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.
- Digital competences:
 1.1.NC2b: Search, select, and evaluate high-resolution images/videos. Understand and respect
digital copyright (using Creative Commons filters).
 2.2.NC2a: Use digital platforms (Zalo/Messenger, Padlet/Google Maps) to share information,
interact, and collaborate effectively to build a joint digital product.
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
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- STUDENTS' ACTIVITIES
Game: What is this?
- Teacher divides the class into two teams.
- Teacher prepares the pictures of 6 signature dishes of
Viet Nam, Japan and Korea.
- Teacher gives instructions for the game:
+ Students work in 4 teams, look at the picture and raise
their hand to answer.
- Students work in groups.
- Students look at the picture that the teacher shows
them and give the name of the food.
+ If the answer is correct, the team gets one point.
+ If the answer is incorrect, the chance to answer is

CONTENTS
6 signature dishes:

1. kimchi
2. tteokbokki – spicy rice cakes

transferred to the other team.
+ The team having more points is the winner of the
game.

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-STUDENTS' ACTIVITIES

CONTENTS

Vocabulary pre-teaching
- Teacher introduces the vocabulary.
- Teacher explains the meaning of the new vocabulary by pictures.
- Students listen to the teacher's explanation and guess the words.
- Teacher checks students' understanding with the “Rub out and
remember” technique.
- Teacher reveals that these five words will appear in the reading
text and asks students to open their textbook to discover further.
- Students write down the new words in their notebook.

New words:
1. cultural diversity (n)
2. cuisine (n)
3. autograph (n)
4. booth (n)
5. tug of war (n)

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-STUDENTS' ACTIVITIES

CONTENTS

Task 1: Listen and read. (6 mins)
- Set the context for the listening and reading.

Questions:
1. What can you see in the first
photo?

- Ask Ss to look at the picture, the heading and the conversation, and
ask questions.
- Students look at the picture and answer the questions.
- Play the recording twice for Ss to listen and read silently along. Have
Ss underline words/phrases related to the culture in the conversation.
- Students listen to the recording.
- Put Ss in pairs and ask them to compare the words and phrases they
have underlined and discuss their meaning. Then check comprehension
as a class.
- Students compare the words and phrases with their partners.
- Call on three Ss to read the conversation aloud.
- Students read the conversation aloud.

2. What does the second picture
show?
3. Where can you buy the
souvenirs in the third photo?
4. Who are the speakers?
Suggested answers:
1. a bowl of kimchi, bun cha, rice
cake
2. some teenagers playing tug-ofwar – a Vietnamese traditional
game
3. England
4. Nam, Mai and Linda

- In stronger classes, teacher asks Ss to 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)

Answer key:

- Ask Ss to work in pairs and look at the given table carefully. Ask
them to identify the part of speech which is needed to fill in each blank
(E.g: 1-Noun (name of food); 2: noun; 3 – noun (name of food); 4noun (name of food).
- Students work independently to do the activity.

2. group / singers and get
autographs

1. sushi

3. fish and chips
4. bun cha

Then read the conversation and 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.
- Students compare the answers in pairs.
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 of four given words and phrases
and work out their meanings.
- Students read the conversation again and work independently to do
the activity.
- Have Ss read the conversation quickly again, and find suitable words
which have the same or similar meaning to the given words or phrases.
- Students share and check the answers.
- 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 attention on the blanks.

Answer key:
1. diversity
2. cuisine
3. delicious
4. attractions

Answer key:
1. the

- Students work individually to complete the sentences
- Ask Ss to complete the sentences, using the words and phrases from
the conversation in
Activity 1. In a weaker class, encourage Ss to read the conversation
again and underline the sentences which have the same information.
Then try to fill in the correct article.
- Students share and check the answers.
- Check answers as a class.
- Elicit the use of articles.

2. Ø
3. a
4. an

e. Assessment
- Teacher checks students' exercises individually and gives feedback.
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- STUDENTS' ACTIVITIES
Design a poster to introduce the International
Cultural Festival (10 mins)
- Teacher lets Ss work in groups of 4. Give each group a
big sheet of paper and colours.
- Students work in groups to follow the teacher's
instruction.
- Give instructions to students.
- Ask students to draw a diagram of 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.
- Students perform in front of the class.
- 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.
PROJECT LAUNCH: "Digital Food Map"
 Deliver the task: T organizes Ss into groups. The
unit project requires them to research and create
an interactive map introducing signature dishes
from various multicultural countries, evaluating
their cultural significance, and presenting the
digital map to the class in Lesson 7.
 Digital Homework Instruction: T explains that
groups must use Padlet (Map format) or Google
Maps (My Maps) to build their interactive
project. At home, the Group Leader must create a

CONTENTS
Students' own creativity

Zalo/Messenger group. Members must search for
high-resolution images and videos of the dishes. T
demonstrates how to use advanced search settings
on smartphones (Google Images -> Tools ->
Usage Rights -> Creative Commons licenses) to
ensure they respect digital copyright (1.1.NC2b).
Members must share these links and media in
their chat group to collaboratively process the
data, pin locations on the shared digital map, and
write cultural descriptions for each dish
(2.2.NC2a).
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.

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-STUDENTS' ACTIVITIES
CONTENTS
Listen to a song
Link:
- Teacher prepares the hand-out of the song lyrics and https://www.youtube.com/watch?v=moSFlvxnbgk
asks Ss to read and guess the words to fill in the
Answer key:
blanks.
1. the
- Teacher plays the song once.
2. A
3. the
- Students listen to the song and fill in the blanks.
4. distance
- Teacher checks answers with the whole class.
5. rules
- Students check their answers with the class.
6. the
- Teacher replays and pauses the song if necessary.
7. an
8. the
Song: Let it go (Idina Menzel)
The snow glows white on_________ mountain
tonight
Not a footprint to be seen
______kingdom of isolation
And it looks like I'm the queen
The wind is howling like this swirling storm inside
Couldn't keep it in, heaven knows I tried
Don't let them in, don't let them see

Be________ good girl you always have to be
Conceal, don't feel, don't let them know
Well, now they know
Let it go, let it go
Can't hold it back anymore
Let it go, let it go
Turn away and slam the door
I don't care what they're going to say
Let the storm rage on
The cold never bothered me anyway
It's funny how some ___________makes everything
seem small
And the fears that once controlled me can't get to
me at all
It's time to see what I can do
To test the limits and break through
No right, no wrong, no__________ for me
I'm free
Let it go, let it go
I am one with _________wind and sky
Let it go, let it go
You'll never see me cry
Here I stand and here I stay
Let the storm rage on
My power flurries through the air into the ground
My soul is spiraling in frozen fractals all around
And one thought crystallizes like _______icy blast
I'm never going back, the past is in the past
Let it go, let it go
And I'll rise like the break of dawn
Let it go, let it go
That perfect girl is gone
Here I stand in ________ light of day
Let the storm rage on
The cold never bothered me anyway
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-STUDENTS' ACTIVITIES
Task 1: Listen and repeat. Then practise saying the words.
(6 mins)
- Write three words: point, try, now on the board and call on
one or two Ss to read it. Check if Ss can say out the correct

CONTENTS
/ɔɪ/
join
boy

/aɪ/
spicy
buy

/aʊ/
crowded
around

sounds of three words containing three diphthongs.
- Play the recording and ask Ss to listen and repeat, paying
attention to the words.
- Ask Ss to listen to the recording again, but this time, have
them repeat the words.
- Students listen to the recording, and then 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.
- Students add more examples of the words that contain the
diphthongs /ɔɪ/, /aɪ/, and /aʊ/.
Answer key:
1. Joyce feels so proud to become a top
designer.
2. The country's identity as a separate
nation was never destroyed.
- Ask Ss to read quickly through the text to get a broad
3. Mike and Diana came to the fair to
understanding.
enjoy food from around the world.
- Have Ss underline the words that contain the three diphthongs
4. A noisy crowd cheered as the band
in each sentence individually. Then ask them to work in pairs
finally appeared on stage.
to compare their answers.
5. The detective tried to find out where
- Check answers as a class by playing the recording. Pause after the strange sound came from.
each sentence and confirm the answers.
- Students underline the words with the diphthongs /ɔɪ/, /aɪ/,
and /aʊ/ first. Then listen to the recording.
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)

- Put Ss in pairs and have them practise reading the sentences
aloud.
Extension: Ss work in pairs and make 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.
- Students read the whole text aloud.
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-STUDENTS' ACTIVITIES
CONTENTS
Task 1: Match the words with their meanings. (6 mins)
Answer key:
- Tell Ss that the words in the activity are related to cultural diversity.
1. c
- Have Ss match each word on the left with the meaning on the right.
2. a
Encourage Ss to study the meanings and underline key words.
- Students match each word on the left with the meaning on the right
3. e
- In weaker classes, do the first one as an example before asking Ss to match
4. b
the rest individually or in pairs.
- Students study the meanings and underline key words.
5. d
- Check answers as a class.
Answer key:
Task 2: Complete the sentences using the correct forms of the words in
Task 1. (6 mins)

1. identity

- Ask Ss to work individually. Tell them to read the sentences carefully to
decide which word in 1 can be used to complete each of the sentences.
Remind them to use the contextual clues to decide on the word/ phrase.
- Students read the sentences carefully and decide which words can be used

2. festivities

- Have Ss compare their answers in pairs. Check answers as a class. Have
individual Ss call out the word they have used for each sentence first.
- Students explain the meaning of each phrase

5. popularity

3. origin
4. trends

- 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.
- Students read the complete sentences.
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-STUDENTS' ACTIVITIES
CONTENTS

Task 1: Circle the correct answer to complete each of the
sentences. (6 mins)-

Answer key:

Tell Ss to look at the sentences with articles in Activity 4 in
GETTING STARTED. Elicit the formation of articles e.g. How
many types of articles? When are they used?

2. the Atlantic

- Have Ss read the explanation and examples in the Remember!
box. Check understanding and provide more examples if
necessary.

1. the full moon
3. Vietnamese women
4. the US
5. Rome

- Students read the notes in the Remember box
- 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.
- Students circle the correct answers
- Students explain their answers
Task 2: Work in pairs. Ask and answer questions about the
following topics using the correct articles. (7 mins)
- Have Ss read the instruction and example, make sure they all
understand the context and what they have to do. In weaker
classes, model a short conversation with a student.
- Students work in pairs and make questions and answers using
the correct articles in given topics.
- 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.
- Present their ideas in front of class.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5. 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 Lesson 3 - Reading.

Suggested answers:
A: Can you play the guitar?
B: No, I can't, but I can play the piano.

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.
- Digital competences:
 1.1.NC2b: Search, select, and evaluate high-resolution images/videos. Understand and respect
digital copyright (using Creative Commons filters).
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
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-STUDENTS' ACTIVITIES
CONTENTS
Video watching
Link: https://www.youtube.com/watch?
- Teacher divides the class into 2 groups.
v=zfn0XHCfDHA
- Students work in groups to do the activity.
Questions:
- Before playing the video, teacher asks Ss to watch
1. Environmental problems of globalisation
carefully and try to remember as many details as
include global warming, the _________ of
possible. Ss can take notes if they want.
natural resources and the production of
- Students raise their hands to answer the questions.
harmful chemicals.
- Teacher shows questions one by one, Ss raise their
2. Polluting industries, logging forest and
hands and say BINGO to grab the chance to answer.
exploiting _________ are consequences of
- If the answer is correct, they get one point for their
globalisation.
team.
3. Loss of _________ is another effect of
- The team with the higher score will be the winner.
globalisation.
4. Globalisation supports faster _________
growth and quicker access to new technology.
Answers:
1. depletion
2. labour

3. culture
4. economic
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-STUDENTS' ACTIVITIES
CONTENTS
Task 1. Work in pairs. Discuss the questions. (4 mins)
Questions:
- Ask Ss to work in pairs to answer the questions.
1. What is globalisation?
- Students work in pairs and answer the questions.
2. How does globalisation affect local
- Ask some pairs to share their answers with the whole
cultures?
class.
- Students write questions they want to know on the board.
- Ask what other information they want to know about
globalisation. Write their questions on the board.
- Introduce the topic of the reading text.
Vocabulary pre-teaching (5 mins)
New words:
- Teacher introduces the vocabulary.
1. globalisation (n)
- Teacher explains the meaning of the new vocabulary by
2. custom (n)
pictures.
3. ingredient (n)
- Teacher checks students' understanding with the “Rub
4. speciality (n)
out and remember” technique.
5. captivate (v)
- Students listen to the teacher's explanation and guess the 6. keep up with (ph.v)
words.
- Teacher reveals that these five words will appear in the
reading text and asks students to open their textbook to
discover further.
- Students write down the new words on their notebook.
e. Assessment
- 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-STUDENTS' ACTIVITIES
CONTENTS
Task 2: Read the article again. Match each section (A–
Answer key:
C) with a heading (1–5). There are TWO extra
A-3
headings. (8 mins)
B-4

- Read the four headings and check understanding.

C-2
Strategy: Reading for main ideas
- Ask Ss to read the text and identify the main idea of each (Headings)
paragraph, then match each heading with a suitable
To read and understand the main ideas of a
paragraph. Remind Ss to underline key words or phrases in text and select the best headings for a
the text which help them identify the correct heading.
section, students should:
- Students read the headings first, then skim through each
1. Read the headings carefully. Make sure
section.
you understand them.
2. Skim through each section, and choose
- Check answers as a class. Ask individual Ss to call out
the heading that covers the ideas of the
their answers and provide evidence for each one from the
whole section.
text.
3. Pay attention to the number of extra
- Students check answers with the whole class and give
headings. Remember that incorrect
explanations for their choice.
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 key:
answer A, B, or C. (12 mins)
1. C
- Ask Ss to read the questions and four options, and
2. B
underline the key words in each of them.
3. A
- Students read the headings first, then skim through each
4. B
section.
5. B
- CHeck whether Ss have got the right keywords.
Exam strategy: Reading for specific
- Ask Ss to scan the text to locate the key words, as well as information:
paraphrases of these keywords. Then choose the option that 1. Read the questions and three options (A,
matches the information in the text. Remind them to watch B, and C ) and underline the key words in
out for distractors, especially options that may be
the questions.
mentioned in part in the text, but are not true.
2. Read the text and locate the key words,
Students choose the heading that covers the ideas of the
as well as paraphrases of these keywords.
whole section.
3. Choose the option that matches the
information in the text. Watch out for
- Have Ss work in pairs or groups to compare answers.
distractors, especially options that may be
- Students check answers with the whole class and give
mentioned in part in the text, but are not
explanations for their choice.
true.
- In weaker classes, check answers as a class and give the
clues by highlighting the phrases or sentences that contain
Exam strategy: reading for negative
the information in the article.
facts
- In stronger class, ask Ss to explain their answers by
1. Read and underline the key words in the
providing clues from the text.
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
TEACHER'S ACTIVITIES
CONTENTS
Task 5: Work in groups. Discuss the following
Suggested answers:
question. What are some other ef