BINH CHIEU HIGH SCHOOL-ENGLISH GROUP

School: Binh Chieu High School

Teacher’s name: Pham Thi Duong
Class: 12C5, 12C14
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
- [Link]

Language analysis
Vietnamese equi
Form Pronunciation Meaning
valent

1. cultural diversity /ˈkʌltʃərəl daɪˈvɜː the quality of diverse or different culture sự đa dạng văn ho
(n) səti/ s á

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

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

rself), especially of a famous person

Pham Thi Duong

 BINH CHIEU HIGH SCHOOL-ENGLISH GROUP

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

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

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups s
Students are reluctant to work in groups. o 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 chunk
s (before every activity).
Students may lack vocabulary to deliver a speech. - Provide vocabulary and useful language before assig
ning tasks.
- Encourage students to work in groups so that they c
an 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:
- Teacher divides the class into two teams. - Students look at the picture that
- Teacher prepares the pictures of 6 signat the teacher shows them and give
ure dishes of Viet Nam, Japan and Korea. the name of the food.
- Teacher gives instructions for the game:
+ Students work in 4 teams, look at the pict
ure and raise their hand to answer.

Pham Thi Duong

 BINH CHIEU HIGH SCHOOL-ENGLISH GROUP
+ If the answer is correct, the team gets one
point.
+ If the answer is incorrect, the chance to a
nswer is transferred to the other team.
+ The team having more points is the winn
er of the game.

1. kimchi
2. tteokbokki – spicy rice cakes
3. bun cha – grilled pork meatballs
with noodles
4. spring rolls
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 teacher’s e New words:
- Teacher introduces the vocabulary. xplanation and guess the words. 1. cultural diversity (n)
- Teacher explains the meaning of the new vocabu - Students write down the new wo 2. cuisine (n)
lary by pictures. rds in their notebook. 3. autograph (n)
- Teacher checks students’ understanding with th 4. booth (n)
e “Rub out and remember” technique. 5. tug of war (n)
- Teacher reveals that these five words will appea
r in the reading text and asks students to open the
ir 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;

Pham Thi Duong

 BINH CHIEU HIGH SCHOOL-ENGLISH GROUP
- 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.2
1)
- 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 suc
cessfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)
- Set the context for the listening and reading. - Students look at the picture and Questions:
- Ask Ss to look at the picture, the heading and answer the questions. 1. What can you see in the fi
the conversation, and ask questions. - Students listen to the recording. rst photo?
- Play the recording twice for Ss to listen - Students underline words/phra 2. What does the second pic
and read silently along. Have Ss underlin ses related to the culture in the co
nversation.
ture show?
e words/phrases related to the culture in t 3. Where can you buy the so
- Students compare the words an
he conversation. d phrases with their partners. uvenirs in the third photo?
- Put Ss in pairs and ask them to compare the 4. Who are the speakers?
- Students read the conversation
words and phrases they have underlined and
aloud.
discuss their meaning. Then check comprehen
sion as a class.
Suggested answers:
1. a bowl of kimchi, bun ch
- Call on three Ss to read the conversatio
a, rice cake
n aloud.
2. some teenagers playing tu
- In stronger classes, teacher asks Ss to cl g-of-war – a Vietnamese tra
ose their books and just listen to the conv ditional game
ersation once. Teacher asks some compr 3. England
ehension questions to check understandin 4. Nam, Mai and Linda
g. Then have them open their books and l
isten again, this time following the text a
nd checking if their answers were correc
t.
Task 2: Read the conversation again and complete the table. (5 mins)
- Students work independently to Answer key:
- Ask Ss to work in pairs and look at the do the activity.
given table carefully. Ask them to identif 1. sushi
- Students compare the answers i
y the part of speech which is needed to fi n pairs. 2. group / singers and get au
ll in each blank (E.g: 1-Noun (name of fo tographs
od); 2: noun; 3 – noun (name of food);
4- noun (name of food). Then read the co 3. fish and chips
nversation and locate the part of the conv 4. bun cha
ersation that contains the information.
- Have Ss work in pairs to discuss and co

Pham Thi Duong

 BINH CHIEU HIGH SCHOOL-ENGLISH GROUP

mpare 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 comprehen
sion questions to check understanding of othe
r parts of the conversation, e.g., Where was the
Festival organised? Which booth did Linda wan
t to visit most? Which booth would they visit firs
t?
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 four gi - Students read the conversation Answer key:
ven words and phrases and work out their me again and work independently to 1. diversity
anings. do the activity. 2. cuisine
- Have Ss read the conversation quickly again, - Students share and check the an 3. delicious
and find suitable words which have the same o swers.
r similar meaning to the given words or phras 4. attractions
es.
- Allow Ss to share answers before discu
ssing 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 atte - Students work individually to co Answer key:
ntion on the blanks. mplete the sentences
1. the
- Ask Ss to complete the sentences, using - Students share and check the an
swers. 2. Ø
the words and phrases from the conversat
ion in Activity 1. In a weaker class, enco 3. a
urage Ss to read the conversation again a 4. an
nd underline the sentences which have th
e same 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

Pham Thi Duong

 BINH CHIEU HIGH SCHOOL-ENGLISH GROUP

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 each gro - Students work in groups to follo Students’ own creativity
up a big sheet of paper and colours. w the teacher's instruction.
- Give instructions to students. - Students perform in front of the
- Ask students to draw a diagram of activities in the class.
International Cultural Festival. They 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 stor
ies.
- Teacher asks other groups to listen and give com
ments.
- Teacher gives feedback and gives marks to the bes
t 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.
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.

Pham Thi Duong

BINH CHIEU HIGH SCHOOL-ENGLISH GROUP

Task 3: Find words and a phrase.

Task 4: Complete the sentences.

Poster design

*Homework

Pham Thi Duong

BINH CHIEU HIGH SCHOOL-ENGLISH GROUP

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
- [Link]

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 listen
er 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 li
stener 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
used in a generic or non-specific way.
Example: Tigers are endangered animals.

Assumption

Pham Thi Duong

 BINH CHIEU HIGH SCHOOL-ENGLISH GROUP

Anticipated difficulties Solutions

Students may lack knowledge about some lexical it Provide students with the meaning and pronunciatio
ems. n of some lexical items.

Students may have underdeveloped listening, spea - Play the recording many times if necessary.
king and co-operating skills. - Encourage students to work in pairs, in groups so th
at they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Define expectation in explicit detail.
- Continue to define expectations in small chunks (bef
ore 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 and Link:
- Teacher prepares the hand-out of th fill in the blanks. [Link]
e song lyrics and asks Ss to read and g - Students check their answers w SFlvxnbgk
uess the words to fill in the blanks. ith the class. Answer key:
- Teacher plays the song once. 1. the
- Teacher checks answers with the wh 2. A
ole class. 3. the
- Teacher replays and pauses the song 4. distance
if necessary. 5. rules
6. the
7. an
8. the
e. Assessment
- Teacher observes and gives feedback.
Song: Let it go (Idina Menzel)

Pham Thi Duong

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 sent
ences.
b. Content:
- Task 1: Listen and repeat. Then practise saying the words. (p.21)

English 12-Teacher: Pham Thi Duong

- Task 2: Work in pairs. Underline the words that contain the /ɔɪ/, /aɪ/, and /aʊ/ sound
s. 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 recording,
- Write three words: point, try, now on the boa
and then repeat the words. /ɔɪ/ /aɪ/ /aʊ/
rd and call on one or two Ss to read it. Check if
Ss can say out the correct sounds of three wor - Students add more examples join spicy crowded
ds containing three diphthongs. of the words that contain the d boy buy around
- Play the recording and ask Ss to listen and re iphthongs /ɔɪ/, /aɪ/, and /aʊ/.
peat, paying attention to the words.

- Ask Ss to listen to the recording again,

but this time, have them repeat the word
s.
- 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 mo
re to these examples.
Task 2: Work in pairs. Underline the words that contain the /ɔɪ/, /aɪ/, and /aʊ/ sounds. Listen and check. The
n practise reading the whole text aloud (6 mins)
- Students underline the words wi Answer key:
- Ask Ss to read quickly through the text th the diphthongs /ɔɪ/, /aɪ/, and / 1. Joyce feels so proud to beco
to get a broad understanding. aʊ/ first. Then listen to the record me a top designer.
ing. 2. The country’s identity as a se
- Have Ss underline the words that contain the
- Students read the whole text alo parate nation was never destro
three diphthongs in each sentence individuall
ud. yed.
y. Then ask them to work in pairs to compare t
3. Mike and Diana came to the f
heir answers.
air to enjoy food from around t
- Check answers as a class by playing the recor he world.
ding. Pause after each sentence and confirm th 4. A noisy crowd cheered as th
e answers. e band finally appeared on stag
e.
- Put Ss in pairs and have them practise readin
5. The detective tried to find o
g the sentences aloud.
ut where the strange sound ca

English 12-Teacher: Pham Thi Duong

 me from.
Extension: Ss work in pairs and make up new
sentences using words which contain these th
ree diphthongs. Then they take turn to read ou
t their sentences and the other S has to tell ho
w 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 i
n 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 related t - Students match each word on th Answer key:
o cultural diversity. e left with the meaning on the rig
1. c
- Have Ss match each word on the left with the me ht
aning on the right. Encourage Ss to study the mea - Students study the meanings an 2. a
nings and underline key words. d underline key words.
3. e
- In weaker classes, do the first one as an example
before asking Ss to match the rest individually or i 4. b
n pairs.
5. d
- 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 care Answer key:
- Ask Ss to work individually. Tell them to read th
fully and decide which words can
e sentences carefully to decide which word in 1 ca 1. identity
be used.
n be used to complete each of the sentences. Remi
- Students explain the meaning of 2. festivities
nd them to use the contextual clues to decide on t
each phrase.
he word/ phrase. 3. origin
- Students read the complete sent
- Have Ss compare their answers in pairs. Check a ences. 4. trends
nswers as a class. Have individual Ss call out the
5. popularity
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 f
or each sentence using contextual clues, e.g. The fi
rst sentence needs a noun and it refers to a feature
of a nation/ culture. The second sentence needs a n
oun to go with ’New Year’s’, and the word ‘festivitie
s’ is the best choice.
e. Assessment

English 12-Teacher: Pham Thi Duong

- 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 c
orrect 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 Remembe Answer key:
- Tell Ss to look at the sentences with article
r box.
s in Activity 4 in GETTING STARTED. Elicit t 1. the full moon
- Students circle the correct answers.
he formation of articles e.g. How many types
- Students explain their answers. 2. the Atlantic
of articles? When are they used?
3. Vietnamese women
- Have Ss read the explanation and examples
in the Remember! box. Check understanding 4. the US
and provide more examples if necessary.
5. Rome
- Ask Ss to work in pairs to choose the corre
ct phrase to complete the sentences. Clarify t
he difference between two options in each s
entence: one phrase has an article and the ot
her 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 a
rticles 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. th
e 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 questio
- Have Ss read the instruction and example,
ns and answers using the correct articles i Suggested answers:
make sure they all understand the context a
n given topics. A: Can you play the guita
nd what they have to do. In weaker classes,
- Present their ideas in front of class. r?
model a short conversation with a student.
B: No, I can’t, but I can pl
- Point to the example and the article in thes ay the piano.
e sentences. Ask What are the uses of these a
rticles? (We use the definite article the with
some musical instruments.)
- Put Ss in pairs to make questions and answ

English 12-Teacher: Pham Thi Duong

 er using the correct articles in given topics.
- In stronger classes, set a time limit of four
minutes and have pairs come up with as ma
ny sentences as they can.
- Invite pairs to share their interviews with t
he 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.
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

English 12-Teacher: Pham Thi Duong

 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 globalisatio
n 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
- [Link]

Language analysis

Vietnamese equi
Form Pronunciation Meaning
valent

1. globalisation (n) /ˌɡləʊbəlaɪˈzeɪʃn/ the fact that different cultures and eco sự toàn cầu hoá
nomic systems around the world are
becoming connected and similar to ea
ch other because of the influence of la
rge multinational companies and of i
mproved communication

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

ng things in a society or a community

3. ingredient (n) /ɪnˈɡriːdiənt/ one of the things from which somethi nguyên liệu
ng is made, especially one of the foods
that are used together to make a parti
cular dish

4. speciality (n) /ˌspeʃiˈæləti/ a type of food or product that a restau đặc sản
rant or place is famous for because it i
s so good

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

English 12-Teacher: Pham Thi Duong

 g interesting, attractive, etc.

6. keep up with (ph. /kiːp ʌp wɪð/ to continue to be in contact with some theo kịp
body
v)

Assumption
Anticipated difficulties Solutions
Students may lack knowledge about some lexi Provide students with the meaning and pronunciation of wor
cal items. ds.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment for stud
Students may have underdeveloped reading, s ents to speak.
peaking 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.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge about the figure they are g
oing 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 do t Link: [Link]
- Teacher divides the class into 2 groups. he activity. watch?v=zfn0XHCfDHA
- Before playing the video, teacher asks Ss t - Students raise their hands to an Questions:
o watch carefully and try to remember as swer the questions. 1. Environmental problems of glob
many details as possible. Ss can take notes i alisation include global warming, t
f they want. he _________ of natural resources an
- Teacher shows questions one by one, Ss r d the production of harmful chemic
aise their hands and say BINGO to grab the als.
chance to answer. 2. Polluting industries, logging fore
- If the answer is correct, they get one point st and exploiting _________ are conse
for their team. quences of globalisation.
- The team with the higher score will be the 3. Loss of _________ is another effect
winner. of globalisation.
4. Globalisation supports faster ____
_____ growth and quicker access to
new technology.

Answers:
1. depletion

English 12-Teacher: Pham Thi Duong

 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’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss the questions. (4 mins)
- Ask Ss to work in pairs to answer the questions. - Students work in pairs and ans Questions:
- Ask some pairs to share their answers with the wer the questions. 1. What is globalisation?
whole class. - Students write questions they 2. How does globalisation affe
- Ask what other information they want to know a want to know on the board. ct local cultures?
bout globalisation. Write their questions on the b
oard.
- Introduce the topic of the reading text.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the teacher’s New words:
- Teacher explains the meaning of the new vocabu explanation and guess the word 1. globalisation (n)
lary by pictures. s. 2. custom (n)
- Teacher checks students’ understanding with th - Students write down the new
3. ingredient (n)
e “Rub out and remember” technique. words on their notebook.
- Teacher reveals that these five words will appea 4. speciality (n)
r in the reading text and asks students to open the 5. captivate (v)
ir textbook to discover further. 6. keep up with (ph.v)

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 ar
e
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:

English 12-Teacher: Pham Thi Duong

 - Students can thoroughly understand the content of the text and complete the tasks suc
cessfully
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 unde - Students read the headings firs Answer key:
rstanding. t, then skim through each sectio A-3
- Ask Ss to read the text and identify the n. B-4
main idea of each paragraph, then match - Students choose the heading th C-2
each heading with a suitable paragraph. at covers the ideas of the whole s Strategy: Reading for main ideas (H
Remind Ss to underline key words or phr ection. eadings)
ases in the text which help them identify - Students check answers with th To read and understand the main idea
the correct heading. e whole class and give explanatio s of a text and select the best headings
- Check answers as a class. Ask individua ns for their choice. for a section, students should:
l Ss to call out their answers and provide 1. Read the headings carefully. Make s
evidence for each one from the text. ure you understand them.
2. Skim through each section, and cho
ose the heading that covers the ideas
of the whole section.
3. Pay attention to the number of extr
a headings. Remember that incorrect
headings for a section are often “irrele
vant” (i.e., not mentioned in the sectio
n), “incorrect” (i.e., not true according
to the text), “too narrow” (i.e., only re
presenting part of the section) or “too
general” (i.e., not specific to that sectio
n 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 four o - Students read the headings firs Answer key:
ptions, and underline the key words in e t, then skim through each sectio 1. C
ach of them. n. 2. B
- Check whether Ss have got the right ke - Students choose the heading th 3. A
ywords. at covers the ideas of the whole s 4. B
- Ask Ss to scan the text to locate the key ection. 5. B
words, as well as paraphrases of these k - Students check answers with th Exam strategy: Reading for specific
eywords. Then choose the option that m e whole class and give explanatio information:
atches the information in the text. Remin ns for their choice. 1. Read the questions and three optio
d them to watch out for distractors, espe ns (A, B, and C ) and underline the key
cially options that may be mentioned in words in the questions.
part in the text, but are not true. 2. Read the text and locate the key wo
- Have Ss work in pairs or groups to com rds, as well as paraphrases of these ke
pare answers. ywords.
- In weaker classes, check answers as a cl 3. Choose the option that matches the
ass and give the clues by highlighting the information in the text. Watch out for
phrases or sentences that contain the inf distractors, especially options that ma
ormation in the article. y be mentioned in part in the text, but
- In stronger class, ask Ss to explain their are not true.
answers by providing clues from the tex
t. Exam strategy: reading for negative
facts
1. Read and underline the key words i
n the questions and four options.
2. Read the text and locate the key wo

English 12-Teacher: Pham Thi Duong

 rds, as well as paraphrases of these ke
ywords.
3. Eliminate the options containing th
e ideas/information mentioned in the
text. The answer is the option which h
as wrong/ different information or no
t 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)

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 glo
balisation 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 cultura
l diversity? Give some examples in the context of Viet Nam.
- Ask Ss to work in groups. Have them - Students practise speaking in gro Suggested answers:
discuss which achievement by Steve J ups. Globalisation can foster cultural excha
obs they find most admirable. Encour - Students share their answers wit nge, enabling individuals from differen
age them to explain why they admire t h the whole class. t backgrounds to learn from one anoth
hat achievement the most. - Students listen and give feedback. er, celebrate diversity, and develop a d
- Invite some groups to share their ans eeper appreciation for varied cultural
wers with the whole class. expressions.
- Ask other Ss to give comments and c
orrect 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

English 12-Teacher: Pham Thi Duong

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

English 12-Teacher: Pham Thi Duong

 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
- [Link]

Language analysis

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

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

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

Assumption

Anticipated difficulties Solutions

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

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 speaking part.

English 12-Teacher: Pham Thi Duong

 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 numb Questions:
- Teacher divides the class into two gro er and answer the question. 1. What is the name of this music b
ups. - Students guess the keyword. and?
- There are four questions, the answers - Students explain their keyword.
of which provide four clues for the key
word.
- Each group chooses a question. If they
have a correct answer, they get one poi
nt.
- If a team can guess the keyword, they
will get 5 points. (Blackpink)
- The team with more points is the winn 2. Who are they?
er.
- Teacher leads in the lesson.

(BTS)
3. Fill in the blank:
They’re going to organise a ______ Di
versity Day next weekend.(Cultura
l)
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 difference
s in Vietnamese and Korean cultures.
b. Content:
- Task 1: Work in pairs. Discuss the differences between Vietnamese culture and some o
ther cultures you know about. Use the ideas in Getting Started and Reading, and the tabl
e 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 wh
at 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.

English 12-Teacher: Pham Thi Duong

 - 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 the Ko - Students share what they know a Example:
rean Wave, and elicit what its effects on the bout the two people. A: South Koreans seem to eat a lo
life of Vietnamese people. - Students read and understand th t of spicy food, such as kimchi an
- Ask, How much do you know about Korean e information on their cards. d tteokbokki, while our tradition
culture? and encourage Ss to come up with a al dishes, like bun cha and pho, ar
s many points as they can (tradition, cuisin e not very spicy in general.
e, clothes, music, …) B: I agree. How about music? I thi
- Then ask Ss to read the table to see if any o nk in both countries, young peopl
f their points are included there. Have them e like to listen to pop music, but
work in pairs and discuss the similarities an K-pop focuses mainly on dance gr
d differences between South Korean and Vie oups while our pop music is usua
tnamese cultures. lly produced by solo 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 n
oodles, a lot of vegetables and soups; use cho
psticks; street food is a big part of both cultu
res. They both worship ancestors, celebrate L
unar New Year, Middle Autumn Festival, Bud
dha’s Birthday. They have traditional clothes.
* Differences: Koreans eat spicy food and a l
ot of kimchi; each person eats their own bow
l, plates and dishes; they don’t talk when eati
ng and don’t hold their bowl; greetings…

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the teacher’s ex New words:
- Teacher explains the meaning of the new v planation and guess the words. 1. spicy (adj)
ocabulary with different techniques (pictur - Students write down the new wo 2. focus on (v)
es, actions, synonyms …) rds on their notebook. 3. professional (adj)
- Teacher checks students’ understanding w
ith the “Rub out and remember” technique.
- Teacher asks Ss to take notes on their note
books.
Task 2: Work in groups. Your school is organising a Cultural Diversity Day. Discuss what the event should incl
ude. Use the ideas in 1 to create the event programme. (15 mins)

English 12-Teacher: Pham Thi Duong

- Put Ss in groups and have them discuss the - Students work in groups to discu Suggested answer:
ir own plan for a Cultural Diversity Day. Re ss how to organise the event. A: We’ve decided to organise a C
mind Ss to think of the popularity of culture - Students compare their notes wit ultural Diversity Day in our schoo
diversity in Viet Nam (regarding to the read h their partners. l. Let’s discuss what activities
ing section) to include.
- In weaker classes, write some guiding que B: First, we should set up some fo
stions on the board and ask Ss to think of th od stalls offering traditional dish
e answers to these questions. E.g. What acti es from different cultures.
vities will you include in the programme? ; W C: That sounds fun! We can call th
ho will be the participants? Where/when will em ‘Taste the World’. We can also
you organise the event?... show visitors how to cook
- Walk around and provide help if necessar these dishes.
y. D: I like your idea, but we don’t h
- Invite Ss to share their plans with the clas ave any cooking experience. We
s. 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 Diversit
y
Day programme. (p.26)
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 grou - Students work in pairs, use the no
ps share their plan in front of the cla tes and talk about their ideas of a c
ss. ulture day they want to organise.
- Praise for good effort, well-structur - Students add more details if they
ed responses and fluent delivery. can.
- After all groups present their plans - Vote for the best story.
to a situation, ask the class to vote fo
r the best programme (suggested cri

English 12-Teacher: Pham Thi Duong

teria: number of activities, duration,
participants, preparation for the eve
nt…). Remind Ss not to vote for their
own plan. Count the votes for each g
roup 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 cul
tures.
- 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
1. spicy (adj)
2. focus on (v)
3. professional (adj)
Task 2: Discuss the plans for the event.
Task 3: Report the discussion.

* Homework

English 12-Teacher: Pham Thi Duong

 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
- [Link]

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

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 a sp - Provide vocabulary and useful language before assigning ta
eech. sks.
- 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 reco - Make sure they understand the meaning and pronunciation
rding. of important words.
- Teach them the skill of underlining key words in the questio
ns before they listen.
- Play more time if necessary.

III. PROCEDURES

English 12-Teacher: Pham Thi Duong

 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 instr Suggested directions:
- Class is divided into 2 groups. uctions and play the game in two te 1. Mid-autumn festival
- Teacher asks each group to choose a number. ams. 2. Christmas
There are 6 numbers, 5 of which include a pict 3. Halloween
ure of a world festival. 4. Hung Kings’ festival
- If Ss look at the picture and say the name of t 5. Lim festival
he festival. Ss get one point if the answer is cor
rect.
- 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 r
ecording.
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 then sa - Students work in pairs and label Answer key:
y: In the first picture, we see some kids holdi the picture. 1. trick or treating
ng buckets, wearing hats and asking for can 2. haunted house
dies. The second one shows a house which is 3. pumpkin
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 a
ppear in the recording.
- Call on some pairs to share their answers.
Correct answers as a whole class.
- Have Ss share what they know about Hall
oween and their experience if any.
Vocabulary teaching (5 mins)

English 12-Teacher: Pham Thi Duong

- Teacher introduces the vocabulary. - Students say the meaning of the New words:
- Teacher explains the meaning of the new words. 1. celebrate (v)
vocabulary with different techniques (pictu - Students write new words on th 2. annually (adv)
res, actions, synonyms …) eir notebook. 3. be of importance (v)
-Teacher checks students’ understanding w
ith the “Rub out and remember” technique.
- Teacher asks Ss to take notes on their not
ebooks.
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 th
e correct words or phrase. (p.26)
- Task 3: Listen to the interview again and complete each sentence with no more than T
WO words. (p.26)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and comple
te 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 phra
se. (10 mins)
- Have Ss read four statements, and make guesses - Students make predictions before Answer key:
before listening. Ss can also underline other key listening. 1. likes
words besides the two options in each statement - Listen and do the task. 2. interesting
to have more clues. E.g. 1. Halloween; 2. History, H - Correct the answers as a whole cla 3. shouldn’t
alloween; 3. celebrate, Viet Nam; 4. popularity, We ss. 4. no cause for alarm
stern festivals
- Play the recording and tell Ss to listen, pay atten
tion to the key words and circle the correct word
or phrase. For this kind of question – listen for op
inions, remind Ss to pay attention to words or ex
pressions 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 ask
ed if he likes taking part in Halloween parties; so t
he answer for question 1 is “likes”.
- Have Ss compare their answers in pairs / group
s.
- Check answers as a class and confirm the correc
t ones. Invite individual Ss to explain why they ha
ve chosen that option and give evidence from the
listening.
- In weaker classes, play the recording again, pau
sing at the places where they can get the informat
ion.

English 12-Teacher: Pham Thi Duong

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, underline k - Students read the questions and u Answer key:
ey words, and identify the part of speech to fill in nderline the key words. 1. special event
each blank; e.g. 1. (a noun) Students, New Era sch - Students listen to the recording an 2. popular
ool, preparing; 2.(an adjective) Halloween, celebra d do the task. 3. ancient
ted, Minh’s school; 3.(an adjective) Halloween, root - Correct the answers as a whole cla 4. in Asia
s, Celtic festival, Ireland; 4. (a prepositional phras ss. 5. traditional festivals
e) Halloween, popular; 5. (a plural noun) Viet Na
m, 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 fro
m what they hear in the recording so they should
listen for synonyms, or phrases with similar mea
nings.
- In stronger classes, ask Ss to complete the sente
nces 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 / group
s.
- 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 S
s 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 opinio
ns 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 ab
out 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 them - Students work in groups and dis Suggested answer:
discuss other festivals which are cel cuss. Some Western festivals are celebrated in
ebrated in Viet Nam. Encourage the - Students share their ideas to the Viet Nam such as Valentine, Christmas, Ne
m to explain why they are popular in whole class. w Year Eve. The reasons why they are bec
Viet Nam. oming popular are they are organised bas
- Invite some pairs to share their ans ed on the solar calendar and they are orga
wers with the whole class. nised all over the world. Moreover, many
young Vietnamese people learn English as
their second language so they want to cel

English 12-Teacher: Pham Thi Duong

 ebrate these festivals to learn language an
d explore western cultures.
e. Assessment
- 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

English 12-Teacher: Pham Thi Duong

 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 opin
ions 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
- [Link]

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating skills. - Encourage students to work in pairs, in groups so tha
t 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

Hot seat - Students listen to the clues and gu Word lists:
1. trick or treat

English 12-Teacher: Pham Thi Duong

- Teacher divides the class into four ess the words. 2. trend
teams and prepares a chair on the stag - Students check their answers wit 3. globalisation
h the class. 4. spring rolls
e. 5. haunted house
- Teacher calls one student at a time t
o sit on the table and show the stude
nt a word.
- The chosen student will describe th
e word using action and related word
s.
- The teams will raise their hands to
answer. The fastest will get the chan
ce.
- When the game is finished, teacher
counts how many correct answers ea
ch 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 y
oung 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 im
pacts 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 effec
ts 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 wo
rld festivals. Discuss the reasons. (8 mins)
- Have Ss work in pairs. Tell them to read the state - Students read the given points a Answer key:
ments and discuss which of them are positive or ne nd decide whether they are positi Positive: 2,4,6
gative effects of celebrating Western festivals. Ss m ve or negative. Negative: 1,3,5
ay refer to the ideas in the listening sections (the ce - Students share their opinions wi
lebrations of Western festivals in Viet Nam). th the whole class.
- Ask Ss to discuss the reasons for their choices.
For example:
* Negative effects:
+ Western festivals are expensive one to celebrate: m
ost students don’t have a lot of money to buy Hallow
een costumes or Christmas decorations.
+ They may make young people ignore local festival
s: more young people attend Western festivals than l
ocal ones and their dates are easier to remember th
an local ones which are organised according to the l
unar calendar.

English 12-Teacher: Pham Thi Duong

+ They may make young people lose their sense of id
entity: young people tend to remember the history, c
ustoms and dress up like Westerners in those festival
s
* Positive effects:
+ encourage extra-curricular activities: students can
organise Christmas fairs or Halloween parties, prep
are cultural performances…
+ bring a lot of fun, happiness and joy: they can relax
and spend time with friends and family, enjoy music
al performances or taste traditional dishes of those f
estivals
+ help young people learn about other cultures: they
learn about the origin and history of a festival, the tr
adition 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 festi
vals on young Vietnamese people.
b. Content:
- Task 2: Write an opinion essay (180 words) on the following topic. Use the ideas in 1 a
nd 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 Vietna
mese people.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Write an opinion essay (180 words) on the following topic. Use the ideas in 1and the outline and sugg
estions below to help you.
- Ask Ss to study the outline and the usef - Students brainstorm for the Suggested answer:
ul expressions and check understanding. ideas and the language neces Nowadays, more and more young people
- Review the structure of an opinion essa sary for writing. celebrate Western festivals in Viet Nam. S
y. Write its parts on the board, but jumbl - Students write the first draf ome people think there is nothing wrong
ed up, and ask Ss to put them in the corr t individually using the ideas with this while others are worried about t
ect order. Have Ss refer to the Writing se in task 1 and 2. he influence of foreign cultures. In my opi
ction in Unit 10 – Tieng Anh 11 to check nion, celebrating Western festivals has m
their answers if possible ore positive than negative effects on youn
- Put Ss into groups and have them brain g Vietnamese.
storm ideas for their essays. Encourage S Firstly, festivals are a great way to unders
s to use the ideas in 1 and think of reaso tand a nation’s culture. Taking part in cele
ns to support their view. brations can help young people learn mor
- Set a time limit for the task. Walk round e about other people’s traditions and cust
the class to give further support if neede oms. For example, Christmas is a typical h
d. oliday in Western countries so when joini
- When Ss finish writing, give them time ng the festivities, young people can learn
to check their essays.- Put Ss in pairs and about its origin and history, the tradition
ask them to swap their essays for peer re of decorating one’s home and getting pre
view. Encourage them to comment on ea sents for family and close friends, and put

English 12-Teacher: Pham Thi Duong

ch other’s ideas, vocabulary and gramma ting them under the Christmas tree.
r. If time allows, ask Ss to make revisions Secondly, festivals are special events that
based on peer feedback before they prod help bring fun, happiness and joy to youn
uce a final draft. g people’s lives. They give an opportunity
- Collect Ss’ essays to mark and provide for young people to relax and spend enjoy
written feedback in the next lesson. able time with their friends and family. T
Extension: In stronger classes, introduc hey can enjoy the festive spirit by watchi
e another type of essay – the two-sided a ng performances, dressing up and eating f
rgumentative or discussion essay, in whi estive food.
ch a writer presents both points of view Finally, it cannot be denied that Western f
objectively before giving their own opini estivals also encourage extra-curricular a
on. Have Ss work in groups and try to wr ctivities at schools. Organising special eve
ite an introductory paragraph for this ty nts every year, such as Halloween parties
pe of essay, e.g. There has been a lot of di or Christmas fairs, encourages students t
scussion on the effects of Western festival o discover interesting things about the fes
s on local youth. Some people consider the tivals, socialise with friends from other cu
se festivals are good chances for young pe ltures or create their own performances.
ople to learn other cultures while others a In conclusion, I firmly believe that celebra
re worried about the loss of national iden ting Western festivals in Viet Nam does m
tity. This essay will discuss both points of ore good than harm to young people. The
view and argue in favour of the latter/for y can have fun, broaden their cultural kno
mer. - Encourage Ss to write their two-si wledge and enjoy their school life more.
ded 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 feedback o - Students swap their piece of writi Writing rubric
n each other’s writing. Teacher shows a writing ru ng with their partners and give pe 1. Organization: …/10
bric to help Ss do the peer review. er review. 2. Legibility: …/10
- Teacher then chooses one piece of writing and gi - After peer review, Ss give the wri 3. Ideas: …/10
ves feedback on it as a model. ting back to the owner and discuss 4. Word choice: …/10
- Teacher chooses some useful or excellent words/ how to improve it. 5. Grammar usage and mec
phrases/ expressions/ word choices Ss have used hanics: …/10
to give suggestions to other Ss. TOTAL: …/50
- Teacher chooses some typical errors and correct
s as a whole class without nominating the Ss’ nam
es.
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.

English 12-Teacher: Pham Thi Duong

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
*Warm-up
Hot seat

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

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

*Homework

English 12-Teacher: Pham Thi Duong

 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
- [Link]

Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in groups so that
Students are reluctant to work in groups. 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 (bef
ore every activity).
Students may lack vocabulary to deliver a
speech. - Provide vocabulary and useful language before assigning t
asks
- Encourage students to work in groups so that they can hel
p 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:
- Students can get knowledge about famous people in the world and their famous saying
s.

English 12-Teacher: Pham Thi Duong

 d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Board race - Students come to the board one Students’ answers
- Teacher divides the class into fo by one to write the answer.
ur teams and the board in four sec - Students check their answers wi
th the class.
tions and gives a board pen to one
of the Ss in each team.
- Teacher calls out the theme (Fe
stivals) and gives them two minut
es to write as many names of festi
vals as they can in 2 minutes.
- Each student of the team comes
to the board and writes down a na
me.
- When the game is finished, Tea
cher has teams check each other’s
spelling and count how many corr
ect 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 pr
actise 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 he
lp 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 min
s)
- Ask Ss to read through the two incomplete - Students listen to the recording. Answer key:
conversations. Check comprehension by aski - Students complete the conversati 1. B
ng questions, e.g. Who are the speakers? Wha on with words in the box. 2. A
t are they talking about? What is the differenc - Students practise the conversatio 3. C
e between conversation 1 and conversation 2? n in pairs. 4. D
- Give Ss a few minutes to read the expressio
ns in the box and check student’s understan

English 12-Teacher: Pham Thi Duong

ding.
- In stronger classes, encourage Ss to fill in th
e gaps based on context clues.
- Have Ss listen and complete the conversati
on with the words from the box.
- Check answers by asking two Ss to read out
the conversations.
- Have Ss underline expressions used to mak
e introductions and respond (I’d like you to
meet…; this is…; It’s nice to meet you…; Please
d to meet you...)
- Put Ss in pairs and have them practise the c
onversation.
- Invite some pairs to role play the conversat
ion in front of the class.

Useful expressions (7 mins)

- Teacher gives students a list of expressions - Ss work in groups to do the task. * Introducing people
which are mixed together. Ss have to classify Formal/ Semi-formal
them into 2 groups: Introducing people and • I’d like you to meet …
responding to introduction • I’d like to introduce/present ...
- Teacher asks Ss to classify the expressions i • It’s a pleasure to introduce …
nto two groups. • May I introduce/present ...?
- Check as a class. Informal
- T asks if Ss can add some more expression • This is …
s. • I want you to meet …
• 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.
• 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 and c - Students work in groups of three. Sample conversations:
heck students’ understanding. Ask them if th - Make plan for the role-plan 1.
ey have been in similar situations, e.g. if their - Practice the role-play, based on th Student A: Hello class. I would like
class or club has a new member, how they m e two situations. to introduce Nam – a new member
ake introductions and respond. - Swap the role and continue practi of our class. He has just moved fro
- Have Ss work in groups of three. In weaker sing. m Nam Dinh High School. Please we
classes, underline words and phrases in the - Perform in front of class. lcome him.
model conversation that Ss can replace with Student B: Hello, everyone. My na
information from the new situations. You ca me is Nam. It’s nice to meet you.
n also write some prompts on the board. Student C: Hi, Nam. Nice to meet yo
- Go through the Useful expressions in the box u, too. Welcome to our class
and remind Ss to use them in their conversat
ions. 2.
- Give Ss a few minutes to plan their convers Student B: Hey, Long. Have you me
ations. Have them write down some prompt t Pit? He has joined our football clu
s to help them, e.g. how they are going to star b this week.

English 12-Teacher: Pham Thi Duong

t the conversation, how they introduce a new Student A: Not yet. Hi, happy to me
member to the whole class, how their class wi et you, Pit. I’m Long.
ll respond… Student C: Hi Long, great to meet y
- Walk around the class and provide help if n ou, too.
eeded.
- Call on some groups to role play their conv
ersations in front of the class. Praise for goo
d effort, appropriate use of the expressions f
or making introductions and responses, clea
r 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 Na
m.
b. Content:
- Task 1: Read the text and put a tick ( ) or cross ( ) in the box next to the pictures to s
how the appropriate behaviour in different cultures. (p.29)
- Task 2: Work in groups. Discuss the questions. (p.29)
c. Expected outcomes:
- Students understand the meaning of words, memorise the information, and relate wha
t 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 be
haviour in different cultures. (7 mins)
- Ask Ss some questions to find out what they al - Students answer the questions. Suggested answers:
ready know about the topic, e.g. What does cult - Students work in pairs to read t 1.
ure shock mean? Have you ever experienced cult he text and complete the questio 2.
ure shock? Who do you think often experience cu n by putting a tick or a cross in t 3.
lture shock? he box. 4.
- Ask Ss what they want to know about the topi
c. Write their questions on the board, e.g. What
is culture shock? How can people overcome cultu
re shock? Can you list some examples of culture s
hock?
- Put Ss into pairs. Ask them to read the text an
d complete the question by putting a tick or a cr
oss in the box. Walk round the class and offer h
elp, explaining unfamiliar words or answering
questions.
- Check answers as a class calling on pairs to wr
ite 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 an
d cross them out. Assign the rest for homework.

English 12-Teacher: Pham Thi Duong

Task 2: Work in groups. Discuss the questions. (8 mins)
- Ask Ss to work in groups to discuss the two qu - Students work in groups to disc Suggested answers:
estions. uss the question. Visitors may experience differe
- In weaker classes, ask questions to brainstorm - Students share their ideas in fr nt kinds of culture shock when
ideas as a class, e.g. Do foreigners experience cul ont of class. they come to Viet Nam. For exa
ture shock when they visit Viet Nam? What are t mple, they may not be used to u
hey? sing chopsticks when eating or
- To answer the first question, encourage Ss to c enjoying many dishes in the str
ompare the cultural features of Viet Nam with o eets. Some may find Vietnames
ther western countries, e.g: eating habits (using e people in different regions (th
chopsticks, street foods), transportation (full of v e North, Middle and the South)
ehicles on the road), languages (different dialect have different dialects.
s across regions; shopping (street markets, barg To help these visitors, we can
aining). Then they come up with some solutions make friends with them and gui
to help foreigners overcome these shocks ( mak de them when they want to exp
e friends with foreigners and guide them, design lore the city or culture. Moreov
leaflets/clips/videos about cultural features of Vi er, we can design some clips or
et Nam..) leafleat to introduce special fea
- Invite some groups to present a summary of t tures of Vietnamese culture an
heir discussion to the class. d some taboo topics they shoul
d 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

English 12-Teacher: Pham Thi Duong

 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
- [Link]

Assumption
Anticipated difficulties Solutions
Students may have underdeveloped speakin - Encourage students to work in pairs and in groups so that t
g, writing and co-operating skills when doing hey can help each other.
the project. - Provide feedback and help if necessary.
Some students will excessively talk in the cla - Explain expectations for each task in detail.
ss. - Continue to explain task expectations in small chunks (befo
re 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.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

English 12-Teacher: Pham Thi Duong

Game: Lucky number - Students join the game in two team Suggested words:
- Ss work in 2 teams. s, describe and guess the words. 1. originate
- There are 7 numbers, 2 of which are lucky ones.
2. trend
- If Ss choose a lucky number, they get one point
without answering the question. 3. identity
- If they choose the other numbers, one student o 4. cuisine
f a group picks up a piece of paper and sees the w 5. booth
ord on it.
- This student has to use words or actions to desc
ribe 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 s
entences 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 succ
essfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Read the following sentences and write the words containing the /ɔɪ/, /aɪ/, and /aʊ/ sounds in the correct co
lumn. Then listen and check. Practise saying the sentences in pairs. (4 mins)
- Ask Ss to read the sentences silently and - Students do the task indivi Answer key:
identify the words containing the diphtho dually. /ɔɪ/, /aɪ/ /aʊ/
ngs /eɪ/ and /əʊ/. They should underline - Students listen to the reco 1 my, ido shouted, lo
and circle those words respectively. rding and check the answer
- Check answers as a class by playing the r s as a whole class. ls udly
ecording. 2 enjoyed Mike, li
- Ask Ss to read these sentences aloud in p fe, desp
airs. Encourage them to pay attention to t ite
he words containing the diphthongs /eɪ/ a 3 choice wide, s
nd /əʊ/.
picy
4 final announced

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

- Ask Ss to read each sentence and check c - Students do the task indivi Answer key:
omprehension. Then focus Ss’ attention o dually. 1. trend

English 12-Teacher: Pham Thi Duong

n the options and differentiate them. - Students check their answ 2. originate
- Tell Ss to study the context carefully and ers with their partners. 3. identity
decide on the suitable word to complete e 4. cuisine
ach sentence.
- Have Ss check their answers in pairs.
- Check answers as a class by asking indivi
dual Ss to read the sentences.
Choose the best answer A, B, C, or D. (4 mins)
- Ask Ss to read the text and then decide w - Ss read the text and then d Answer key:
hich option is needed for each blank. ecide which option is neede 1. A
- Have Ss check their answers in pairs / gr d for each blank. 2. B
oups. - Students check the answer 3. A
- Check answers by asking individual Ss to s in pairs. 4. D
read a blank each and elicit the use of artic 5. B
les 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

English 12-Teacher: Pham Thi Duong

- As Ss have prepared for the project throug - All groups exhibit their posters a Students’ presentations
hout the unit, the focus of this lesson should nd make presentations.
be on the final product, which is a poster. - When one group makes a present
- Have Ss work in their groups. Give them a ation, others listen and complete t
few minutes to get ready for their poster pr he evaluation sheet.
esentation. Ask them to decide who is going
to stand by the group poster and answer qu
estions about it, and what questions the res
t of the group can ask as they walk around t
he classroom and view other groups’ poster
s.
- Have groups display their posters. Ask the
group representative to stand next to their
posters while the rest of the class walk arou
nd, study the posters and ask questions abo
ut them. In stronger classes, you can have g
roup members take turns to stand by the p
oster and answer questions.
- Give Ss enough time to study all posters a
nd complete the checklists. Then have them
sit down and vote for the best poster.
- You can also give Ss marks for their poster
s and poster presentations as part of their c
ontinuous 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
- Vocabulary
- Language

* Project: Introduce a culture

English 12-Teacher: Pham Thi Duong

* Homework

English 12-Teacher: Pham Thi Duong