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

Giáo án Looking back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: identify and explain the uses of a/an, the and the zero article with count, plural, uncountable and country-name nouns; pronounce the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ and their final consonants correctly; use the six topic expressions (diversity, identity, culture shock, tradition, adapt, respect) in context.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own article choices and pronunciation against the rules and answer key, and correct their own mistakes before the class discusses them.
  • Communication and collaboration: Ss work in pairs and small groups to explain their answers, give peer feedback on pronunciation, and share responsibilities when preparing the Cultural Diversity Day stations.
  • Problem-solving and creativity: Ss apply the article rules to new sentences and write a short, connected paragraph about a festival they know, using the model text as a guide.

b) Specific competences

  • Language knowledge (pronunciation, vocabulary, grammar): Ss recognise the sound-based choice between a and an, apply the zero article for general plural and uncountable nouns, and pronounce the three diphthongs with clear final consonants.
  • Communicative competence in English through listening, speaking, reading and writing: Ss read and listen to the model sentence "We enjoyed the lively crowd outside.", speak about traditions in English, and write a short paragraph describing a festival with an appropriate article and vocabulary.

3. Personal qualities

  • Responsibility: Ss take on a clear role in their group (researcher, checker or presenter) and complete it on time.
  • Kindness: Ss respect classmates' accents and cultural practices, and offer a comfortable alternative to anyone who does not want to take part in an activity.
  • Honesty: Ss admit when an example is only an illustration and do not present it as proof of a general claim about a culture.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the review rules, example sentences and the answer key
  • Audio recording or teacher model reading of the diphthong words and the sentence "We enjoyed the lively crowd outside."
  • Worksheet 1 and Worksheet 2 (printed, one set per group of four)
  • NeoEdu online lesson page: neoedu.vn/learn/12/english/unit-2-looking-back (interactive exercises and examples)
  • Whiteboard markers and a timer

2. Students

  • Notebook, pen and pencil
  • Sticky notes or small pieces of paper for the matching task
  • Coloured pens or markers for the station poster

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick Recall of the Unit

a) Aims

Ss recall the key language of Unit 2 and see that the lesson is a review of articles, pronunciation and vocabulary.

b) Content

Ss look at five words on the board: hour, university, information, festival, United Kingdom. In pairs, they decide which article (a, an, the or zero article) goes with each word and say why, based on the sound or the meaning. Ss also match the words with the topic expression they know from the unit.

c) Expected outcomes

Expected answers:

  • hour: an (vowel sound at the beginning of the word, /aʊə/)
  • university: a (consonant sound /j/)
  • information: no article (uncountable noun)
  • festival: a/an in a singular sentence, or zero article in a general plural statement (e.g. Festivals bring people together)
  • United Kingdom: the
    Ss also recall that the six unit topic words are diversity, identity, culture shock, tradition, adapt and respect.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five words on the board and says: "Look at these words. Which article is needed? Work with your partner for one minute."

    Students

    Ss look at the words and listen to the instruction. They ask T if they do not understand the word "article".

  2. Teacher

    Step 2: Task performance

    T walks around, listens to the pairs and gives hints such as "Listen to the first sound" or "Is this a general idea or a specific item?"

    Students

    Ss discuss in pairs and write their answers on sticky notes. Expected answer: "Hour starts with a vowel sound, so we use an hour."

  3. Teacher

    Step 3: Report and discussion

    T asks: "Which pair can explain the answer for information? Why?" and invites one or two pairs to share.

    Students

    Some pairs report. Expected answer: "Information is uncountable, so we do not use a or an." Other Ss agree or add a comment.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and says: "Today we will review articles, pronunciation and the unit vocabulary." T writes the lesson title on the board.

    Students

    Ss copy the lesson title and the main focus into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Systematising the Articles

a) Aims

Ss restate the rules of a/an, the and the zero article, and explain how the rules apply in context.

b) Content

Ss work in groups of four using Worksheet 1. Each group completes a rule chart and checks the examples on the NeoEdu page. Each student takes one rule (a/an, the, zero article, country names) and teaches it to the group in two minutes. Groups then compare the examples: "I bought a guide. The guide has clear maps." and "Festivals bring people together; music matters."

c) Expected outcomes

Rule chart completed by each group:

  • 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 guide has clear maps.)
  • zero article: marks general plural or uncountable nouns (Festivals bring people together; music matters.)
  • country names: usually no article, but the United Kingdom and the United States take the
  • Do not use a/an before an uncountable noun such as information.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: "In your group, each person chooses one rule. Teach your rule to the group in two minutes. Then complete the chart together."

    Students

    Ss form groups of four, choose a rule and prepare a short explanation.

  2. Teacher

    Step 2: Task performance

    T asks: "Why do we say the guide in the second sentence?" and monitors group discussion, using the NeoEdu examples if needed.

    Students

    Ss teach their rule to the group and check the examples. Expected answer: "The guide is the same guide we mentioned in the first sentence, so it is specific."

  3. Teacher

    Step 3: Report and discussion

    T asks one group to read its chart aloud and asks: "Why is there no article before information?"

    Students

    A representative reads the rule chart. Expected answer: "Information is uncountable, so we do not use a or an before it."

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rules on the slide, emphasising that the choice of a/an depends on the sound and not the spelling. T also notes that the United Kingdom and the United States take the.

    Students

    Ss copy the summary into their notebooks and tick the rules they are unsure about to review later.

Activity 2.2: Knowledge formation · 8 minutes

Diphthongs and Final Consonants

a) Aims

Ss pronounce the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ within one syllable and keep the final consonants clear.

b) Content

T models the words choice /tʃɔɪs/, time /taɪm/ and crowd /kraʊd/, then the sentence "We enjoyed the lively crowd outside." Ss repeat in chorus and then individually. T highlights the difference between choice and joy, and the final /d/ in crowd. Ss listen to the NeoEdu audio and mark the diphthongs they hear.

c) Expected outcomes

Ss can state the three diphthongs and read them correctly:

  • /ɔɪ/ in choice
  • /aɪ/ in time
  • /aʊ/ in crowd
    Ss say that each diphthong glides within one syllable and that the final consonant must be heard (choice, not joy; crowd with a clear /d/).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Listen carefully. Then repeat after me. Pay attention to the glide inside each vowel and the final consonant."

    Students

    Ss listen to T's model and look at the phonetic symbols on the slide.

  2. Teacher

    Step 2: Task performance

    T models the words and the sentence, then asks Ss to repeat in chorus and individually. T circulates and corrects the final consonants.

    Students

    Ss repeat the words and the sentence. Some Ss may say "joy" for choice, and T corrects it with a clear /tʃɔɪs/.

  3. Teacher

    Step 3: Report and discussion

    T calls two or three individuals to read the sentence "We enjoyed the lively crowd outside." and asks the class to give feedback.

    Students

    Selected Ss read the sentence. Classmates give feedback such as "The /d/ at the end of crowd was clear."

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms: "Each diphthong glides within one syllable. Keep the final consonants. Standard accent variation is accepted if the word is preserved."

    Students

    Ss write the three diphthongs with example words in their notebooks.

Activity 3: Practice · 10 minutes

Article Choice and Unit Vocabulary

a) Aims

Ss choose the correct article in context and match the unit vocabulary with its Vietnamese meaning.

b) Content

Ss complete Worksheet 2 individually (Exercises 2–9) and then match the six topic words in Exercise 10 with their meanings. Ss check their answers in pairs before T shows the key.
Worksheet 2 contains:

  • Exercise 2: We invited ___ exchange student. A. a; B. the; C. zero article; D. an
  • Exercise 3: She studies at ___ university. A. the; B. a; C. zero article; D. an
  • Exercise 4: ___ music can connect people. A. The; B. An; C. Zero article; D. A
  • Exercise 5: We visited ___ United Kingdom. A. a; B. the; C. zero article; D. an
  • Exercise 6: I bought a guide. ___ guide has clear maps. A. The; B. An; C. A; D. Zero article
  • Exercise 7: The talk lasts ___ hour. A. zero article; B. the; C. an; D. a
  • Exercise 8: Choose the grammatical phrase. A. an useful information; B. informations; C. a useful information; D. some useful information
  • Exercise 9: ___ festivals can change over time. A. The; B. Zero article; C. A; D. An

c) Expected outcomes

Answer key:

  • Exercise 2: D (exchange begins with a vowel sound)
  • Exercise 3: B (university begins with the consonant sound /j/)
  • Exercise 4: C (general uncountable noun, no article)
  • Exercise 5: B (the United Kingdom is an established exception)
  • Exercise 6: A (second mention is specific)
  • Exercise 7: C (hour begins with a vowel sound)
  • Exercise 8: D (information is uncountable)
  • Exercise 9: B (general plural noun, no article)
    Exercise 10 matches: diversity – sự đa dạng; identity – bản sắc; culture shock – sốc văn hoá; tradition – truyền thống; adapt – thích nghi; respect – tôn trọng.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Complete Exercises 2 to 9 on Worksheet 2 on your own. Then match the words in Exercise 10. You have seven minutes."

    Students

    Ss read the instructions and begin the exercises individually.

  2. Teacher

    Step 2: Task performance

    T monitors and reminds Ss to listen to the first sound of the next word before choosing a/an.

    Students

    Ss complete the exercises. They compare their answers with a partner and explain any differences.

  3. Teacher

    Step 3: Report and discussion

    T asks: "Who chose B for Exercise 3? Why?" and goes through the answers with the class.

    Students

    Ss give their answers. Expected answer for Exercise 3: "University starts with the consonant sound /j/, so we use a."

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key and points out common errors: a/an before information and the zero article before a general plural noun.

    Students

    Ss correct their own worksheet and write down the errors they made.

Activity 4: Application · 10 minutes

Cultural Diversity Day Stations

a) Aims

Ss use the unit language in a connected product: a short station label and a paragraph about a festival, with respectful language and correct articles.

b) Content

Ss work in teams of three to plan one station for a Cultural Diversity Day: a sourced story display, a voluntary craft activity or a discussion about how traditions change. Each team writes a label that names the particular community and occasion, uses at least two target words (diversity, identity, tradition, adapt, respect, culture shock), and includes one sentence with the correct article. Teams use the model in Exercise 1 as a guide. Ss also discuss: "What if someone does not want to take part?"

c) Expected outcomes

Each team produces:

  • A station label of three to four sentences naming the community and occasion, for example: "This New Year display explains the purpose of a family gathering. Not every family prepares the same food."
  • One sentence with a voluntary alternative, for example: "Participation in the craft activity is voluntary, and a quiet alternative is available."
  • A short answer to the follow-up question: "Offer the alternative activity respectfully; participation in a particular festival activity must be voluntary."
    Key idea from the model: "Festivals can broaden understanding when they are introduced thoughtfully."

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: "Your team will plan one station. Write a label with the name of the community and the occasion. Use at least two target words and one correct article. Remember to offer a quiet alternative."

    Students

    Ss form teams, choose a station and divide the tasks: researcher, checker and presenter.

  2. Teacher

    Step 2: Task performance

    T walks around and asks: "Is your example an illustration, or is it a claim about the whole culture?" T reminds Ss to check the source and permission of any borrowed story.

    Students

    Ss write the label on a poster. Expected sentence: "A New Year display can explain the purpose of a family gathering without claiming that every family prepares the same food."

  3. Teacher

    Step 3: Report and discussion

    T invites one team to present its station and asks the class: "What would you do if someone does not want to join the craft activity?"

    Students

    A presenter explains the station. Other Ss answer: "We would offer the quiet alternative and respect their choice."

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the connected use of language and summarises the key points: correct articles, respectful labels, voluntary participation and no ranking of cultures.

    Students

    Ss write one sentence in their notebooks summarising what they learned about respectful festival presentation.

Worksheets

Worksheet 1: Rules of Articles

Task: Complete the rule chart in your group. Each person teaches one rule.

  • a/an: rule, example, reason
  • the: rule, example, reason
  • zero article: rule, example, reason
  • Country names: rule, example, reason
  • Uncountable nouns: rule, example, reason
    Question: Why do we say "the guide" in the sentence "I bought a guide. The guide has clear maps."?
    Question: Why do we say "an hour" but "a university"?

Worksheet 2: Practice and Vocabulary

Exercises 2 to 9: Choose the correct answer A, B, C or D.

  • Exercise 2: We invited ___ exchange student. A. a; B. the; C. zero article; D. an
  • Exercise 3: She studies at ___ university. A. the; B. a; C. zero article; D. an
  • Exercise 4: ___ music can connect people. A. The; B. An; C. Zero article; D. A
  • Exercise 5: We visited ___ United Kingdom. A. a; B. the; C. zero article; D. an
  • Exercise 6: I bought a guide. ___ guide has clear maps. A. The; B. An; C. A; D. Zero article
  • Exercise 7: The talk lasts ___ hour. A. zero article; B. the; C. an; D. a
  • Exercise 8: Choose the grammatical phrase. A. an useful information; B. informations; C. a useful information; D. some useful information
  • Exercise 9: ___ festivals can change over time. A. The; B. Zero article; C. A; D. An
    Exercise 10: Match each word with its meaning.
  • diversity
  • identity
  • culture shock
  • tradition
  • adapt
  • respect
    Meanings (in random order): thích nghi; sốc văn hoá; bản sắc; tôn trọng; sự đa dạng; truyền thống

Homework

  • Write a short paragraph (about 80 words) about a festival you know. Use at least three target words (diversity, identity, tradition, adapt, respect, culture shock) and check every article before you hand in your work.
  • Practise the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ with the words choice, time and crowd, and record yourself reading the sentence "We enjoyed the lively crowd outside." Listen to your recording and check whether the final consonants are clear.
  • Complete the interactive exercises on the NeoEdu page neoedu.vn/learn/12/english/unit-2-looking-back and note the questions you still find difficult to bring to the next lesson.

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