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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 2. Unit 2: A multicultural world

Giáo án Communication and Culture / CLIL

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: perform the everyday exchange for introducing a guest and responding politely (May I introduce…? / It's a pleasure to meet you. / Pleased to meet you too.).
  • By the end of the lesson, Ss will be able to: explain the meaning of the key vocabulary: diversity, identity, culture shock, tradition, adapt, respect.
  • By the end of the lesson, Ss will be able to: explain the main ideas of the culture shock text without overgeneralising from it.
  • By the end of the lesson, Ss will be able to: pronounce the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ in the words choice, time, crowd.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the model texts and answer the worksheet questions on their own before checking with a partner, and they correct their own pronunciation after listening to the teacher.
  • Communication and collaboration: Ss work in pairs and groups to role-play the introduction, share their answers in a 'Think–Pair–Share' routine and give feedback to each other respectfully.
  • Problem-solving and creativity: Ss decide what information a good introduction needs and adapt the model to a new guest and a new topic.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss use the introduction exchange in role-play, read the culture text for main ideas, and write a three-sentence summary and a short concluding paragraph.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the three diphthongs correctly, use the six key words in context, and use the articles a/an and the in the model sentences.

3. Personal qualities

  • Kindness: Ss use polite greetings and respectful language when meeting a guest, and they never ask a classmate to share personal experiences during the activities.
  • Responsibility: Ss complete their worksheet individually, take turns in pair work, and give their partner honest and constructive feedback.

II. Teaching aids and materials

1. Teacher

  • Textbook English 12 (Global Success), Unit 2: A multicultural world, Communication and Culture / CLIL
  • Projector or whiteboard with the model dialogue and the culture text written out
  • Audio recording of the model dialogue and the diphthong words (native speaker)
  • Worksheet No. 1 (printed for each pair)
  • Digital lesson with exercises: neoedu.vn/learn/12/english/unit-2-communication-and-culture-clil (NeoEdu) for interactive exercises and extra listening practice

2. Students

  • Textbook and notebook
  • Pen and pencil
  • Small whiteboard or paper for the warm-up
  • Worksheet No. 1 (for pair work)

III. Procedures

Activity 1: Warm-up · 4 minutes

Who Is Your Guest?

a) Aims

Ss recall how people introduce each other and activate interest in the topic of cultural diversity.

b) Content

T shows a picture of a school festival and asks Ss to think about how they would introduce a foreign guest to their class. Ss answer the questions: 1) What do you say when you meet a new guest? 2) What would you like to know about a guest from another culture? Then T writes the words DIVERSITY and CULTURE on the board and asks Ss what they think they mean.

c) Expected outcomes

Ss list 2–3 polite expressions for meeting someone (e.g. Hello, Nice to meet you) and give a short guess of the meaning of diversity (variety of people and cultures) and culture.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the festival picture and says: 'Imagine a guest from another country is visiting our class. How will you introduce them?' T gives the two questions on the board.

    Students

    Ss look at the picture and listen to the questions carefully.

  2. Teacher

    Step 2: Task performance

    T gives Ss 1 minute to write their ideas on small whiteboards or paper, and walks around to check.

    Students

    Ss write polite greetings and questions they would ask a guest, for example: 'Nice to meet you', 'Where are you from?'.

  3. Teacher

    Step 3: Report and discussion

    T asks 3–4 Ss to share their expressions and writes them on the board. T asks: 'What does diversity mean?'

    Students

    Ss share their answers. Possible answers: 'Nice to meet you', 'Welcome to our school'. For diversity, Ss may say 'many different kinds of people or cultures'.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the useful expressions and gives the meaning of diversity (sự đa dạng) and culture. T says: 'Today we will learn how to introduce a guest politely and understand a text about culture.'

    Students

    Ss copy the key words and the title of the lesson into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Everyday English: Introducing a Guest

a) Aims

Ss understand and perform the everyday English function of introducing a guest and responding politely.

b) Content

Ss listen to the model dialogue and read it in their textbooks:
A: Hello, I'm Lan from the language club. May I introduce our guest, Maya?
B: It's a pleasure to meet you, Maya. I'm Phuc.
C: Pleased to meet you too.
A: Maya will join our discussion about school festivals.
T asks Ss: 1) Who is A? Who is the guest? 2) What phrase does Lan use to introduce Maya? 3) What do Phuc and Maya say to greet each other? Then Ss practise the dialogue in groups of three.

c) Expected outcomes

Key phrases: May I introduce…? / It's a pleasure to meet you. / Pleased to meet you too. Ss identify the roles: Lan (introducer), Phuc and Maya (greeting each other). Each group performs the dialogue once with correct intonation.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the audio twice and asks Ss to listen for the phrases used to introduce and greet. T writes the dialogue on the board.

    Students

    Ss listen and underline the phrases they hear.

  2. Teacher

    Step 2: Task performance

    T asks Ss to form groups of three and assign the roles A, B and C. T walks around and helps with pronunciation of It's a pleasure to meet you.

    Students

    Ss practise the dialogue in groups, switching roles. Possible difficulty: Ss may say 'Nice to meet you' instead of the model phrase; T accepts it but reminds them of the model.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 groups to perform in front of the class and asks the class: 'Is the introduction polite? Why?'

    Students

    Two groups perform. Other Ss answer: 'Yes, because Lan says May I introduce our guest, and Phuc and Maya greet each other politely.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the function: introducing someone and responding politely. T writes the three formulas on the board: May I introduce…? / It's a pleasure to meet you. / Pleased to meet you too.

    Students

    Ss note the formulas and the roles in their notebooks.

Activity 2.2: Knowledge formation · 9 minutes

Culture Shock and Respectful Understanding

a) Aims

Ss read the culture text, understand its key ideas and the new vocabulary, and see that culture shock is not a sign that a culture is inferior.

b) Content

Ss read the CLIL text silently:
Culture shock can involve confusion or discomfort when familiar expectations do not fit a new setting. It is not evidence that one culture is inferior. Ask respectful questions, observe before judging and seek support when needed. People adapt at different speeds, and excitement and difficulty can occur together. Do not force a personal disclosure from a classmate as an example.
Ss match the words diversity, identity, culture shock, tradition, adapt and respect with their Vietnamese meanings, then answer: 1) What is culture shock? 2) What should we do when we feel culture shock? 3) Why do people adapt at different speeds?

c) Expected outcomes

Vocabulary: diversity (sự đa dạng), identity (bản sắc), culture shock (sốc văn hoá), tradition (truyền thống), adapt (thích nghi), respect (tôn trọng).
Key ideas: 1) Culture shock is confusion or discomfort when familiar expectations do not fit a new setting. 2) Ask respectful questions, observe before judging and seek support when needed. 3) People adapt at different speeds, so they feel excitement and difficulty at different times. Ss also note that culture shock does not mean one culture is inferior.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T gives Ss 2 minutes to read the text silently and writes the six key words on the board. T says: 'Read for the main ideas, not every word.'

    Students

    Ss read the text and try to guess the meaning of each new word from context.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs: one student asks the questions, the other answers using the text. T monitors and helps with vocabulary.

    Students

    Pairs answer the questions. Possible answers: 1) Confusion or discomfort when familiar expectations do not fit a new setting. 2) Ask respectful questions and observe before judging. 3) Because each person adapts in their own way.

  3. Teacher

    Step 3: Report and discussion

    T invites pairs to share answers and asks: 'Does culture shock mean one culture is better or worse?'

    Students

    Ss answer: 'No, it is not evidence that one culture is inferior.' T notes that Ss must not make personal comments about classmates' experiences.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key ideas and reminds Ss: 'Do not force a personal disclosure from a classmate as an example.' T highlights the six words and their meanings.

    Students

    Ss copy the vocabulary list and the three key ideas into their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Diphthongs /ɔɪ/, /aɪ/ and /aʊ/

a) Aims

Ss recognise and pronounce the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ in single-syllable words, with clear final consonants.

b) Content

T writes the three diphthongs and the words on the board:
/ɔɪ/ – choice /tʃɔɪs/
/aɪ/ – time /taɪm/
/aʊ/ – crowd /kraʊd/
T reads the sentence 'We enjoyed the lively crowd outside.' and asks Ss to repeat. T reminds Ss that each diphthong glides within one syllable and that the final consonants must be pronounced (choice must not become joy; crowd must keep its /d/).

c) Expected outcomes

Ss pronounce the three diphthongs and the words correctly. Ss identify the sound in the sentence: 'crowd' /aʊ/ and 'outside' /aɪ/ (in the stressed syllable of out-side).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T models each word and asks Ss to listen. T plays the audio from the NeoEdu lesson for extra listening.

    Students

    Ss listen carefully and notice the glide between two vowel sounds.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat each word in chorus and then individually. T corrects the final consonants.

    Students

    Ss repeat the words. Common difficulty: Ss say /dʒɔɪ/ for choice. T models again.

  3. Teacher

    Step 3: Report and discussion

    T asks 3 volunteers to read the sentence 'We enjoyed the lively crowd outside.' and identify the diphthong in each underlined word.

    Students

    Ss read and identify: crowd /aʊ/, outside /aʊ/, enjoyed /ɔɪ/ (in this sentence, 'enjoyed' contains /ɔɪ/).

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the diphthongs glide within one syllable and that the final consonants must be heard. T says: 'Standard accent variation is accepted if the word is preserved.'

    Students

    Ss write the three diphthongs in their notebooks with one example each.

Activity 3: Practice · 10 minutes

Check Your Understanding

a) Aims

Ss apply the everyday English function and the culture text to answer questions about the model and produce short written answers.

b) Content

Ss complete Worksheet No. 1 in pairs. The worksheet contains questions 2–8 from the textbook exercise. Ss must answer with details from the model only.

c) Expected outcomes

Answers (teacher's guide, graded by the teacher, not automatic):
2) Audience: Lan, Phuc and Maya. Purpose: to introduce the guest and respond politely. Evidence: 'Hello, I'm Lan from the language club.' Further detail: 'I'm Phuc.'
3) Opening sentence: 'Hello, I'm Lan from the language club.' It introduces the situation and the speaker before the supporting detail.
4) Two useful details: 'It's a pleasure to meet you, Maya. I'm Phuc.' and 'Maya will join our discussion about school festivals.' Both give specific information the audience can use.
5) Summary: Lan introduces her guest, Maya, to Phuc. Phuc and Maya greet each other politely. Maya will join the language club's discussion of school festivals.
6) Sentence: 'Ask respectful questions, observe before judging and seek support when needed.' It gives concrete advice, not just a repeated title.
7) The opening sentence sets the topic of culture shock; the closing sentence gives a condition about respect for classmates.
8) Conclusion: People adapt at different speeds, and excitement and difficulty can occur together. Do not force a personal disclosure from a classmate as an example.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and reads the instructions: 'Use only information from the model. Support each answer with a detail.'

    Students

    Ss read the questions and ask T about any unclear words.

  2. Teacher

    Step 2: Task performance

    T asks pairs to work together for 6 minutes. T monitors and checks that Ss do not invent facts or results.

    Students

    Pairs write their answers on the worksheet. Possible answer for question 5: 'Lan introduces Maya to Phuc, and they greet each other politely.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to read their answers to questions 3, 4 and 6. T asks the class to comment: 'Is the detail correct? Did they add anything not in the model?'

    Students

    Pairs read their answers. Other Ss give feedback and check the details against the model.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct answers and stresses: 'A good answer uses specific details from the text and does not turn an example into a claimed observation.'

    Students

    Ss correct their worksheets and note the key points.

Activity 4: Application · 7 minutes

A Respectful Welcome to a Guest

a) Aims

Ss use the everyday English function and the culture ideas to produce a short spoken introduction and conclusion in a realistic situation.

b) Content

Ss work in groups of three. Each group imagines that a foreign guest is visiting their school to talk about school festivals. Ss:

  1. Write a short introduction using May I introduce…? and It's a pleasure to meet you.
  2. Write one sentence that gives a respectful tip for a guest who feels culture shock (e.g. Ask respectful questions before judging).
  3. Present the introduction to the class.

c) Expected outcomes

Each group produces a 3–4 line introduction and one respectful tip based only on the model. Example:
A: Hello, I'm Anna from the English club. May I introduce our guest, Mr. Tom?
B: It's a pleasure to meet you, Tom.
C: Pleased to meet you too.
Tip: Ask respectful questions and observe before judging when you feel culture shock.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the example on the board. T reminds Ss: 'Use the phrases from the model and do not invent facts about the guest.'

    Students

    Ss listen and ask questions if needed.

  2. Teacher

    Step 2: Task performance

    T gives Ss 4 minutes to write and rehearse. T walks around and supports groups that need help with phrases.

    Students

    Groups write the dialogue, decide roles and practise. Possible difficulty: Ss may forget the tip; T reminds them of the culture text.

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 groups to perform. T asks the class: 'Did the group use the everyday phrases correctly? Did they respect the guest?'

    Students

    Groups present. Class gives feedback, for example: 'Good use of May I introduce…?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the groups and summarises the function: introducing a guest politely and showing respect for different cultures. T gives the homework.

    Students

    Ss note the key phrases and the respectful tip in their notebooks.

Worksheets

Worksheet No. 1

Read the model carefully and answer the questions. Use details from the model only.

    1. Who are the audience of the everyday exchange? (Write the names.)
    1. What is the purpose of the exchange? Give one detail as evidence.
    1. What is the actual opening sentence? How does it introduce the topic?
    1. Select two useful details from the model. Explain why they are more useful than saying only that the topic is important.
    1. Write a three-sentence summary of the model. Keep the key conditions.
    1. Choose one sentence from the middle of the culture text and explain what it adds to the message.
    1. Read the opening and closing sentences of the culture text aloud. What is one difference in their jobs?
    1. Write a short concluding sentence that keeps the message of the text. Do not add invented results.

Homework

  • Write a short paragraph (5–6 sentences) in English introducing a foreign guest to your class. Use May I introduce…? and It's a pleasure to meet you, and add one respectful tip about culture shock from the text.
  • Practise the three diphthongs /ɔɪ/, /aɪ/ and /aʊ/ with the words choice, time and crowd. Record yourself and listen to check the final consonants.
  • Review the six key words (diversity, identity, culture shock, tradition, adapt, respect) and write an example sentence for each word.

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