Kế hoạch bài dạy Tiếng Anh Lớp 12 Global Success theo CV5512 - Unit 2: A multicultural world

 Vietnamese 
 Form Pronunciation Meaning
 equivalent 
1. cultural /ˈkʌltʃərəl the quality of diverse or different sự đa dạng văn 
diversity (n) daɪˈvɜːsəti/ 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; 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) 
 words in their notebook.
- Teacher checks students’ understanding 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)
 c. Expected outcomes:
 - Students can thoroughly understand the content of the text and complete the tasks 
 successfully.
 d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 1: Listen and read. (6 mins)
- Set the context for the listening and - Students look at the picture Questions:
reading. and answer the questions. 1. What can you see in the 
- Ask Ss to look at the picture, the - Students listen to the first photo?
heading and the conversation, and ask recording. 2. What does the second 
questions. - Students underline picture show?
- Play the recording twice for Ss to listen words/phrases related to the 3. Where can you buy the 
and read silently along. Have Ss culture in the conversation. souvenirs in the third photo?
underline words/phrases related to the - Students compare the words 4. Who are the speakers?
culture in the conversation. and phrases with their 
- Put Ss in pairs and ask them to compare partners. Suggested answers:
the words and phrases they have - Students read the 1. a bowl of kimchi, bun 
underlined and discuss their meaning. conversation aloud. cha, rice cake - 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.
- Check answers as a class. 
- Elicit the use of articles.
 e. Assessment
 - Teacher checks students’ exercises individually and gives feedback.
 4. ACTIVITY 3: PRODUCTION (10 mins)
 a. Objectives: 
 - To help Ss memorise the key information about the International Cultural Festival;
 - To get Ss to speak about the International Cultural Festival.
 b. Content:
 - Design a poster to introduce the International Cultural Festival.
 c. Expected outcomes:
 - Ss can design a poster and make a short presentation about the International Cultural 
 Festival.
 d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Design a poster to introduce the International Cultural Festival (10 mins)
- Teacher lets Ss work in groups of 4. Give - Students work in groups to Students’ own creativity
each group a big sheet of paper and colours. follow the teacher's 
- Give instructions to students. instruction. 
- Ask students to draw a diagram of - Students perform in front of 
activities in the International Cultural the class.
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 stories.
- Teacher asks other groups to listen and give 
comments.
- Teacher gives feedback and gives marks to 
the best group.
 e. Assessment UNIT 2: A MULTICULTURAL WORLD
 Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Use the lexical items related to the topic Cultural diversity;
- Recognise and practise diphthongs /ɔɪ/, /aɪ/, and /aʊ/;
- Review and extend the use of articles.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of Cultural diversity;
- Develop self-study skills.
II. MATERIALS 
- Grade 12 textbook, Unit 2, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis 
 There are two types of articles in English: indefinite (a/an) and definite (the).
 • We use the indefinite articles a and an before singular, countable nouns when the reader 
 or the listener does not know which one we are referring to.
 Example: I want to buy a souvenir.
 • We use the definite article the before singular or plural nouns when we think that the 
 reader or the listener knows what we are referring to because of the following:
 - there is only one in general or only one in that context.
 Example: The sun rises in the east.
 - it has already been mentioned.
 Example: A boy lost a watch. A woman found the watch and returned it to the boy.
 - we refer to a musical instrument.
 Example: I’m learning to play the piano.
 • We also use the definite article the with:
 - countries whose names include words like kingdom or state, or countries which have 
 plural nouns as their names.
 Example: the UK (the United Kingdom), the US (the United States of America), the 
 Philippines
 - oceans, seas, mountain ranges, etc.
 Example: The Pacific is the largest of all oceans.
 • We do not need an article with plural, countable nouns or uncountable nouns which are
 used in a generic or non-specific way. The snow glows white on_________ mountain tonight
 Not a footprint to be seen
 ______kingdom of isolation
 And it looks like I'm the queen
 The wind is howling like this swirling storm inside
 Couldn't keep it in, heaven knows I tried
 Don't let them in, don't let them see
 Be________ good girl you always have to be
 Conceal, don't feel, don't let them know
 Well, now they know
 Let it go, let it go
 Can't hold it back anymore
 Let it go, let it go
 Turn away and slam the door
 I don't care what they're going to say
 Let the storm rage on
 The cold never bothered me anyway
 It's funny how some ___________makes everything seem small
 And the fears that once controlled me can't get to me at all
 It's time to see what I can do
 To test the limits and break through
 No right, no wrong, no__________ for me
 I'm free
 Let it go, let it go
 I am one with _________wind and sky
 Let it go, let it go
 You'll never see me cry
 Here I stand and here I stay
 Let the storm rage on
 My power flurries through the air into the ground
 My soul is spiraling in frozen fractals all around
 And one thought crystallizes like _______icy blast
 I'm never going back, the past is in the past
 Let it go, let it go
 And I'll rise like the break of dawn
 Let it go, let it go
 That perfect girl is gone
 Here I stand in ________ light of day
 Let the storm rage on
 The cold never bothered me anyway
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives: 
- To help Ss recognise and practise diphthongs /ɔɪ/, /aɪ/, and /aʊ/ in words and in sentences. 
b. Content:
 - Task 1: Listen and repeat. Then practise saying the words. (p.21)
 - 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) - Put Ss in pairs and have them practise 5. The detective tried to 
 reading the sentences aloud. find out where the strange 
 sound came from.
 Extension: Ss work in pairs and make up 
 new sentences using words which 
 contain these three diphthongs. Then 
 they take turn to read out their sentences 
 and the other S has to tell how many 
 words containing /ɔɪ/, /aɪ/, and /aʊ/ they 
 can hear. 
e. Assessment
- Teacher checks students’ pronunciation and gives feedback. 
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives: 
- To introduce words / phrases related to the topic Cultural identity.
- To help Ss practise the words in meaningful contexts.
b. Content:
 - Task 1: Match the words with their meanings. (p.22)
- Task 2: Complete the sentences using the correct forms of the words in Task 1. (p.22)
c. Expected outcomes:
- Students understand the meaning of words, memorise them and are able to use them in 
 meaningful contexts.
d. Organisation
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
 Task 1: Match the words with their meanings. (6 mins)
 - Tell Ss that the words in the activity are - Students match each word Answer key:
 related to cultural diversity. on the left with the meaning 1. c
 - Have Ss match each word on the left with on the right 
 the meaning on the right. Encourage Ss to - Students study the meanings 2. a
 study the meanings and underline key and underline key words. 3. e
 words. 
 - In weaker classes, do the first one as an 4. b
 example before asking Ss to match the rest 5. d
 individually or in pairs.
 - Check answers as a class.
 Task 2: Complete the sentences using the correct forms of the words in Task 1. (6 mins)
 - Ask Ss to work individually. Tell them to - Students read the sentences Answer key:
 carefully and decide which 
 read the sentences carefully to decide which 1. identity
 words can be used.
 word in 1 can be used to complete each of 2. festivities
 the sentences. Remind them to use the - Students explain the 
 meaning of each phrase.
 contextual clues to decide on the word/ 3. origin 
 - Students read the complete 
 phrase.
 sentences. 4. trends
 5. popularity 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. guitar?
 In weaker classes, model a short - Present their ideas in front of class.
 B: No, I can’t, but I 
 conversation with a student. can play the piano.
 - Point to the example and the article in 
 these sentences. Ask What are the uses 
 of these articles? (We use the definite 
 article the with some musical 
 instruments.)
 - Put Ss in pairs to make questions and 
 answer using the correct articles in 
 given topics. 
 - In stronger classes, set a time limit of 
 four minutes and have pairs come up 
 with as many sentences as they can. 
 - Invite pairs to share their interviews 
 with the whole class.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 3 - Reading.