English 12_ Global Success Nguyễn Thị Thuỳ Trang

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
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’ CONTENTS

ACTIVITIES
Game: What is this? - Students work in groups. 6 signature dishes:
- Teacher divides the class into two - Students look at the
teams. picture that the teacher
- Teacher prepares the pictures of 6 shows them and give the
signature dishes of Viet Nam, Japan name of the food.
and Korea.
- Teacher gives instructions for the
game:
+ Students work in 4 teams, look at
the picture and raise their hand to
answer.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

+ If the answer is correct, the team

gets one point.
+ If the answer is incorrect, the
chance to answer is transferred to
the other team.
+ The team having more points is
the winner 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 New words:
- Teacher introduces the vocabulary. teacher’s explanation and 1. cultural diversity (n)
- Teacher explains the meaning of the guess the words. 2. cuisine (n)
new vocabulary by pictures. - Students write down the 3. autograph (n)
- Teacher checks students’ understanding new 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.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

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’ CONTENTS

ACTIVITIES
Task 1: Listen and read. (6 mins)
- Set the context for the listening and - Students look at the Questions:
reading. picture and answer the 1. What can you see in the
- Ask Ss to look at the picture, the questions. first photo?
heading and the conversation, and ask - Students listen to the 2. What does the second
questions. recording. picture show?
- Play the recording twice for Ss to - Students underline 3. Where can you buy the
listen and read silently along. Have Ss words/phrases related to the souvenirs in the third
underline words/phrases related to the culture in the conversation. photo?
culture in the conversation. - Students compare the 4. Who are the speakers?
- Put Ss in pairs and ask them to words and phrases with
compare the words and phrases they their partners. Suggested answers:
have underlined and discuss their 1. a bowl of kimchi, bun
- Students read the
meaning. Then check comprehension cha, rice cake
conversation aloud.
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)
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Ask Ss to work in pairs and look at - Students work Answer key:

the 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- - Students compare the 2. group / singers and get
Noun (name of food); 2: noun; 3 – answers in pairs. autographs
noun (name of food); 4- noun (name of 3. fish and chips
food). Then read the conversation and
4. bun cha
locate the part 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 - Students read the Answer key:
of four given words and phrases and conversation again and 1. diversity
work out their meanings. work independently to do 2. cuisine
- Have Ss read the conversation the activity.
quickly again, and find suitable words - Students share and check 3. delicious
which have the same or similar 4. attractions
the answers.
meaning to the 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 Answer key:
attention on the blanks. individually to complete the 1. the
- Ask Ss to complete the sentences, sentences
using the words and phrases from the - Students share and check 2. Ø
conversation in Activity 1. In a the answers. 3. a
weaker 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.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

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’ CONTENTS

ACTIVITIES
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 follow the teacher's creativity
colours. instruction.
- Give instructions to students. - Students perform in front
- Ask students to draw a diagram of of the class.
activities in the 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 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.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

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
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 STUDENTS’ CONTENTS

ACTIVITIES ACTIVITIES
Listen to a song - Students listen to Link:
- Teacher prepares the the song and fill in https://www.youtube.com/watch?v=moSFlvxnbgk
hand-out of the song the blanks. Answer key:
lyrics and asks Ss to - Students check 1. the
read and guess the their answers with 2. A
words to fill in the the class. 3. the
blanks. 4. distance
- Teacher plays the song 5. rules
once. 6. the
- Teacher checks 7. an
answers with the whole 8. the
class.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Teacher replays and

pauses the song if
necessary.

e. Assessment
- Teacher observes and gives feedback.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)
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’ CONTENTS

ACTIVITIES
Task 1: Listen and repeat. Then practise saying the words. (6 mins)
- Write three words: point, try, now on - Students listen to the
the board and call on one or two Ss to
recording, and then repeat /ɔɪ/ /aɪ/ /aʊ/
the words. join spicy crowded
read it. Check if Ss can say out the
correct sounds of three words boy buy around
- Students add more
containing three diphthongs. examples of the words that
- Play the recording and ask Ss to contain the diphthongs /ɔɪ/,
listen and repeat, paying attention to /aɪ/, and /aʊ/.
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)
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Students underline the Answer key:

- Ask Ss to read quickly through the
words with the diphthongs 1. Joyce feels so proud to
text to get a broad understanding.
/ɔɪ/, /aɪ/, and /aʊ/ first. Then become a top designer.
- Have Ss underline the words that listen to the recording. 2. The country’s identity as
contain the three diphthongs in each - Students read the whole a separate nation was never
sentence individually. Then ask them text aloud. destroyed.
to work in pairs to compare their 3. Mike and Diana came to
answers. the fair to enjoy food from
- Check answers as a class by playing around the world.
the recording. Pause after each 4. A noisy crowd cheered
sentence and confirm the answers. as the band finally
appeared on stage.
- Put Ss in pairs and have them 5. The detective tried to
practise reading the sentences aloud. find out where the strange
Extension: Ss work in pairs and make sound came from.
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’ CONTENTS

ACTIVITIES
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 on the right
with the meaning on the right. Encourage - Students study the 2. a
Ss to study the meanings and underline meanings and underline key 3. e
key words. words.
- In weaker classes, do the first one as an 4. b
example before asking Ss to match the 5. d
rest individually or in pairs.
- Check answers as a class.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

Task 2: Complete the sentences using the correct forms of the words in Task 1. (6 mins)
- Students read the Answer key:
- Ask Ss to work individually. Tell them
sentences carefully and
to read the sentences carefully to decide 1. identity
decide which words can be
which word in 1 can be used to complete
used. 2. festivities
each of the sentences. Remind them to
- Students explain the 3. origin
use the contextual clues to decide on the
meaning of each phrase.
word/ phrase.
- Students read the complete 4. trends
- Have Ss compare their answers in pairs. sentences. 5. popularity
Check answers as a class. Have
individual Ss call out the word they have
used for each sentence first.
- Confirm the correct answers. In stronger
classes, ask Ss to explain why they have
chosen the word for each sentence using
contextual clues, e.g. The first sentence
needs a noun and it refers to a feature of
a nation/ culture. The second sentence
needs a noun to go with ’New Year’s’,
and the word ‘festivities’ is the best
choice.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Circle the correct answer to complete each of the sentences. (6 mins)
- Tell Ss to look at the sentences with - Students read the notes in the Answer key:
Remember box.
articles in Activity 4 in GETTING 1. the full moon
- Students circle the correct
STARTED. Elicit the formation of
answers. 2. the Atlantic
articles e.g. How many types of
- Students explain their answers. 3. Vietnamese
articles? When are they used?
women
- Have Ss read the explanation and
examples in the Remember! box. 4. the US
5. Rome
English 12_ Global Success Nguyễn Thị Thuỳ Trang

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:
questions and answers using the
example, make sure they all A: Can you play the
understand the context and what they correct articles in given topics. guitar?
have to do. In weaker classes, model - Present their ideas in front of
class. B: No, I can’t, but I
a short 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
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- 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.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

UNIT 2: A MULTICULTURAL WORLD

Lesson 3: Reading – Globalisation and cultural identity

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

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

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

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

TEACHER’S STUDENTS’ CONTENTS

ACTIVITIES ACTIVITIES
Video watching - Students work Link:
- Teacher divides the in groups to do https://www.youtube.com/watch?v=zfn0XHCfDHA
class into 2 groups. the activity. Questions:
- Before playing the - Students raise 1. Environmental problems of globalisation include
video, teacher asks Ss to their hands to global warming, the _________ of natural resources
watch carefully and try answer the and the production of harmful chemicals.
to remember as many questions.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

details as possible. Ss 2. Polluting industries, logging forest and exploiting

can take notes if they _________ are consequences of globalisation.
want. 3. Loss of _________ is another effect of
- Teacher shows globalisation.
questions one by one, Ss 4. Globalisation supports faster _________ growth
raise their hands and say and quicker access to new technology.
BINGO to grab the
chance to answer. Answers:
- If the answer is correct, 1. depletion
they get one point for 2. labour
their team. 3. culture
- The team with the 4. economic
higher score will be the
winner.
e. Assessment
- Teacher observes and gives feedback.

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

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

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Work in pairs. Discuss the questions. (4 mins)
- Ask Ss to work in pairs to answer the - Students work in pairs Questions:
questions. and answer the questions. 1. What is globalisation?
- Ask some pairs to share their answers - Students write questions 2. How does
with the whole class. they want to know on the globalisation affect local
- Ask what other information they want to board. cultures?
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 teacher’s explanation and 1. globalisation (n)
new 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 6. keep up with (ph.v)
will appear in the reading text and asks
students to open their textbook to
discover further.
e. Assessment
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Teacher checks students’ pronunciation and gives feedback.

- Teacher observes Ss’ writing of vocabulary in their notebooks.

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

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

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
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 - Students read the Answer key:
check understanding. headings first, then skim A-3
- Ask Ss to read the text and through each section. B-4
identify the main idea of each - Students choose the C-2
paragraph, then match each heading that covers the Strategy: Reading for main
heading with a suitable paragraph. ideas of the whole section. ideas (Headings)
Remind Ss to underline key words - Students check answers To read and understand the
or phrases in the text which help with the whole class and main ideas of a text and select
them identify the correct heading. give explanations for their the best headings for a section,
- Check answers as a class. Ask choice. students should:
individual Ss to call out their 1. Read the headings carefully.
answers and provide evidence for Make sure you understand
each one from the text. them.
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 Answer key:
four options, and underline the headings first, then skim 1. C
key words in each of them. through each section. 2. B
English 12_ Global Success Nguyễn Thị Thuỳ Trang

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

right keywords. heading that covers the 4. B
- Ask Ss to scan the text to locate ideas 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 specific information:
Then choose the option that give explanations for their 1. Read the questions and three
matches the information in the choice. options (A, B, and C ) and
text. Remind them to watch out underline the key words in the
for distractors, especially options questions.
that may be mentioned in part in 2. Read the text and locate the
the text, but are not true. key words, as well as
- Have Ss work in pairs or groups paraphrases of these keywords.
to compare answers. 3. Choose the option that
- In weaker classes, check matches the information in the
answers as a class and give the text. Watch out for distractors,
clues by highlighting the phrases especially options that may be
or sentences that contain the mentioned in part in the text,
information in the article. but are not true.
- In stronger class, ask Ss to
explain their answers by Exam strategy: reading for
providing clues from the text. negative facts
1. Read and underline the key
words in the questions and four
options.
2. Read the text and locate the
key words, as well as
paraphrases of these keywords.
3. Eliminate the options
containing the
ideas/information mentioned in
the text. The answer is the
option which has wrong/
different information or not
stated in the text.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.
b. Content:
- Task 4: Work in groups. Discuss the following question. What are some other effects of
globalisation on cultural diversity? Give some examples in the context of Viet Nam. (p.25)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about other effects of globalisation on
cultural diversity and give examples in the context of Viet Nam
d. Organisation
English 12_ Global Success Nguyễn Thị Thuỳ Trang

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in groups. Discuss the following question. What are some other effects of
globalisation on cultural diversity? Give some examples in the context of Viet Nam.
- Ask Ss to work in groups. - Students practise speaking Suggested answers:
Have them discuss which in groups. Globalisation can foster cultural
achievement by Steve Jobs they - Students share their answers exchange, enabling individuals
find most admirable. Encourage with the whole class. from different backgrounds to
them to explain why they - Students listen and give learn from one another,
admire that achievement the feedback. celebrate diversity, and develop
most. a deeper appreciation for varied
- Invite some groups to share cultural expressions.
their answers with the whole
class.
- Ask other Ss to give
comments and correct any
mistakes if possible.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a short paragraph about the effects of globalisation on cultural identity.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.

UNIT 2: A MULTICULTURAL WORLD

Lesson 4: Speaking – Planning a Cultural Diversity Day

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about how to plan a culture day;
- Memorise vocabulary to talk about plans for a culture day.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of the cultures of Vietnam.
II. MATERIALS
- Grade 12 textbook, Unit 2, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To set the context for the speaking part.
b. Content:
- Guessing game
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

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

2. ACTIVITY 1: CONTROLLED PRACTICE (30 mins)

a. Objectives:
- To provide knowledge and language input for the main speaking task;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
- To help Ss practise talking about and taking notes about the similarities and differences in
Vietnamese and Korean cultures.
b. Content:
- Task 1: Work in pairs. Discuss the differences between Vietnamese culture and some other cultures
you know about. Use the ideas in Getting Started and Reading, and the table and examples below to
help you. (p.25)
- Pre-teach vocabulary
- Task 2: Work in groups. Your school is organising a Cultural Diversity Day. Discuss what the event
should include. Use the ideas in 1 to create the event programme. (p.26)
c. Expected outcomes:
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Students can identify and gain some vocabulary to complete speaking tasks.
- Students can come to the final plan for a culture day.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of teacher’s explanation and 1. spicy (adj)
the new vocabulary with different guess the words. 2. focus on (v)
techniques (pictures, actions, - Students write down the 3. professional (adj)
synonyms …) new words on their
notebook.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Teacher checks students’

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

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

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

a. Objectives:
- To give Ss an opportunity to present their group discussion to the class;
- To help some students enhance presentation skills.
b. Content:
- Task 3: Report your group’s ideas to the whole class. Vote for the best Cultural Diversity
Day programme. (p.26)
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 - Students work in pairs, use
all groups share their plan in the notes and talk about their
front of the class.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Praise for good effort, well- ideas of a culture day they

structured responses and want to organise.
fluent delivery. - Students add more details if
- After all groups present their they can.
plans to a situation, ask the - Vote for the best story.
class to vote for the best
programme (suggested
criteria: number of activities,
duration, participants,
preparation for the event…).
Remind Ss not to vote for their
own plan. Count the votes for
each group and announce the
best plan.

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

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a paragraph about the similarities and differences in Vietnamese and Korean cultures.
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

UNIT 2: A MULTICULTURAL WORLD

Lesson 5: Listening – Celebrating Halloween in Viet Nam

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

II. MATERIALS
- Grade 12 textbook, Unit 2, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Game: Lucky number
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

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

English 12_ Global Success Nguyễn Thị Thuỳ Trang

a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Label the following pictures. Do you often see them in Viet Nam? (p.26)
- Vocabulary pre-teaching
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
Task 1: Work in pairs. Label the following pictures. Do you often see them in Viet Nam? (4
mins)
- Ask Ss to look at the pictures and - Students work in pairs and Answer key:
then say: In the first picture, we see label the picture. 1. trick or treating
some kids holding buckets, wearing 2. haunted house
hats and asking for candies. The 3. pumpkin
second one shows a house which is
mysterious and located in an
isolated area. The third one
displays some fire pumpkins.
- Ask Ss to work in pairs, label the
pictures using the given letters and
guess the name of a festival.
Explain that that festival will appear
in the recording.
- Call on some pairs to share their
answers. Correct answers as a
whole class.
- Have Ss share what they know
about Halloween and their
experience if any.
Vocabulary teaching (5 mins)
- Teacher introduces the vocabulary. - Students say the meaning New words:
- Teacher explains the meaning of of the words. 1. celebrate (v)
the new vocabulary with different - Students write new words 2. annually (adv)
techniques (pictures, actions, on their notebook. 3. be of importance (v)
synonyms …)
-Teacher checks students’
understanding with the “Rub out
and remember” technique.
- Teacher asks Ss to take notes on
their notebooks.
e. Assessment
- Teacher checks students’ pronunciation and answers and gives feedback.

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

a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about celebrating Halloween in Vietnam.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

b. Content:
- Task 2: Listen to an interview. What do Minh and Mai think about Halloween? Circle the correct
words or phrase. (p.26)
- Task 3: Listen to the interview again and complete each sentence with no more than TWO words.
(p.26)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 2: Listen to an interview. What do Minh and Mai think about Halloween? Circle the
correct words or phrase. (10 mins)
- Have Ss read four statements, and make - Students make predictions Answer key:
guesses before listening. Ss can also before listening. 1. likes
underline other key words besides the - Listen and do the task. 2. interesting
two options in each statement to have - Correct the answers as a 3. shouldn’t
more clues. E.g. 1. Halloween; 2. whole class. 4. no cause for alarm
History, Halloween; 3. celebrate, Viet
Nam; 4. popularity, Western festivals
- Play the recording and tell Ss to listen,
pay attention to the key words and circle
the correct word or phrase. For this kind
of question – listen for opinions, remind
Ss to pay attention to words or
expressions the speaker may use to
describe likes, dislikes, agreement,
disagreement etc. as well as his/her tone
of voice to choose the correct option that
best reflect his/her attitudes. E.g.
Question 1. Minh says “it’s great fun”
when the interviewer asked if he likes
taking part in Halloween parties; so the
answer for question 1 is “likes”.
- Have Ss compare their answers in pairs
/ groups.
- Check answers as a class and confirm
the correct ones. Invite individual Ss to
explain why they have chosen that option
and give evidence from the listening.
- In weaker classes, play the recording
again, pausing at the places where they
can get the information.
Task 3: Listen to the interview again and complete each sentence with no more than TWO
words. (10 mins)
- Have Ss read each of the statements, - Students read the questions Answer key:
underline key words, and identify the and underline the key words. 1. special event
part of speech to fill in each blank; e.g. 1. - Students listen to the 2. popular
(a noun) Students, New Era school, recording and do the task. 3. ancient
preparing; 2.(an adjective) Halloween, - Correct the answers as a 4. in Asia
celebrated, Minh’s school; 3.(an whole class. 5. traditional festivals
adjective) Halloween, roots, Celtic
English 12_ Global Success Nguyễn Thị Thuỳ Trang

festival, Ireland; 4. (a prepositional

phrase) Halloween, popular; 5. (a plural
noun) Viet Nam, of great importance.
- Tell Ss to pay more attention to these
words and phrases, and the context
around them. Remind Ss that the
statements may include paraphrased from
what they hear in the recording so they
should listen for synonyms, or phrases
with similar meanings.
- In stronger classes, ask Ss to complete
the sentences based on what they
remember from the first listening.
- Play the recording and have Ss fill in
the missing words. Remind them not to
exceed the word limit (no more than
TWO words for each blank)
- Have Ss compare their answers in pairs
/ groups.
- Check answers as a class. Invite
individual Ss to say out the word/ phrase
for each blank.
- Let Ss listen again, pausing at the places
where Ss can find the information.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

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

a. Objectives:
- To help some students enhance presentation skills;
- To practise team working;
- To give Ss the opportunity to use the ideas and language in the listening to give opinions and
reasons.
b. Content:
- Task 4: Work in groups. Discuss the question. (p.27)
c. Expected outcomes:
- Students can use the language and ideas from the unit to give opinions and reasons about festivals in
the world.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
Task 4: Work in groups. Discuss the question.
- Ask Ss to work in pairs. - Students work in groups Suggested answer:
Have them discuss other and discuss. Some Western festivals are
festivals which are celebrated - Students share their ideas celebrated in Viet Nam such as
in Viet Nam. Encourage them to the whole class. Valentine, Christmas, New Year
to explain why they are Eve. The reasons why they are
popular in Viet Nam. becoming popular are they are
organised based on the solar
calendar and they are organised all
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Invite some pairs to share over the world. Moreover, many

their answers with the whole young Vietnamese people learn
class. English as their second language
so they want to celebrate these
festivals to learn language and
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.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

UNIT 2: A MULTICULTURAL WORLD

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

I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Synthesise and summarise information in order to write an essay to present their opinions on the
impact of world festivals on young Vietnamese people;
- Apply structures to write an opinion essay.
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Be collaborative and supportive in pair work and teamwork;
3. Personal qualities
- Be proud and respectful of festivals in the world.
II. MATERIALS
- Grade 12 textbook, Unit 2, Writing
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
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 Word lists:
- Teacher divides the class into and guess the words. 1. trick or treat
four teams and prepares a chair on - Students check their 2. trend
the stage. answers with the class. 3. globalisation
- Teacher calls one student at a 4. spring rolls
time to sit on the table and show 5. haunted house
the student a word.
- The chosen student will describe
the word using action and related
words.
- The teams will raise their hands
to answer. The fastest will get the
chance.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- When the game is finished,

teacher counts how many correct
answers each team has. The
winner will be the one with the
most correct answers.
- Teacher leads in the new lesson
by asking some questions.
e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-WRITING (9 mins)
a. Objectives:
- To help Ss recall and select the key information about the effects of world festivals on young
Vietnamese people;
- To help students have the ideas for their writing.
b. Content:
- Task 1: Work in pairs. Decide whether the following points are positive or negative impacts of
celebrating world festivals. Discuss the reasons. (p.27)
c. Expected outcomes:
- Students can select the appropriate information and have ideas to write about the effects of world
festivals on young Vietnamese people
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
Task 1: Work in pairs. Decide whether the following points are positive or negative impacts
of celebrating world festivals. Discuss the reasons. (8 mins)
- Have Ss work in pairs. Tell them to read - Students read the given Answer key:
the statements and discuss which of them points and decide whether Positive: 2,4,6
are positive or negative effects of they are positive or Negative: 1,3,5
celebrating Western festivals. Ss may refer negative.
to the ideas in the listening sections (the - Students share their
celebrations of Western festivals in Viet opinions with the whole
Nam). class.
- Ask Ss to discuss the reasons for their
choices.
For example:
* Negative effects:
+ Western festivals are expensive one to
celebrate: most students don’t have a lot of
money to buy Halloween costumes or
Christmas decorations.
+ They may make young people ignore
local festivals: more young people attend
Western festivals than local ones and their
dates are easier to remember than local
ones which are organised according to the
lunar calendar.
+ They may make young people lose their
sense of identity: young people tend to
remember the history, customs and dress
up like Westerners in those festivals
* Positive effects:
English 12_ Global Success Nguyễn Thị Thuỳ Trang

+ encourage extra-curricular activities:

students can organise Christmas fairs or
Halloween parties, prepare cultural
performances…
+ bring a lot of fun, happiness and joy:
they can relax and spend time with friends
and family, enjoy musical performances or
taste traditional dishes of those festivals
+ help young people learn about other
cultures: they learn about the origin and
history of a festival, the tradition and
customs of the people in other countries
- Call on some pairs to share their answers.
- Check answers as a class.
e. Assessment
- Teacher checks students’ answers as a whole class.

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

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

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 2: Write an opinion essay (180 words) on the following topic. Use the ideas in 1and the
outline and suggestions below to help you.
- Ask Ss to study the outline and - Students brainstorm Suggested answer:
the useful expressions and check for the ideas and the Nowadays, more and more young
understanding. language necessary for people celebrate Western festivals
- Review the structure of an writing. in Viet Nam. Some people think
opinion essay. Write its parts on - Students write the first there is nothing wrong with this
the board, but jumbled up, and ask draft individually using while others are worried about the
Ss to put them in the correct the ideas in task 1 and 2. influence of foreign cultures. In
order. Have Ss refer to the my opinion, celebrating Western
Writing section in Unit 10 – Tieng festivals has more positive than
Anh 11 to check their answers if negative effects on young
possible Vietnamese.
- Put Ss into groups and have Firstly, festivals are a great way to
them brainstorm ideas for their understand a nation’s culture.
essays. Encourage Ss to use the Taking part in celebrations can
ideas in 1 and think of reasons to help young people learn more
support their view. about other people’s traditions and
- Set a time limit for the task. customs. For example, Christmas
Walk round the class to give is a typical holiday in Western
further support if needed. countries so when joining the
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- When Ss finish writing, give festivities, young people can learn

them time to check their essays.- about its origin and history, the
Put Ss in pairs and ask them to tradition of decorating one’s home
swap their essays for peer review. and getting presents for family
Encourage them to comment on and close friends, and putting them
each other’s ideas, vocabulary and under the Christmas tree.
grammar. If time allows, ask Ss to Secondly, festivals are special
make revisions based on peer events that help bring fun,
feedback before they produce a happiness and joy to young
final draft. people’s lives. They give an
- Collect Ss’ essays to mark and opportunity for young people to
provide written feedback in the relax and spend enjoyable time
next lesson. with their friends and family. They
Extension: In stronger classes, can enjoy the festive spirit by
introduce another type of essay – watching performances, dressing
the two-sided argumentative or up and eating festive food.
discussion essay, in which a Finally, it cannot be denied that
writer presents both points of Western festivals also encourage
view objectively before giving extra-curricular activities at
their own opinion. Have Ss work schools. Organising special events
in groups and try to write an every year, such as Halloween
introductory paragraph for this parties or Christmas fairs,
type of essay, e.g. There has been encourages students to discover
a lot of discussion on the effects of interesting things about the
Western festivals on local youth. festivals, socialise with friends
Some people consider these from other cultures or create their
festivals are good chances for own performances.
young people to learn other In conclusion, I firmly believe that
cultures while others are worried celebrating Western festivals in
about the loss of national identity. Viet Nam does more good than
This essay will discuss both points harm to young people. They can
of view and argue in favour of the have fun, broaden their cultural
latter/former. - Encourage Ss to knowledge and enjoy their school
write their two-sided life more.
argumentative essays at home.
e. Assessment
- Teacher gives corrections and feedback.

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

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
c. Expected outcomes:
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece Writing rubric
feedback on each other’s writing. Teacher of writing with their partners 1. Organization: …/10
and give peer review. 2. Legibility: …/10
English 12_ Global Success Nguyễn Thị Thuỳ Trang

shows a writing rubric to help Ss do the - After peer review, Ss give 3. Ideas: …/10
peer review. the writing back to the owner 4. Word choice: …/10
- Teacher then chooses one piece of and discuss how to improve 5. Grammar usage and
writing and gives feedback on it as a it. mechanics: …/10
model. TOTAL:
- Teacher chooses some useful or …/50
excellent words/ phrases/ expressions/
word choices Ss have used to give
suggestions to other Ss.
- Teacher chooses some typical errors and
corrects as a whole class without
nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebook.
- Do exercises in the workbook.
- Prepare for Lesson 7 – Communication & Culture.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

UNIT 2: A MULTICULTURAL WORLD

Lesson 7: Communication and Culture / CLIL

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

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

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Board race - Students come to the Students’ answers
- Teacher divides the class into board one by one to write
four teams and the board in four the answer.
sections and gives a board pen - Students check their
to one of the Ss in each team. answers with the class.
- Teacher calls out the theme
(Festivals) and gives them two
minutes to write as many names
of festivals as they can in 2
minutes.
- Each student of the team
comes to the board and writes
down a name.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- When the game is finished,

Teacher has teams check each
other’s spelling and count how
many correct names each team
has written.
- Teacher leads in the new
lesson by asking some
questions.
e. Assessment
- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:
- To provide a model conversation in which speakers make introductions and respond.
- To review how to make introductions and respond.
- To help Ss practise making introductions and responding.
b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them
in pairs (p.28)
- Useful expressions
- Task 2: Work in groups of three. Use the models in 1 to make similar conversations for these
situations. One of you is A, the others are B and C. Use the expressions below to help you. (p.28)
c. Expected outcomes:
- Students can use appropriate language to make introductions and respond.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
Task 1: Listen and complete the conversations with the expressions in the box. Then practise
them in pairs (6 mins)
- Ask Ss to read through the two - Students listen to the Answer key:
incomplete conversations. Check recording. 1. B
comprehension by asking questions, - Students complete the 2. A
e.g. Who are the speakers? What conversation with words in 3. C
are they talking about? What is the the box. 4. D
difference between conversation 1 - Students practise the
and conversation 2? conversation in pairs.
- Give Ss a few minutes to read the
expressions in the box and check
student’s understanding.
- In stronger classes, encourage Ss
to fill in the gaps based on context
clues.
- Have Ss listen and complete the
conversation with the words from
the box.
- Check answers by asking two Ss
to read out the conversations.
- Have Ss underline expressions
used to make introductions and
respond (I’d like you to meet…; this
English 12_ Global Success Nguyễn Thị Thuỳ Trang

is…; It’s nice to meet you…;

Pleased to meet you...)
- Put Ss in pairs and have them
practise the conversation.
- Invite some pairs to role play the
conversation in front of the class.

Useful expressions (7 mins)

- Teacher gives students a list of - Ss work in groups to do the * Introducing people
expressions which are mixed task. Formal/ Semi-formal
together. Ss have to classify them • I’d like you to meet …
into 2 groups: Introducing people • I’d like to
and responding to introduction introduce/present ...
- Teacher asks Ss to classify the • It’s a pleasure to introduce
expressions into two groups. …
- Check as a class. • May I introduce/present
- T asks if Ss can add some more ...?
expressions. Informal
• This is …
• 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 - Students work in groups of Sample conversations:
situations and check students’ three. 1.
understanding. Ask them if they - Make plan for the role-plan Student A: Hello class. I
have been in similar situations, e.g. - Practice the role-play, would like to introduce Nam
if their class or club has a new based on the two situations. – a new member of our
member, how they make - Swap the role and continue class. He has just moved
introductions and respond. practising. from Nam Dinh High
- Have Ss work in groups of three. - Perform in front of class. School. Please welcome
In weaker classes, underline words him.
and phrases in the model Student B: Hello, everyone.
conversation that Ss can replace My name is Nam. It’s nice to
with information from the new meet you.
situations. You can also write some
prompts on the board.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Go through the Useful expressions Student C: Hi, Nam. Nice

in the box and remind Ss to use to meet you, too. Welcome
them in their conversations. to our class
- Give Ss a few minutes to plan
their conversations. Have them 2.
write down some prompts to help Student B: Hey, Long. Have
them, e.g. how they are going to you met Pit? He has joined
start the conversation, how they our football club this week.
introduce a new member to the Student A: Not yet. Hi,
whole class, how their class will happy to meet you, Pit. I’m
respond… Long.
- Walk around the class and provide Student C: Hi Long, great
help if needed. to meet you, too.
- Call on some groups to role play
their conversations in front of the
class. Praise for good effort,
appropriate use of the expressions
for making introductions and
responses, clear pronunciation and
fluent delivery.
e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: CULTURE (15 mins)

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

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 1: Read the text and put a tick (✓) or cross (✗) in the box next to the pictures to show
the appropriate behaviour in different cultures. (7 mins)
- Ask Ss some questions to find out - Students answer the Suggested answers:
what they already know about the topic, questions. 1. ✓
e.g. What does culture shock mean? - Students work in pairs to
2. ✗
Have you ever experienced culture read the text and complete
shock? Who do you think often the question by putting a 3. ✓
experience culture shock? tick or a cross in the box. 4. ✗
- Ask Ss what they want to know about
the topic. Write their questions on the
board, e.g. What is culture shock? How
English 12_ Global Success Nguyễn Thị Thuỳ Trang

can people overcome culture shock?

Can you list some examples of culture
shock?
- Put Ss into pairs. Ask them to read the
text and complete the question by
putting a tick or a cross in the box.
Walk round the class and offer help,
explaining unfamiliar words or
answering questions.
- Check answers as a class calling on
pairs to write their answers on the
board. Have Ss provide evidence from
the text for each answer.
- Go back to the questions on the board,
i.e., the things Ss wanted to know about
the topic. Ask which of the questions
they can answer now and cross them
out. Assign the rest for homework.
Task 2: Work in groups. Discuss the questions. (8 mins)
- Ask Ss to work in groups to discuss - Students work in groups Suggested answers:
the two questions. to discuss the question. Visitors may experience
- In weaker classes, ask questions to - Students share their ideas different kinds of culture
brainstorm ideas as a class, e.g. Do in front of class. shock when they come to
foreigners experience culture shock Viet Nam. For example,
when they visit Viet Nam? What are they may not be used to
they? using chopsticks when
- To answer the first question, eating or enjoying many
encourage Ss to compare the cultural dishes in the streets. Some
features of Viet Nam with other western may find Vietnamese
countries, e.g: eating habits (using people in different regions
chopsticks, street foods), transportation (the North, Middle and the
(full of vehicles on the road), languages South) have different
(different dialects across regions; dialects.
shopping (street markets, bargaining). To help these visitors, we
Then they come up with some solutions can make friends with
to help foreigners overcome these them and guide them
shocks ( make friends with foreigners when they want to explore
and guide them, design the city or culture.
leaflets/clips/videos about cultural Moreover, we can design
features of Viet Nam..) some clips or leafleat to
- Invite some groups to present a introduce special features
summary of their discussion to the of Vietnamese culture and
class. some taboo topics they
should avoid.
e. Assessment
- Teacher corrects students’ answers as a whole class.
- Teacher checks students’ pronunciation and gives feedback.

5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

b. Homework
- Do exercises in the workbook.
- Prepare for Lesson 8 – Looking back and project.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

UNIT 2: A MULTICULTURAL WORLD

Lesson 8: Looking back and project
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Review the vocabulary and grammar of Unit 2;
- Apply what they have learnt (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop communication skills and creativity;
- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of Vietnamese and other cultures
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 2, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn
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
Game: Lucky number - Students join the game in Suggested words:
- Ss work in 2 teams. two teams, describe and guess 1. originate
- There are 7 numbers, 2 of which are the words. 2. trend
lucky ones.
- If Ss choose a lucky number, they get 3. identity
one point without answering the 4. cuisine
question. 5. booth
- If they choose the other numbers, one
student of a group picks up a piece of
paper and sees the word on it.
- This student has to use words or actions
to describe it (without saying the word
directly).
- Other Ss try to guess the words. One
point for a correct answer.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- The group with the most points is the

winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)
a. Objectives:
- To help Ss review the pronunciation of the diphthongs /ɔɪ/, /aɪ/, and /aʊ/.
- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the Past Simple and Past Continuous.
b. Content:
- Pronunciation: Read the following sentences and write the words containing the /ɔɪ/, /aɪ/, and /aʊ/
sounds in the correct column. Then listen and check. Practise saying the sentences in pairs. (p.30)
- Vocabulary: Choose the correct word to complete each of the sentences. (p.30)
- Grammar: Choose the best answer A, B, C, or D. (p.30)
c. Expected outcomes:
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ CONTENTS
ACTIVITIES
Read the following sentences and write the words containing the /ɔɪ/, /aɪ/, and /aʊ/ sounds in
the correct column. Then listen and check. Practise saying the sentences in pairs. (4 mins)
- Ask Ss to read the sentences - Students do the task Answer key:
silently and identify the words individually. /ɔɪ/, /aɪ/ /aʊ/
containing the diphthongs /eɪ/ and - Students listen to the 1 my, shouted,
/əʊ/. They should underline and recording and check idols loudly
circle those words respectively. the answers as a 2 enjoyed Mike,
- Check answers as a class by whole class. life,
playing the recording. despite
- Ask Ss to read these sentences 3 choice wide,
aloud in pairs. Encourage them to spicy
pay attention to the words 4 final announced
containing the diphthongs /eɪ/ and
/əʊ/.

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

- Ask Ss to read each sentence and - Students do the task Answer key:
check comprehension. Then focus individually. 1. trend
Ss’ attention on the options and - Students check their 2. originate
differentiate them. answers with their 3. identity
- Tell Ss to study the context partners. 4. cuisine
carefully and decide on the
suitable word to complete each
sentence.
- Have Ss check their answers in
pairs.
- Check answers as a class by
asking individual Ss to read the
sentences.
Choose the best answer A, B, C, or D. (4 mins)
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- Ask Ss to read the text and then - Ss read the text and Answer key:
decide which option is needed for then decide which 1. A
each blank. option is needed for 2. B
- Have Ss check their answers in each blank. 3. A
pairs / groups. - Students check the 4. D
- Check answers by asking answers in pairs. 5. B
individual Ss to read a blank each
and elicit the use of articles in
each blank.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- As Ss have prepared for the project - All groups exhibit their Students’ presentations
throughout the unit, the focus of this posters and make
lesson should be on the final product, presentations.
which is a poster. - When one group makes a
- Have Ss work in their groups. Give presentation, others listen and
them a few minutes to get ready for complete the evaluation sheet.
their poster presentation. Ask them to
decide who is going to stand by the
group poster and answer questions
about it, and what questions the rest of
the group can ask as they walk around
the classroom and view other groups’
posters.
- Have groups display their posters.
Ask the group representative to stand
next to their posters while the rest of
the class walk around, study the
posters and ask questions about them.
In stronger classes, you can have
group members take turns to stand by
the poster and answer questions.
- Give Ss enough time to study all
posters and complete the checklists.
Then have them sit down and vote for
the best poster.
English 12_ Global Success Nguyễn Thị Thuỳ Trang

- You can also give Ss marks for their

posters and poster presentations as
part of their continuous assessment.
e. Assessment
- Teacher gives comments and feedback to all presentations.

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

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