet …
• Have you met …?

* Responding
Formal/ Semi-formal
• It’s nice to meet you.
• How nice to meet you.
• It’s a pleasure to meet you.
• How do you do?
Informal
• Hi, great/ nice to meet you.
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• Pleased/ Happy to meet you.

Task 2: Work in groups of three. Use the models in 1 to make similar conversations for these
situations. One of you is A, the others are B and C. Use the expressions below to help you. (6 mins)
- Ask Ss to read through the situations - Students work in groups of Sample conversations:
and check students’ understanding. Ask three. 1.
them if they have been in similar - Make plan for the role-plan Student A: Hello class. I would
situations, e.g. if their class or club has - Practice the role-play, based like to introduce Nam – a new
a new member, how they make on the two situations. member of our class. He has
introductions and respond. - Swap the role and continue just moved from Nam Dinh
- Have Ss work in groups of three. In practising. High School. Please welcome
weaker classes, underline words and - Perform in front of class. him.
phrases in the model conversation that Student B: Hello, everyone.
Ss can replace with information from My name is Nam. It’s nice to
the new situations. You can also write meet you.
some prompts on the board. Student C: Hi, Nam. Nice to
- Go through the Useful expressions in meet you, too. Welcome to our
the box and remind Ss to use them in class
their conversations.
- Give Ss a few minutes to plan their 2.
conversations. Have them write down Student B: Hey, Long. Have
some prompts to help them, e.g. how you met Pit? He has joined our
they are going to start the conversation, football club this week.
how they introduce a new member to Student A: Not yet. Hi, happy
the whole class, how their class will to meet you, Pit. I’m Long.
respond… Student C: Hi Long, great to
- Walk around the class and provide meet you, too.
help if needed.
- Call on some groups to role play their
conversations in front of the class.
Praise for good effort, appropriate use
of the expressions for making
introductions and responses, clear
pronunciation and fluent delivery.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: CULTURE (15 mins)

a. Objectives:
- To introduce words / phrases related to the topic;
- To help Ss learn about culture shock;
- To help Ss relate what they have learnt about culture shock to the situation in Viet Nam.
b. Content:
- Task 1: Read the text and put a tick ( ) or cross ( ) in the box next to the pictures to show
the appropriate behaviour in different cultures. (p.29)
- Task 2: Work in groups. Discuss the questions. (p.29)
c. Expected outcomes:
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- Students understand the meaning of words, memorise the information, and relate what they
have learnt about culture shock to the situation in Viet Nam.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the text and put a tick ( ) or cross ( ) in the box next to the pictures to show the
appropriate behaviour in different cultures. (7 mins)
- Ask Ss some questions to find out what - Students answer the Suggested answers:
they already know about the topic, e.g. questions. 1.
What does culture shock mean? Have you - Students work in pairs to 2.
ever experienced culture shock? Who do read the text and complete 3.
you think often experience culture shock? the question by putting a tick 4.
- Ask Ss what they want to know about or a cross in the box.
the topic. Write their questions on the
board, e.g. What is culture shock? How
can people overcome culture shock? Can
you list some examples of culture shock?
- Put Ss into pairs. Ask them to read the
text and complete the question by putting
a tick or a cross in the box. Walk round
the class and offer help, explaining
unfamiliar words or answering questions.
- Check answers as a class calling on pairs
to write their answers on the board. Have
Ss provide evidence from the text for each
answer.
- Go back to the questions on the board,
i.e., the things Ss wanted to know about
the topic. Ask which of the questions they
can answer now and cross them out.
Assign the rest for homework.
Task 2: Work in groups. Discuss the questions. (8 mins)
- In weaker classes, ask questions to - Students work in groups to Suggested answers:
brainstorm ideas as a class, e.g. Do discuss the question. Visitors may experience
foreigners experience culture shock when - Students share their ideas in different kinds of culture
they visit Viet Nam? What are they? front of class. shock when they come to
- To answer the first question, encourage Viet Nam. For example,
Ss to compare the cultural features of Viet they may not be used to
Nam with other western countries, e.g: using chopsticks when
eating habits (using chopsticks, street eating or enjoying many
foods), transportation (full of vehicles on dishes in the streets. Some
the road), languages (different dialects may find Vietnamese
across regions; shopping (street markets, people in different regions
bargaining). Then they come up with (the North, Middle and the
some solutions to help foreigners South) have different
overcome these shocks ( make friends dialects.
with foreigners and guide them, design To help these visitors, we
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leaflets/clips/videos about cultural can make friends with them

features of Viet Nam..) and guide them when they
- Invite some groups to present a want to explore the city or
summary of their discussion to the class. culture. Moreover, we can
design some clips or
leafleat to introduce special
features of Vietnamese
culture and some taboo
topics they should avoid.
e. Assessment
- Teacher corrects students’ answers as a whole class.
- Teacher checks students’ pronunciation and gives feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.

Board Plan

Date of teaching
Unit 2: A multicultural world
Lesson 7: Communication and Culture / CLIL
*Warm-up
Board race

*Everyday English
Task 1: Listen and complete the conversations.
Task 2: Make similar conversations.

*CLIL
Task 1: Read the text and put a tick or cross.
Task 2: Discussion

* Homework
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UNIT 2: A MULTICULTURAL WORLD

Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 2;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of Vietnamese and other cultures
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 2, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can recall the vocabulary they have learnt in Unit 2.
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d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Game: Lucky number - Students join the game in two Suggested words:
- Ss work in 2 teams. teams, describe and guess the 1. originate
- There are 7 numbers, 2 of which are lucky words. 2. trend
ones.
- If Ss choose a lucky number, they get one 3. identity
point without answering the question. 4. cuisine
- If they choose the other numbers, one 5. booth
student of a group picks up a piece of paper
and sees the word on it.
- This student has to use words or actions to
describe it (without saying the word
directly).
- Other Ss try to guess the words. One point
for a correct answer.
- The group with the most points is the
winner.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss review the pronunciation of the diphthongs /ɔɪ/, /aɪ/, and /aʊ/.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the Past Simple and Past Continuous.
b. Content:
- Pronunciation: Read the following sentences and write the words containing the /ɔɪ/, /aɪ/,
and /aʊ/ sounds in the correct column. Then listen and check. Practise saying the sentences in
pairs. (p.30)
- Vocabulary: Choose the correct word to complete each of the sentences. (p.30)
- Grammar: Choose the best answer A, B, C, or D. (p.30)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
Read the following sentences and write the words containing the /ɔɪ/, /aɪ/, and /aʊ/ sounds in the
correct column. Then listen and check. Practise saying the sentences in pairs. (4 mins)
- Ask Ss to read the sentences silently - Students do the task Answer key:
and identify the words containing the individually. /ɔɪ/, /aɪ/ /aʊ/
diphthongs /eɪ/ and /əʊ/. They should - Students listen to the 1 my, shouted,
underline and circle those words recording and check the idols loudly
respectively. answers as a whole 2 enjoyed Mike,
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- Check answers as a class by playing class. life,

the recording. despite
- Ask Ss to read these sentences 3 choice wide,
aloud in pairs. Encourage them to spicy
pay attention to the words containing 4 final announced
the diphthongs /eɪ/ and /əʊ/.

Choose the correct word to complete each of the sentences. (4 mins)

- Ask Ss to read each sentence and - Students do the task Answer key:
check comprehension. Then focus individually. 1. trend
Ss’ attention on the options and - Students check their 2. originate
differentiate them. answers with their 3. identity
- Tell Ss to study the context partners. 4. cuisine
carefully and decide on the suitable
word to complete each sentence.
- Have Ss check their answers in
pairs.
- Check answers as a class by asking
individual Ss to read the sentences.
Choose the best answer A, B, C, or D. (4 mins)
- Ask Ss to read the text and then - Ss read the text and Answer key:
decide which option is needed for then decide which 1. A
each blank. option is needed for 2. B
- Have Ss check their answers in each blank. 3. A
pairs / groups. - Students check the 4. D
- Check answers by asking individual answers in pairs. 5. B
Ss to read a blank each and elicit the
use of articles in each blank.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
- To provide an opportunity for Ss to develop their research and collaboration skills, and to
practise giving a presentation.
b. Content:
- Introduce a culture
c. Expected outcomes:
- Students practice giving a presentation.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- As Ss have prepared for the project - All groups exhibit their Students’ presentations
throughout the unit, the focus of this posters and make
lesson should be on the final product, presentations.
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which is a poster. - When one group makes a

- Have Ss work in their groups. Give presentation, others listen and
them a few minutes to get ready for complete the evaluation sheet.
their poster presentation. Ask them to
decide who is going to stand by the
group poster and answer questions
about it, and what questions the rest of
the group can ask as they walk around
the classroom and view other groups’
posters.
- Have groups display their posters.
Ask the group representative to stand
next to their posters while the rest of
the class walk around, study the
posters and ask questions about them.
In stronger classes, you can have
group members take turns to stand by
the poster and answer questions.
- Give Ss enough time to study all
posters and complete the checklists.
Then have them sit down and vote for
the best poster.
- You can also give Ss marks for their
posters and poster presentations as part
of their continuous assessment.
e. Assessment
- Teacher gives comments and feedback to all presentations.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Unit 3.

Board Plan

Date of teaching
Unit 2: A multicultural world
Lesson 8: Looking back and project
* Warm-up
* Looking back
- Pronunciation
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- Vocabulary
- Language

* Project: Introduce a culture

* Homework