Tiếng AnhLớp 12Phần 2. Unit 2: A multicultural world

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I. Objectives

1. Knowledge

Identify the speaker intentions in the opening exchange: introducing, greeting, responding and informing.
Explain the basic rules for using the indefinite article a/an, the definite article the and the zero article.
Pronounce the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ correctly in words and in a short sentence.
Use the six topic expressions diversity, identity, culture shock, tradition, adapt and respect in simple sentences about a multicultural world.

2. Competences

a) General competences

Self-control and independent learning: Ss complete the article and vocabulary exercises individually first, then check their answers against the key and correct their own mistakes.
Communication and collaboration: Ss work in pairs to practise introductions, discuss speaker intentions and check answers, using polite expressions such as It's a pleasure to meet you and Pleased to meet you too.
Problem-solving and creativity: Ss decide which article fits a noun by considering its sound, meaning and countability, and build a short respectful introduction for a guest at a cultural event.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read the opening exchange, identify its purpose, practise it aloud and write a short introduction of a guest.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the three diphthongs, learn six topic words and use a/an, the and the zero article correctly in context.

3. Personal qualities

Diligence: Ss complete every practice task and repeat the diphthong drills until their pronunciation becomes clear.
Responsibility: Ss take their assigned role in pair work and check their partner's answers carefully before reporting.
Respect for others: Ss use respectful language when they introduce a guest and accept that a classmate may not wish to take part in an activity.

II. Teaching aids and materials

1. Teacher

Projector or interactive board with the opening exchange, the article rules and the diphthong words
Slides with the six topic expressions and their Vietnamese meanings
Worksheet 1: Articles and Vocabulary (printed, one per pair)
Answer key for the practice exercises
NeoEdu learning page: neoedu.vn/learn/12/english/unit-2-getting-started (interactive exercises and model audio)

2. Students

Student's book Unit 2 (Getting Started)
Notebook, pen and pencil
Small whiteboard and marker for quick answer checks

III. Procedures

Activity 1: Warm-up · 5 minutes

Greeting a Guest

a) Aims

Ss recognise the context of the opening exchange and predict the topic of Unit 2 through a simple introduction.

b) Content

T plays the opening exchange (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.). Ss listen twice and answer: Who are the speakers? Who is the guest? What will the discussion be about?

c) Expected outcomes

Ss answer: Lan, Phuc and Maya are the speakers. Maya is the guest. The discussion will be about school festivals. Ss also note that the exchange is an introduction at a language club and the topic is linked to a multicultural world.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T greets the class with Good morning, everyone! and asks: Have you ever been introduced to a guest at a school event? T writes the three questions on the board: Who are the speakers? Who is the guest? What will the discussion be about?
Students
Ss look at the questions and guess the answers quietly.
Teacher
Step 2: Task performance
T plays the recording of the exchange twice and pauses to let Ss note key words.
Students
Ss listen and note the names Lan, Phuc, Maya and the phrase school festivals in their notebooks.
Teacher
Step 3: Report and discussion
T asks: Who is the host of the conversation? (Expected answer: Lan.) What does Maya do at the club? (Expected answer: She joins the discussion about school festivals.)
Students
Ss answer in full sentences, for example: Lan is the host. Maya will join the discussion about school festivals.
Teacher
Step 4: Conclusion and assessment
T confirms the answers, introduces the unit topic A multicultural world and states the lesson goal: follow the opening exchange, identify speaker intentions and use useful language about the topic.
Students
Ss copy the lesson goal into their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Speaker Intentions in the Opening Exchange

a) Aims

Ss identify what each speaker is doing with the line and link it to the correct communicative function.

b) Content

Ss work in pairs with the four lines of the opening exchange. Each pair matches the line with its intention: introducing, greeting, responding or informing. Ss then underline the phrase that signals the intention (for example May I introduce, It's a pleasure to meet you, Pleased to meet you too, Maya will join).

c) Expected outcomes

Ss complete the following list:

A (Hello, I'm Lan...; May I introduce our guest, Maya?): introducing a guest
B (It's a pleasure to meet you, Maya. I'm Phuc.): greeting and self-introduction
C (Pleased to meet you too.): responding to a greeting
A (Maya will join our discussion about school festivals.): informing about the topic
Key phrases: May I introduce..., It's a pleasure to meet you, Pleased to meet you too.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four lines on the board and asks: What is speaker A doing in the first line? Which words help you know? T explains that an intention is what a speaker wants to do with a line, not only what the words mean.
Students
Ss read the four lines silently and listen to T's example.
Teacher
Step 2: Task performance
T asks Ss to work in pairs and complete the table. T walks around, checks progress and helps weaker pairs by pointing to key phrases.
Students
Pairs discuss and write the intention for each line. Ss underline the key phrase in the text.
Teacher
Step 3: Report and discussion
T invites one pair to report. T asks: Why is C a response and not a greeting? (Expected answer: Pleased to meet you too answers B's greeting.)
Students
Pairs report, for example: Line A1 introduces the guest because the phrase May I introduce our guest is used. Line C responds to B.
Teacher
Step 4: Conclusion and assessment
T summarises the four intentions and writes them on the board, then models the stress and rhythm of the greeting phrases.
Students
Ss copy the summary and repeat the key phrases after T.

Activity 2.2: Knowledge formation · 8 minutes

Articles: Meaning before Form

a) Aims

Ss explain the uses of a/an, the and the zero article, and choose the correct article by considering meaning and sound.

b) Content

T presents the rules through examples from the lesson:

A/an introduces a non-specific singular count noun; choose by sound: an hour, a university.
The identifies a specific or shared referent or a unique item in context.
The zero article often marks plural or uncountable nouns in general: Festivals bring people together; music matters.
Country names usually have no article, but the United Kingdom and the United States take the.
Do not use a/an before an uncountable noun such as information.

c) Expected outcomes

Ss write the four rules in their own words:

Use a/an with a singular countable noun that is not specific; choose an before a vowel sound (an hour, an exchange student).
Use the when the listener knows which thing is meant or when the item is unique.
Use no article with plural or uncountable nouns in general (Festivals bring people together; Music matters).
Country names usually take no article, but the United Kingdom and the United States take the; never use a/an before information.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the sentence Festivals bring people together on the board and asks: Is festivals specific or general here? Does it need an article? Why?
Students
Ss think silently and raise hands with their answers.
Teacher
Step 2: Task performance
T shows the examples in pairs: an hour / a university, the United Kingdom / Vietnam, music matters / the music in the hall. T asks pairs to decide why each article is used and write one rule for each.
Students
Pairs discuss and write their rules in notebooks. Ss say the sentence aloud to check the sound of an and a.
Teacher
Step 3: Report and discussion
T invites pairs to present one rule each and asks: Why is it a university but an hour? (Expected answer: The article depends on the sound of the next word: university begins with consonant sound /j/; hour begins with vowel sound.)
Students
Pairs present their rules. Expected answers include: We use the because the hall is a shared place; We use zero article with information because it is uncountable.
Teacher
Step 4: Conclusion and assessment
T confirms the rules, writes the four key points on the board and reminds Ss that sound decides a/an, not spelling alone.
Students
Ss copy the four rules into their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Pronunciation: Diphthongs /ɔɪ/, /aɪ/ and /aʊ/

a) Aims

Ss pronounce the three diphthongs with a smooth glide within one syllable and keep final consonants clear.

b) Content

Ss listen to and repeat the words: choice /tʃɔɪs/, time /taɪm/, crowd /kraʊd/. T contrasts choice with joy and crowd with its final /d/. Ss read the sentence: We enjoyed the lively crowd outside.

c) Expected outcomes

Ss produce:

/ɔɪ/ in choice, joy (glide from /ɔ/ to /ɪ/)
/aɪ/ in time (glide from /a/ to /ɪ/)
/aʊ/ in crowd, outside (glide from /a/ to /ʊ/)
Ss can read the sentence We enjoyed the lively crowd outside with a clear diphthong in each key word and a final /d/ in crowd.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three diphthong symbols on the board and models each sound with a gliding hand movement, then asks Ss to watch and copy.
Students
Ss watch T's model and copy the hand movement.
Teacher
Step 2: Task performance
T plays the model audio on the NeoEdu page, then leads choral and individual repetition. T corrects by pointing out when a final consonant is dropped, for example choice sounding like joy.
Students
Ss repeat in chorus, then individually. Ss compare choice and joy and say whether the final sound is clear.
Teacher
Step 3: Report and discussion
T invites three Ss to read the sentence We enjoyed the lively crowd outside. T asks the class to give feedback on the diphthong and the /d/ sound.
Students
Volunteers read the sentence. Classmates answer: The /aʊ/ in crowd is clear; the /d/ is pronounced.
Teacher
Step 4: Conclusion and assessment
T confirms that each diphthong glides inside one syllable and that accent variation is accepted if the word is preserved.
Students
Ss note the rule in their notebooks and practise the sentence in pairs once more.

Activity 2.4: Knowledge formation · 5 minutes

Topic Vocabulary: Diversity and Identity

a) Aims

Ss recognise six topic words, pronounce them and connect each word to the meaning used in this unit.

b) Content

T presents the six words with their Vietnamese meanings:

diversity (sự đa dạng)
identity (bản sắc)
culture shock (sốc văn hoá)
tradition (truyền thống)
adapt (thích nghi)
respect (tôn trọng)
Ss repeat each word and make one short sentence about a multicultural world using the word.

c) Expected outcomes

Ss write six sentences, one per word, for example: Cultural diversity makes our school more interesting. Students should respect the traditions of other communities. Each Ss sentence must use the word correctly and show its meaning.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the six words with their meanings and asks Ss to read them aloud after T.
Students
Ss repeat each word and note its Vietnamese meaning.
Teacher
Step 2: Task performance
T asks Ss to write one sentence for each word and to check spelling with a partner.
Students
Ss write sentences individually, then share with a partner to check meaning and spelling.
Teacher
Step 3: Report and discussion
T calls on four Ss to read their sentences aloud and asks the class: Is the word used correctly here?
Students
Ss read their sentences. The class gives feedback using the word meanings.
Teacher
Step 4: Conclusion and assessment
T confirms the meaning of each word and notes the collocation culture shock as a fixed expression.
Students
Ss copy the six words and their meanings in their vocabulary notebooks.

Activity 3: Practice · 8 minutes

Article and Vocabulary Quiz

a) Aims

Ss apply the article rules and topic vocabulary in short exercises and check answers with a partner.

b) Content

Ss complete Worksheet 1: Articles and Vocabulary in pairs.
Exercise 1: match the six topic expressions with their meanings.
Exercise 2: choose the indefinite article in the sentences: We invited ___ exchange student. / She studies at ___ university.
Exercise 3: choose the correct article for: ___ music can connect people.

c) Expected outcomes

Answer key:

Matching: diversity – sự đa dạng; identity – bản sắc; culture shock – sốc văn hoá; tradition – truyền thống; adapt – thích nghi; respect – tôn trọng.
We invited ___ exchange student: B. an (Exchange begins with a vowel sound.)
She studies at ___ university: B. a (University begins with consonant sound /j/.)
___ music can connect people: D. Zero article (Uncountable music in general takes no article.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet 1 to each pair and explains the three exercises. T reminds Ss to decide the article by sound and meaning.
Students
Pairs read the instructions and ask any questions about the exercises.
Teacher
Step 2: Task performance
T sets a time limit of about five minutes and monitors pairs, giving hints such as Think about the first sound of the noun.
Students
Pairs complete the worksheet and check each other's answers before the time is up.
Teacher
Step 3: Report and discussion
T calls on pairs to give answers for each exercise. T asks: Why not A in the first sentence? (Expected answer: exchange begins with a vowel sound, so an is needed.)
Students
Pairs report answers and explain their reasons. Ss with wrong answers correct them in their notebooks.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the board, confirms the correct answers and gives the reason for each.
Students
Ss check their work against the key and correct any mistakes.

Activity 4: Application · 5 minutes

Introducing a Guest at Cultural Diversity Day

a) Aims

Ss use the opening exchange patterns, topic vocabulary and the article rules to write and act out a short respectful introduction in a real school context.

b) Content

Ss imagine they are hosts at a Cultural Diversity Day station. In pairs, Ss write a short dialogue of four to five lines to introduce a guest who will talk about a festival from their community. The dialogue must include one of the phrases May I introduce..., It's a pleasure to meet you or Pleased to meet you too, one topic word from the lesson and one correct article. Ss also prepare the answer to the follow-up question: What if someone does not want to take part? Response: Offer the alternative activity respectfully.

c) Expected outcomes

Each pair produces a dialogue of four to five lines in which the host introduces the guest and the guest mentions one festival or tradition with respect. The follow-up answer must offer a respectful alternative, for example: That's fine. You can join the quiet craft activity instead.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T describes the Cultural Diversity Day context, shows the follow-up question and sets the requirements: one introduction phrase, one topic word and one article rule in use.
Students
Ss listen to T's instructions and note the three requirements.
Teacher
Step 2: Task performance
T gives Ss two minutes to write the dialogue and one minute to rehearse. T reminds pairs to avoid asking any one student to represent an entire country.
Students
Pairs write and rehearse their dialogues. Partners take turns as host and guest.
Teacher
Step 3: Report and discussion
T invites two or three pairs to perform. T asks the class: Did the host respect the guest's choice? Which article did the pair use correctly?
Students
Volunteer pairs perform. Classmates give feedback on respect and accuracy.
Teacher
Step 4: Conclusion and assessment
T praises the respectful language, reminds Ss that participation in a festival must be voluntary and reinforces the lesson goal: follow the opening exchange and use useful language about a multicultural world.
Students
Ss note one useful phrase from the most successful dialogue in their notebooks.

Worksheets

Worksheet 1: Articles and Vocabulary

Exercise 1: Match each topic expression with its meaning.

diversity
identity
culture shock
tradition
adapt
respect
Meanings (in random order): thích nghi; sự đa dạng; tôn trọng; bản sắc; truyền thống; sốc văn hoá

Exercise 2: Choose the indefinite article.

We invited ___ exchange student.
A. a B. an C. the D. zero article
She studies at ___ university.
A. zero article B. a C. the D. an

Exercise 3: Choose the correct article for the general sentence.
___ music can connect people.
A. An B. A C. The D. Zero article

Task: Write one reason for each answer based on sound or meaning.

Homework

Write a three-sentence summary of the opening exchange using only information in the model. Keep the essential condition: Maya will join the language club's discussion of school festivals.
Answer the three review questions in writing: (1) State the purpose and audience of the opening exchange and support your answer with one detail. (2) Explain how the opening introduces the topic and identify the actual opening sentence. (3) Select two useful details and explain why they are more useful than saying only that the topic is important.
Practise the diphthong words choice, time and crowd and the sentence We enjoyed the lively crowd outside with the NeoEdu audio at neoedu.vn/learn/12/english/unit-2-getting-started. Record yourself and listen for a clear final consonant.
Prepare a short introduction (four to five lines) for a guest at your school's Cultural Diversity Day to present at the next lesson.

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