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

Giáo án Reading

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 2 tiết (90 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the main ideas and specific details of the reading 'A multicultural world'.
- Explain the difference between a stated fact, a reasonable inference and an unsupported claim, using evidence from the text.
- Pronounce the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ accurately in words and sentences.
- Use a/an, the and the zero article correctly in context.
- Use the vocabulary: diversity (sự đa dạng), identity (bản sắc), culture shock (sốc văn hoá), tradition (truyền thống), adapt (thích nghi), respect (tôn trọng).

2. Competences

a) General competences

Self-control and independent learning: Ss read the passage independently for a central question, then locate and check evidence for each answer before sharing.
Communication and collaboration: Ss work in pairs and small groups to discuss the festival scenario, compare answers and justify their choices with evidence from the text.
Problem-solving and creativity: Ss decide which information (region, occasion, source) makes a cultural label more accurate, and write their own respectful description of a tradition.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas, detail and justified inference, discuss the text orally, and write a short respectful description of a festival or tradition.
Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the three diphthongs correctly, use the target vocabulary in context, and apply the rules for a/an, the and the zero article.

3. Personal qualities

Respect: Ss show respect for other cultures by describing traditions carefully, acknowledging variation and asking permission before using someone's personal story.
Responsibility: Ss complete individual reading tasks, check their own evidence and finish the homework writing on time.

II. Teaching aids and materials

1. Teacher

Projector or interactive whiteboard with the reading text, vocabulary list and exercises
Worksheet 1 and Worksheet 2 (printed or projected)
Timer
NeoEdu online lesson page with lecture, examples and interactive exercises: neoedu.vn/learn/12/english/unit-2-reading

2. Students

Student's book Tiếng Anh 12 (Global Success), Unit 2
Notebook, pen, pencil and highlighter
Small sticky notes or paper strips for labelling evidence

III. Procedures

Activity 1: Warm-up · 6 minutes

Lead-in: Festivals and Everyday Traditions

a) Aims

Ss activate prior knowledge about festivals and traditions and get ready to read about cultural diversity.

b) Content

Ss answer three questions in pairs:

What festivals or traditions do you celebrate in your family or community?
Which food, music or stories are linked with them?
Do you think a festival can change when people move to another country? Why?

c) Expected outcomes

A list of at least three festivals or traditions per pair, with one reason for the change question (e.g., 'The food or the setting can change, but the meaning stays the same, such as reunion.'). T writes the unit topic 'A multicultural world' and the key word 'diversity' on the board.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the title 'A multicultural world' and asks the three lead-in questions. T gives 1 minute for pair discussion.
Students
Ss listen to the questions and think silently for 30 seconds.
Teacher
Step 2: Task performance
T monitors pairs and helps Ss with words they need, such as 'tradition' or 'ingredient'.
Students
Ss discuss in pairs and write down their ideas in a list.
Possible answers: 'Tet is celebrated with bánh chưng and family reunions.' / 'Music and food change in different families.'
Teacher
Step 3: Report and discussion
T calls on 2–3 pairs to share their answers and asks: 'Why do you think the food or the setting may change?'
Students
Ss report their ideas. Possible answer: 'Families use local ingredients and a new place, but they still keep the meaning of the celebration.'
Teacher
Step 4: Conclusion and assessment
T praises good ideas and says: 'Today we will read about how cultures can be shared without losing their meaning. We will also learn how to read for evidence.' T writes the word 'diversity' on the board.
Students
Ss copy the title and the key word into their notebooks.

Activity 2.1: Knowledge formation · 18 minutes

Vocabulary and the Main Idea of the Text

a) Aims

Ss understand the six key words and identify the central question and main idea of the reading.

b) Content

Task 1: Ss match each word with its meaning.

diversity (sự đa dạng)
identity (bản sắc)
culture shock (sốc văn hoá)
tradition (truyền thống)
adapt (thích nghi)
respect (tôn trọng)

Task 2: Ss read the passage once and answer the central question: 'What does the writer want to say about global festivals and local cultures?'

Task 3: Ss use a sticky note to mark the sentence that states the main idea.

c) Expected outcomes

Vocabulary: Ss write the Vietnamese meaning and an English example sentence for each word.
Main idea: 'Global connections can make cultural experiences more available without making every community identical.' Diversity is presented as an ongoing conversation, not a row of stereotypes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the six words and their meanings on the board in mixed order. T asks Ss to read the passage once quickly and answer the central question. T explains the rule: read once for the central question first, then check the details.
Students
Ss listen to the instructions and ask questions if needed.
Teacher
Step 2: Task performance
T uses a matching game: pairs match words and meanings in 3 minutes, then check with the reading. T monitors and helps with 'culture shock' and 'adapt'.
Students
Ss work in pairs to match the words and then read the passage silently. Possible answer for the main idea: 'The writer says that the global world can share cultures, but people should not think all communities are the same.'
Teacher
Step 3: Report and discussion
T calls on pairs to read their matches and the main idea. T writes the correct matches on the board and asks: 'Which sentence in the text tells us the main idea?'
Students
Ss report their matches and read the sentence: 'Global connections can make cultural experiences more available without making every community identical.'
Teacher
Step 4: Conclusion and assessment
T confirms the correct matches and the main idea, then gives a short example: 'Diversity means that each community has its own identity.' T asks Ss to write the new words in their notebooks.
Students
Ss correct their work and write the new vocabulary with an example sentence.

Activity 2.2: Knowledge formation · 12 minutes

Reading for Evidence: Fact, Inference or Unsupported Claim

a) Aims

Ss distinguish a stated fact, a reasonable inference and an unsupported claim, and find the exact sentence that supports each answer.

b) Content

Ss read the text again and work with Worksheet 1. T shows the three categories on the board:

Stated fact: the text says it directly.
Reasonable inference: a conclusion that the text supports.
Unsupported claim: a statement the text does not support.

Ss check the statements: (a) The organisers first labelled each stall with a country name alone. (b) Global festivals will definitely replace local customs. (c) An exchange student suggested adding the region, occasion and source.

c) Expected outcomes

(a) Stated fact. Evidence: 'The organisers first labelled each stall with a country name alone.'
(b) Unsupported claim. The text says that 'some worried' about it, so it is only a concern, not a conclusion.
(c) Stated fact. Evidence: 'An exchange student suggested adding the region, occasion and source.'
Ss also write one inference: 'Students may ask more thoughtful questions after learning about an unfamiliar festival.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T introduces the three categories and models the first statement with a think-aloud: 'The text says this directly, so it is a stated fact.' T gives Worksheet 1 to each pair.
Students
Ss listen and follow the model.
Teacher
Step 2: Task performance
T asks pairs to find the exact sentence for each statement. T reminds Ss to underline the evidence and write the category next to it.
Students
Ss work in pairs, find evidence and label each statement. Some Ss may choose (b) as a fact, so T prompts: 'Does the text say this, or does it say some people worried?'
Teacher
Step 3: Report and discussion
T asks one pair to share (a) and (b), and another pair to share (c) and the inference. T writes the evidence on the board.
Students
Ss read their evidence sentences aloud and explain their choice.
Teacher
Step 4: Conclusion and assessment
T confirms: 'A good answer always needs evidence from the text. An inference must be supported, and a claim without support is not correct.' T links this idea to the lesson topic: 'Do not turn an illustrative example into a claimed observation.'
Students
Ss write the three category names in their notebooks with one example each.

Activity 2.3: Knowledge formation · 8 minutes

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

a) Aims

Ss pronounce the three diphthongs /ɔɪ/, /aɪ/ and /aʊ/ clearly and keep the final consonants.

b) Content

T models the words:

choice /tʃɔɪs/
time /taɪm/
crowd /kraʊd/

Ss read the model sentence: 'We enjoyed the lively crowd outside.' Ss practise choral repetition, then read in pairs. Ss check that choice does not become 'joy' and crowd keeps its /d/.

c) Expected outcomes

Ss pronounce the three words and the sentence correctly. Each diphthong glides within one syllable, and the final consonants /s/, /m/ and /d/ are clear.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the three words and the sentence on the board and asks Ss to listen to the model. T explains: 'Each diphthong glides within one syllable.'
Students
Ss listen carefully and watch T's mouth movements.
Teacher
Step 2: Task performance
T leads choral repetition for each word, then asks pairs to read the words and the sentence. T listens for the final consonants and corrects gently.
Students
Ss repeat the words in chorus and then practise in pairs. Pairs take turns reading the sentence.
Teacher
Step 3: Report and discussion
T calls on 2–3 Ss to read the sentence alone and gives feedback.
Students
Selected Ss read 'We enjoyed the lively crowd outside.' and compare their pronunciation with the model.
Teacher
Step 4: Conclusion and assessment
T summarises: 'Keep the glide inside one syllable and do not lose the final consonant. Accept standard accent variation if the word is still clear.'
Students
Ss write the three diphthongs in their notebooks and note one word they need to practise at home.

Activity 2.4: Knowledge formation · 8 minutes

Grammar: Articles in Context

a) Aims

Ss use a/an, the and the zero article correctly by identifying whether a noun is non-specific, specific or general.

b) Content

T presents the rules:

a/an introduces a non-specific singular count noun, chosen 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.

Ss find examples in the text: 'At a fictional school festival', 'an exchange student', 'a nation', 'The organisers', 'the region'.

c) Expected outcomes

a fictional school festival: a + non-specific singular count noun
an exchange student: an, chosen by sound
a nation: a + non-specific singular count noun
The organisers: the, specific referent in the text
the region, the occasion, the source: the, specific items in context
Festivals bring people together: zero article, plural noun in general

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the rules on the board and gives one example for each rule. T asks Ss to find the articles in the text.
Students
Ss listen and look for articles in the reading passage.
Teacher
Step 2: Task performance
T asks Ss to sort the noun phrases into three groups: a/an, the, and no article. T monitors and asks: 'Is this noun specific or general?'
Students
Ss work in pairs, sort the examples and explain why each article is used.
Teacher
Step 3: Report and discussion
T asks pairs to report one example from each group and explain the reason.
Students
Ss report, for example: 'an exchange student, because the sound begins with a vowel.' / 'the organisers, because we know which people the text means.'
Teacher
Step 4: Conclusion and assessment
T confirms the rules and points out: 'Do not use a/an before an uncountable noun.' T asks Ss to add the rule to their notebooks.
Students
Ss write the rules and one example sentence for each.

Activity 3.1: Practice · 14 minutes

Answering Comprehension Questions

a) Aims

Ss answer multiple-choice questions about details and the stated concern in the text, and justify each answer with the text.

b) Content

Ss work individually on Exercises 2–5 in Worksheet 2:
2. Why add region and occasion to labels? A. Food needs no context; B. Every family is identical; C. Country names are always false; D. One example cannot represent a whole nation.
3. How can traditions change after migration? A. Materials or setting can change while meaning remains; B. They must disappear; C. They cannot adapt; D. Everyone follows one rule.
4. What concern did some students have? A. No one could ask questions; B. All music was banned; C. Global festivals might replace local customs; D. The school had no labels.
5. What did the final display avoid? A. Acknowledging variation; B. Ranking cultures by authenticity; C. Attributing sources; D. Seeking permission.

c) Expected outcomes

D – One example cannot represent a whole nation, so the student asks for specific context.
A – The passage separates form from purpose: the materials or setting can change, but the meaning stays.
C – Global festivals might replace local customs. This is the stated concern, not the conclusion.
B – The display avoided ranking cultures by authenticity, because it avoids turning diversity into a contest.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects the four questions and reminds Ss to find the exact evidence sentence for each answer. T gives 8 minutes.
Students
Ss read the questions and prepare to find evidence.
Teacher
Step 2: Task performance
T walks around and checks if Ss use evidence, not guesses. T helps Ss who choose option C in Question 4 to see the difference between a concern and a conclusion.
Students
Ss answer individually, underline the evidence and write the answer letter.
Teacher
Step 3: Report and discussion
T asks Ss to compare answers with a partner and then calls on 2–3 Ss to justify one answer each.
Students
Ss compare answers in pairs and justify with evidence, for example: 'Question 5 is B because the text says the display avoided a competition for the most authentic culture.'
Teacher
Step 4: Conclusion and assessment
T gives the correct answers and explains: 'The writer uses evidence to show that a stated concern is not the same as the writer's conclusion.'
Students
Ss correct their answers and write the evidence sentence beside each one.

Activity 3.2: Practice · 12 minutes

Writing Justified Answers about Purpose and Details

a) Aims

Ss state the purpose and audience of the passage, identify the opening sentence and select useful details, and explain why they are useful.

b) Content

Ss work in pairs on Worksheet 2, Exercises 6–9:
6. State the purpose and audience of this passage on 'A multicultural world'. Support your answer with one detail.
7. Explain how the opening introduces the topic. Identify the actual opening sentence.
8. Select two useful details from the model and explain why including them is better than saying only that the topic is important.
9. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

c) Expected outcomes

Audience: students reading about a multicultural world. Purpose: to explain how global cultural exchange can preserve meaning without reducing people to stereotypes. Evidence: 'Global connections can make cultural experiences more available without making every community identical.'
The opening sentence is: 'Global connections can make cultural experiences more available without making every community identical.' It sets the subject of the passage before the supporting details.
Two useful details: (1) 'At a fictional school festival, pupils enjoyed food, stories and music from several countries.' (2) 'Diversity was presented as an ongoing conversation, not a row of stereotypes.' These give specific information the reader can use, unlike the statement that the topic is important.
Sample summary: Global connections can make cultural experiences more available without making every community identical. At a fictional school festival, pupils enjoyed food, stories and music from several countries. Diversity was presented as an ongoing conversation, not a row of stereotypes.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T gives Worksheet 2 to each pair and reads the four tasks. T explains the rubric: content accuracy first, then evidence and clarity.
Students
Ss read the tasks and decide who will write which answer.
Teacher
Step 2: Task performance
T monitors pairs and reminds them to keep the condition 'without making every community identical' in the summary.
Students
Ss discuss and write answers together. They check each answer against the text.
Teacher
Step 3: Report and discussion
T asks two pairs to share their answers to Tasks 6 and 9. T asks the class to check whether the summary keeps the essential condition.
Students
Ss read their answers aloud and listen to peers' comments.
Teacher
Step 4: Conclusion and assessment
T gives feedback and reads a model answer. T emphasises: 'A summary should keep the main idea and the essential limit, and it should not add new results.'
Students
Ss revise their answers and keep the sample summary in their notebooks.

Activity 4: Application · 12 minutes

Describing a Tradition with Respect

a) Aims

Ss write a short respectful description of a festival or family tradition, using the reading skills and vocabulary of the lesson.

b) Content

Ss write a paragraph of 60–80 words about a festival or family tradition from their own family or community. The paragraph must include:

the region, occasion and source of the tradition
one way the tradition has changed or adapted
one sentence showing respect, for example, asking permission before sharing a personal story
at least three words from the lesson: diversity, identity, tradition, adapt, respect

c) Expected outcomes

A paragraph of 60–80 words that includes the region, occasion, source, one change and one respectful sentence, with at least three words from the lesson. Example: 'In my family, we cook banh chung for Tet. My grandmother learned the recipe from her village in Nghe An, but we now use a new kitchen in the city. The meaning stays the same: reunion. I asked my grandmother's permission before writing this story, because it belongs to her family.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the four requirements on the board and gives one example paragraph. T sets a 6-minute writing time in class and assigns the rest as homework.
Students
Ss read the requirements and ask questions about the task.
Teacher
Step 2: Task performance
T walks around and helps Ss choose a tradition. T encourages Ss to use the vocabulary and the reading strategy of asking for evidence.
Students
Ss write individually. Some Ss may ask for help with words like 'region' or 'occasion'.
Teacher
Step 3: Report and discussion
T asks 3–4 Ss to read their paragraphs aloud. The class checks whether each paragraph has the four requirements.
Students
Ss read their paragraphs and listen to peers. Listeners give one positive comment and one suggestion.
Teacher
Step 4: Conclusion and assessment
T praises respectful details and reminds Ss: 'Describe a tradition carefully, acknowledge variation and ask permission before using someone's personal story.' T sets the homework.
Students
Ss note the feedback and revise their paragraphs at home.

Worksheets

Worksheet 1: Reading for Evidence

Read the passage 'A multicultural world' again. Label each statement as a stated fact (F), a reasonable inference (I) or an unsupported claim (U). Underline the exact sentence that supports your answer.

The organisers first labelled each stall with a country name alone.
Global festivals will definitely replace local customs.
An exchange student suggested adding the region, occasion and source.
Students may ask more thoughtful questions after learning about an unfamiliar festival.

Write one sentence explaining why the statement 'Global festivals will definitely replace local customs' is an unsupported claim.

Worksheet 2: Comprehension and Justified Answers

Exercise 2. Why add region and occasion to labels?
A. Food needs no context
B. Every family is identical
C. Country names are always false
D. One example cannot represent a whole nation

Exercise 3. How can traditions change after migration?
A. Materials or setting can change while meaning remains
B. They must disappear
C. They cannot adapt
D. Everyone follows one rule

Exercise 4. What concern did some students have?
A. No one could ask questions
B. All music was banned
C. Global festivals might replace local customs
D. The school had no labels

Exercise 5. What did the final display avoid?
A. Acknowledging variation
B. Ranking cultures by authenticity
C. Attributing sources
D. Seeking permission

Exercise 6. State the purpose and audience of this passage on 'A multicultural world'. Support your answer with one detail.

Exercise 7. Explain how the opening introduces the topic. Identify the actual opening sentence.

Exercise 8. Select two useful details from the model and explain why including them is better than saying only that the topic is important.

Exercise 9. Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

Homework

Finish the respectful paragraph (60–80 words) about a festival or family tradition. Check that it includes the region, occasion, source, one change, one respectful sentence and at least three words from the lesson: diversity, identity, tradition, adapt, respect.
Practise the diphthongs /ɔɪ/, /aɪ/ and /aʊ/ with the words choice, time and crowd. Record yourself reading 'We enjoyed the lively crowd outside.' and listen for the final consonants.
Review the article rules (a/an, the and the zero article) and write three sentences from the reading that show each rule.
Go to the NeoEdu page neoedu.vn/learn/12/english/unit-2-reading and complete the interactive exercises on the reading and vocabulary. Write down any question you cannot answer and bring it to the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.