GA- ANH 12 - TUAN 4

Nguyen Duy Hieu High School School year: 2024-2025
Period: 10 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
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:
- 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.
+ If the answer is incorrect, the chance
to answer is transferred to the other 1. kimchi
team. 2. tteokbokki – spicy rice cakes
+ The team having more points is the 3. bun cha – grilled pork
winner of the game. 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
- Students can identify some new words related to the topic.
d. Organisation:

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
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)
- Students can thoroughly understand the content of the text and complete the tasks
successfully.
d. Organisation

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
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
information. Then try to fill in the correct
article.
- 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.
- Ss can design a poster and make a short presentation about the International Cultural
Festival.
d. Organisation

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
each group a big sheet of paper and colours. follow the teacher's creativity
- 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.
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

Lesson 2: Language
I. OBJECTIVES
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;
- Be proud and respectful of Cultural diversity;
II. MATERIALS
- Grade 12 textbook, Unit 2, Language
- 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
used in a generic or non-specific way.
Example: Tigers are endangered animals.
Assumption
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.
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;
b. Content:
- Listen to a song
- Students can revise vocabulary related to cultural diversity.
d. Organisation:

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)
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
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
I am one with _________wind and sky
You'll never see me cry
Here I stand and here I stay
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
And I'll rise like the break of dawn
That perfect girl is gone
Here I stand in ________ light of day
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)
- 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)
Lesson plan English 12

- Students can correctly pronounce diphthongs /ɔɪ/, /aɪ/, and /aʊ/ in single words and in a
complete text.
d. Organisation

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
recording. Pause after each sentence and around the world.
confirm the answers. 4. A noisy crowd cheered
as the band finally appeared
- Put Ss in pairs and have them practise on stage.
reading the sentences aloud. 5. The detective tried to
Extension: Ss work in pairs and make up find out where the strange

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
- 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)
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

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.
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
read the sentences carefully to decide which carefully and 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. 3. origin
contextual clues to decide on the word/
- Students read the complete
phrase. 4. trends
sentences.
- 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
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)
- Students know how to use articles and can apply the knowledge about articles to give a
short talk on the given topic.
d. Organisation:

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
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
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for Lesson 3 - Reading.
Board plan
Date of teaching
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


Lesson 3: Reading – Globalisation and cultural identity
I. OBJECTIVES
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;
- Be respectful of cultural diversity;
II. MATERIALS
- Grade 12 textbook, Unit 2, Reading
- 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
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
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.
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;
b. Content:
- Video watching
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:

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
- 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
- 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)
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 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)
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation

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),
“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
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)
- 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


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
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.
- Prepare for the next lesson – Speaking.
Board plan
Date of teaching
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

GA- ANH 12 - TUAN 4

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Nguyen Duy Hieu High School School year: 2024-2025

Period: 10 UNIT 2: A MULTICULTURAL WORLD

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

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRESENTATION (5 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: PRACTICE (22 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Elicit the use of articles.

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Prepare for the project in Lesson 8.

Task 1: Listen and read.

Period: 11 UNIT 2: A MULTICULTURAL WORLD

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

The snow glows white on_________ mountain tonight

2. ACTIVITY 1: PRONUNCIATION (12 mins)

Lesson plan English 12

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Lesson plan English 12

sound came from.

3. ACTIVITY 2: VOCABULARY (12 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Lesson plan English 12

chosen the word for each sentence using

4. ACTIVITY 3: GRAMMAR (13 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Lesson plan English 12

3. Vietnamese women – a group of

Lesson plan English 12

Lesson plan English 12

Period: 12 UNIT 2: A MULTICULTURAL WORLD

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

4. speciality (n) /ˌspeʃiˈæləti/ a type of food or product that a đặc sản

Lesson plan English 12

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

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Lesson plan English 12

point for their team. forest and exploiting

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

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

Lesson plan English 12

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Lesson plan English 12

- Check whether Ss have got the - Students choose the 3. A

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

Lesson plan English 12

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Task 1: Discuss the questions.

Lesson plan English 12

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