NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

School:

Teacher’s name:

Class:

LESSON PLAN

(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

UNIT 10: LIFELONG LEARNING

Lesson 1: Getting started – Learning for life

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Get an overview of the topic of Lifelong learning.

- Use vocabulary related to the learning for life.

2. Competences

- Develop communication skills and creativity.

- Be collaborative and supportive in pair work and teamwork.

3. Personal qualities

- Be aware of the importance of learning for their life.

II. MATERIALS

- Grade 12 textbook, Unit 10, Getting Started

- Computer connected to the Internet

- Projector / TV

- hoclieu.vn

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. trouble (n) /ˈtrʌbl/ a problem, worry, difficulty, etc. or a situation khó khăn

causing this

2. summary (n) /ˈsʌməri/ a short statement that gives only the main points bài tóm tắt

of something, not the details

3. report (n) /rɪˈpɔːt/ a written or spoken account of an event, báo cáo

especially one that is published or broadcast

4. attendee (n) /əˌtenˈdiː/ a person who attends a meeting người tham gia buổi họp

Assumption

Anticipated difficulties Solutions

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Students may lack knowledge and experience about the topic. - Encourage students to work in groups so that they can help each other.

- Give short, clear instructions and help if necessary.

III. PROCEDURES

1. WARM-UP (5 mins)

a. Objectives:

- To create a friendly and lively atmosphere in the classroom;

- To lead into the unit.

b. Content:

- Watching a video

c. Expected outcomes:

- Students can understand what the video is about and guess the unit’s topic.

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Watching a video - Students watch a video and answer the question. Link:

- Teacher plays a video, has Ss watch the video and https://www.youtube.com/watch?v=kASX8SmSIiU

take notes. Suggested answer:

- Teacher asks what the video is about. Old people with technology

- Teacher leads in the topic.

e. Assessment

- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:

- To provide students with new words related to the topic of Lifelong learning

- To help students be well-prepared for the listening and reading tasks.

b. Content:

- Vocabulary pre-teaching

c. Expected outcomes:

- Students can identify some vocabulary related to the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the teacher’s explanation and guess Vocabulary:

- Teacher introduces the vocabulary by: the words. 1. trouble (n)

+ showing the pictures illustrating the words - Students write new words into their notebooks. 2. summary (n)

+ providing the word’s pronunciation 3. report (n):

+ giving explanation 4. attendee (n):

+ asking some elicit questions

e. Assessment

- Teacher checks students’ pronunciation & understanding and gives feedback.

3. ACTIVITY 2: PRACTICE (25 mins)

a. Objectives:

- To introduce some vocabulary and the grammar point to be learnt in the unit.
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- To check Ss’ comprehension of the conversation.

- To introduce words and phrases related to lifelong learning.

- To help Ss identify the reported speech with orders, requests, offers, and advice

b. Content:

- Task 1: Listen and read. (p.128-129)

- Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F) (p. 129)

- Task 3: Find three words and a phrase in Task 1 with the following meanings. (p. 129)

- Task 4: Match the beginnings with the endings to make complete sentences. (p. 129)

c. Expected outcomes:

- Students can understand the conversation and know some collocations to describe jobs.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (7 mins)

- Teacher sets the context for the listening and reading. - Students look at the photo and answer the question. Question:

- Teacher has Ss look at the photo and elicit the context - Students listen to the recording. What is the woman in the photo doing?

of the conversation by asking a question. - Students compare the words and phrases with their

- Teacher plays the recording twice for Ss to listen and partner.

read along. Have Ss underline words and phrases related - Students read the conversation aloud.

to the topic while they are listening and reading.

- Teacher puts Ss in pairs and asks them to compare the

words and phrases they have underlined and discuss

their meaning. Then check comprehension as a class.

- Call on two Ss to read the conversation aloud.

Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F) (7 mins)

- Teacher puts Ss in pairs. Ask them to read the - Students work in pairs to do the activity. Answer key:

sentences carefully. - Students share the answers in front of the class and 1. F

- Ask them to identify and underline the key words and show where they can find them. 2. T

important information in the statements, then read the - Check the answer with the whole class. 3. F

conversation and decide whether each of the statements 4. T

is true (T) or false (F).

- Teacher has Ss share their answers with the class.

- Confirm the correct answers.

Task 3: Find three words and a phrase in 1 with the following meaning. (6 mins)

- Ask Ss to work independently to do the exercise. - Students read the conversation again and work

- Ask Ss to read the definitions, then scan the independently to do the activity.

conversation looking for words or phrases matching the - Share the answer with partners.

meanings. - Ss play game to give the answers.

- Encourage students to look at the given initials of the - Check the answers with the class.
Answer key:
words and phrases so that they can find them more
1.boost
quickly.
2.brush up
- Have Ss compare and share their answers with the
3. maintain
class.
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- Have Ss play the game to check the answers 4. informed

- Confirm the correct answers.

Task 4: Match the beginnings with the endings to make complete sentences (5 mins)

- Run through the task. - Answer some eliciting questions. Answer key:

- Tell Ss that they have to match the beginnings with - Listen to the teacher. 1. b

their endings to make sentences in reported speech. 2. c

- Work individually to match the sentences.
- Have Ss work individually. Encourage them to try to 3. d
- Check the information in the conversation.
match a beginning with an appropriate ending without 4. a
- Some weak Ss can read the conversation again to
referring to the conversation. Then ask them to check the
find the information.
information in the conversation. Tell Ss that sentence 4
- Ss share the answers.
has been changed from the direct speech in the

conversation (I’ll put your name on the list of attendees - Listen to the teacher.

then  offered)

- Check answers as a class. First say the beginnings,

then call on individual Ss to read the endings of these

sentences.

- Tell Ss that they will learn more about the grammar

point in the following lesson.

e. Assessment

- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (5 mins)

a. Objectives:

- To give Ss a chance to discuss the questions related to the topic.

b. Content:

- Discussion

c. Expected outcomes:

- Ss can get some ideas about the topic of lifelong learning.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Discussion

- Ask Ss to work in groups of 4 - Work in groups of 4. Questions:

- Have Ss to think and discuss about the questions - Discuss the questions and share the ideas in groups. What do you think lifelong
●
- Call some students to share the answers. - Share the ideas in front of class.
learning is?
- Give feedback.
Do people around you maintain
●

their lifelong learning?

How important do you think

●

lifelong learning is? Why/why not?

What is your learning journey

●

ahead?

e. Assessment
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- Teacher gives feedback on group’s presentation

5. CONSOLIDATION (5 minutes)

a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Start preparing for the Project of the unit:

+ Teacher randomly puts Ss in groups of 6 and asks them to do some research on lifelong learning habits such as reading, self-education, time management, taking

courses, or having a variety of hobbies. Then Ss need to choose one lifelong learning habit, create a leaflet about it and share it with the class. The leaflet also needs to

be decorated with pictures or other visuals.

+ Teach explains to Ss how to search for information about different lifelong learning habits, e.g. using different search engines such as Google and Bing, type in key

words and phrases, evaluate and select reliable sources... and then choose important information to put on their leaflet.

+ Tell Ss to discuss and agree on some common features of a leaflet e.g. well-designed, eye-catching, containing a title and subtitles, a slogan…

+ In each of the next lessons, spend a few minutes checking Ss’ progress, helping them with any topic-related or functional language they need, e.g. names of different

habits, benefits of different habits, challenges of different habits… and solving any other problems that may arise with their projects.

Board plan

Date of teaching

Unit 10: Lifelong learning

Lesson 1: Getting started

* Warm-up

* Vocabulary

1. trouble (n)

2. summary (n)

3. report (n)

4. attendee (n)

- Task 1: Listen and read.

- Task 2: True or false.

- Task 3: Find words and phrase.

- Task 4: Match the beginnings with the endings.

Discussion

*Homework
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 10: LIFELONG LEARNING

Lesson 2: Language

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Revise and use the intonation of questions appropriately.

- Understand and use words and phrases related to lifelong learning.

- Use reported speech to report orders, requests, offers, and advice correctly.

2. Competences

- Develop communication skills.

- Be collaborative and supportive in pair work and teamwork.

- Actively join in class activities.

3. Personal qualities

- Be aware of the importance of learning for their life.

II. MATERIALS

- Grade 12 textbook, Unit 10, Language

- Computer connected to the Internet

- Projector / TV

- hoclieu.vn

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. night school (n) /ˈnaɪt skuːl/ classes for adults, held in the evening lớp học buổi tối

2. distance learning (n) /ˌdɪstəns ˈlɜːnɪŋ/ a method of education in which people học từ xa

study at home and send their work to their

teachers

3. well-rounded (adj) /ˌwel ˈraʊndɪd/ having a variety of experiences and a range được phát triển một cách toàn diện

of skills and interests

4. learning community (np) /lɜːnɪŋ kəˌmjuːnəti / a group of learners who share learning cộng đồng học tập

goals and often connect with one another

5. adult education (n) /ˌædʌlt edʒuˈkeɪʃn/ education for adults that is available giáo dục cho người lớn

outside schools and universities

Assumption

Anticipated difficulties Solutions

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Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of some lexical items.

Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if necessary.

- Encourage students to work in pairs, and in groups so that they can help each

other.

- Provide feedback and help if necessary.

Some students will excessively talk in class. - Define expectations in explicit detail.

- Continue to define expectations in small chunks (before every activity).

III. PROCEDURES

1. WARM-UP (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge of the topic;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Watching a video

c. Expected outcomes:

- Students can get to know about reported speech: orders and requests.

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Have Ss watch a video and ask Ss to answer the - Ss watch the video and answer the question. Link:

question. https://www.youtube.com/watch?v=PL2mcIQq7-A

- Ask Ss what the video is about.

- Lead in the new lesson.

e. Assessment

- Teacher observes and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:

- To help Ss recognise the intonation of different types of questions.

b. Content:

- Task 1: Listen and repeat. Pay attention to the intonation of the following questions. (p. 130)

- Task 2: Mark the intonation in the following questions using rising intonation or falling intonation. Then listen and check. Practise saying them in pairs (p. 130)

c. Expected outcomes:

- Students can recognise and practise the intonation of different types of questions.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Pay attention to the intonation of the following questions. (6 mins)

- Ask students to look at the Remember box for a quick - Look at the Remmeber box. Students’ practice

revision of intonation patterns in different types of questions.

- Listen and repeat.
- Play the recording for Ss to listen and repeat. Ask Ss to pay
- Pay attention to the intonation of each question.
attention to the intonation of each question.
- Practise reading the sentences in pairs.
- Have Ss work in pairs to say these questions with the correct
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intonation. - Listen to the teacher.

- Have Ss revise the different intonation patterns with

different types of questions (tag questions, wh-questions, yes-

no questions, and choice questions).

Task 2: Mark the intonation in the following questions using (rising intonation) or (falling intonation). Then listen and check. Practise saying them in pairs.

(6 mins)

- Ask Ss to listen to the questions and mark the intonation - Listen to the questions and mark the intonation Answer key:

patterns. patterns. 1. What does lifelong learning mean?

- Play the recording several times, if necessary, pause after

- Listen and check.
each question for Ss to repeat. 2. Do you have to pay for this online
- Listen and repeat.
- Check answers as a class. course?
- Put Ss into pairs and have them practice saying these
3. Do students prefer online courses
questions. Walk around the class, praising pairs for good
or face-to-face classes?
effort and saying the questions with the correct intonation.

4. This is your book, isn’t it? I saw

your signature on the first page.

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 the words and phrases related to the lifelong learning journey.

- To help Ss practice using the words or phrases in Activity 1 in meaningful contexts.

b. Content:

- Task 1. Match the parts of the words to make words and phrases that mean the following. (p. 130)

- Task 2. Complete the sentences using the words and phrases in Task 1. (p. 130)

c. Expected outcomes:

- Students understand the meaning of words, memorize them, and are able to use them in meaningful contexts.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the parts of the words to make words and phrases that mean the following. (6 mins)

- Tell Ss that the meaning of each word or phrase is - Listen to the teacher’s instructions. Answer key:

attached to the second part of the word or phrase. 1. c (night school)

- Read the definitions of the words or phrases.
- Ask Ss to read the definitions of the words or phrases. 2. d (distance learning)
- Match the first and the second parts of the words
- Have Ss match the first and the second parts of the 3. a (well-rounded)
or phrases.
words or phrases individually. Make sure the words or 4. e (learning community)
- Compare the answer in pairs and with the whole
phrases match their meanings. 5. b (adult education)
class.
- Have Ss compare their answers in pairs.

- Check answers as a class. Call on one student to read a

word or phrase aloud and another student to read its

definition.

Task 2: Complete the sentences using the words and phrases in Task1. (6 mins)
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- Have Ss work in pairs. Tell them to read the sentences - Students work in pairs, read the sentences Answer key:

and decide which phrase in Task 1 can be used to carefully and decide which words can be used. 1. well-rounded

complete each of the sentences. Explain that they can 2. adult education

use the context clues to decide on the word or phrase 3. night school
‘become - Listen to the teacher’s instruction.
needed, e.g. in sentence 1, the phrase a ____ 4. learning community
’, gives - Ss choose the numbers and answer the question to
person us the hint that we will need an adjective 5. distance learning
get points.
to modify ‘person’. Among the given phrases, ‘well-

rounded’ is best suited.

- Check answers by playing the game SECRET

GARDEN.

- Divide the class into two groups

- Ask Ss to explain why they have chosen the phrase for

each sentence using context clues, e.g. In the second

sentence, the phrases ‘continuing education or..’ and

‘helps people keep their knowledge and skills up to

date’ give us a hint that the phrase ‘adult education’ is

the answer.

- The group has more points will win the game.

- Declare the winner group.

- Give feedback.

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 and practise reporting orders, requests, offers and advice.

- To help Ss practise reporting orders, requests, offers, and advice in a speaking activity.

b. Content:

- Task 1: Rewrite the sentences in reported speech, using the correct forms of the verbs in the box. (p. 131)

- Task 2: Work in pairs. Talk about what people around you often say to encourage you to learn new things every day. Use reported speech to report their orders,

requests, offers, and advice. (p. 131)

c. Expected outcomes:

- Students can use reporting orders, requests, offers and advice correctly in sentences and in speaking activities.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Rewrite the sentences in reported speech, using the correct forms of the verbs in the box. (6 mins)

- Ask Ss to look at the Remember! box and read the notes - Look at the Remember! box and read the notes Answer key:

about reporting orders, requests, offers, and advice. Check about reporting orders, requests, offers, and advice 1.My mother told me to find more

understanding by asking, e.g. Which are the most common - Answer the questions. information about the course I wanted to

verbs in direct speech? (Verbs ‘say’ and ‘tell’); What apply.

decides on the use of different reporting vers? (The context 2.My friend asked me to send him/her

and meaning.) the list of available online courses.

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- Tell Ss to work in pairs to complete the activity. 3.My brother offered to teach me how to

- Check answers as a class. use mobile applications.

- Have Ss read out loud each of the complete sentences. 4.The head teacher advised us not to

- Work in pairs to complete the activity. waste so much time on social media.

- Give the answers.

Task 2: Work in pairs. Talk about what people around you often say to encourage you to learn new things every day. Use reported speech to report

their orders, requests, offers, and advice. (7 mins)

- Have Ss read the instructions and example, and make sure - Read the instructions and examples. Suggested answers:

they all understand the context and what they have to do. In My brother encouraged me to take up a

weaker classes, let Ss list the daily lifelong learning sport. He asked me to join his football

activities (read for 30 minutes every day, learn a foreign team. My sister

language, take up a new sport, learn a new skill ...) invited me to attend her school’s English-

- Put Ss in pairs and have them tell each other their speaking days so I can practise my

sentences . English. My father told me to read the

- Invite some Ss to say their sentences to the class. Praise newspapers every day to stay informed

the Ss with good sentences. - Work in pairs to compare the answers about current events. My mother

persuaded me to start borrowing books

- Present their ideas in front of the class. from the local library.

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 learned in the lesson.

+ Pronunciation: Intonation in questions (revision)

+ Vocabulary: Lifelong learning journey

+ Grammar: Reported speech (reporting orders, requests, offers, and advice)

b. Homework

- Do exercises in the workbook.

- Learn by heart some vocabulary related to the Lifelong learning journey.

- Prepare for the next lesson.

Board plan

Date of teaching

UNIT 10: LIFELONG LEARNING

Lesson 2: Language

* Warm-up

* Pronunciation

- Task 1. Listen and repeat.

2. Mark the intonation in the questions.

* Vocabulary
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1. .

2. .

* Grammar

1. , .

2. . ,,,
.

* Homework
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UNIT 10: LIFELONG LEARNING

Lesson 3: Reading – Head teacher’s message to school-leavers

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Read for main ideas and specific information about lifelong learning in a letter to secondary school students.

2. Competences

- Develop communication skills and creativity;

- Be collaborative and supportive in pair work and teamwork;

- Develop presentation skills;

- Actively join in class activities.

3. Personal qualities

- Be aware of the importance of learning for their life.

II. MATERIALS

- Grade 12 textbook, Unit 10, Reading

- Computer connected to the Internet

- Projector / TV

- hoclieu.vn

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. vocational school (n) /vəʊˈkeɪʃənl skuːl/ a school that teaches skills that are necessary for trường nghề

particular jobs

2. enrol (v) /ɪnˈrəʊl/ to arrange for yourself or for somebody else to đăng ký học

officially join a course, school, etc.

3. martial art (n) ˌmɑːʃl ˈɑːt/ any of the fighting sports that include judo and karate võ thuật

Assumption

Anticipated difficulties Solutions

Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.

- Let students read the text again (if necessary).

Students may have underdeveloped reading, speaking and co- - Create a comfortable and encouraging environment for students to speak.

operating skills. - Encourage students to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

III. PROCEDURES

1. WARM-UP (5 mins)

a. Objectives:
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CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

- To stir up the atmosphere and activate students’ knowledge about the figure they are going to learn about in the lesson;

- 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’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Ss watch a video and answer the question. Link:

- Have Ss watch a video and answer the questions. https://www.youtube.com/watch?

- Call on some Ss to give the ideas. v=0WYz7TnmjpY

- Give feedback.

- Lead in the new lesson.

e. Assessment

- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:

- To get students to learn vocabulary related to the topic;

- To activate Ss’ background knowledge about the topic and get Ss involved in the lesson.

b. Content:

- Task 1: Work in pairs. Discuss the following questions. (p.132)

- Vocabulary

c. Expected outcomes:

- Students can identify some vocabulary related to the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss the following questions. (4 mins)

- Ask Ss about their school head and what he or she usually - Listen to the teacher Suggested answer:

does to encourage Ss to learn. 1. Yes, I have. Although I may not go to

- Work in pairs and discuss the questions
- Put Ss in pairs and have them discuss the questions. university right after leaving school, it
- Share the ideas in front of the class
- Invite some pairs to share their answers with the class. doesn’t mean that I will stop learning. I

think there are lots of things for me to

learn. I want to learn different life skills,

such as cooking, driving or keeping a

budget. I also want to learn how to play

a musical

instrument, for example, the guitar or the

piano. In addition, I’m interested in

sports so I would probably take up

tennis, basketball or another sport.

2. I think in order to learn certain skills

such as driving or playing a musical

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instrument, I will need to register for

courses and attend classes. But there are

also skills like cooking and keeping a

budget that I think I can learn from

books or free online videos.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the teacher’s explanation and New words:

- Teacher explains the meaning of the new vocabulary by guess the words. 1. vocational school (n): trường nghề

pictures. - Students write down the new words in their 2. enrol (v): đăng ký học

- Teacher checks students’ understanding with the “Rub out notebook. 3. martial art (n): võ thuật

and remember” technique.

- Teacher reveals that these three words will appear in the

reading text and asks students to open their textbook to

discover further.

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 help Ss practise guessing the meaning of words from context.

- To help Ss practise reading for main ideas and specific information.

b. Content:

- Task 2: Read a letter written by a head teacher to her students on the school website. Circle the phrases with the closest meaning to the highlighted words. (p.132)

- Task 3: Read the letter again. Choose the correct answer A, B, C, or D. (p.133)

c. Expected outcomes:

- Students can thoroughly understand the content of the text and complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read a letter written by a head teacher to her students on the school website. Circle the phrases with the closest meaning to the highlighted

words. (6 mins)

- Have Ss read the text, paying attention to the context of each - Students read the text and locate the highlighted Answer key:

highlighted word, and looking for clues that they can use to words individually. 1. A

guess the meaning, e.g. The first word ’wonder’ in this context 2. B

is used after a direct question ‘Haven’t we learnt enough in - Work in groups to discuss the clues and compare 3. A

secondary school?’. Among the two given options, option ‘A’ the answers. 4. B

(think about something and try to guess what is true or will - Give the answers. 5. B

happen) is the best match for this word.

- Tell Ss to work in groups to discuss the clues and compare

answers.

- Check answers as a class.

Task 3: Read the letter again. Choose the correct answer A, B, C, or D. (7 mins)

- Elicit strategies Ss can use to read texts for main ideas, e.g. - Listen to the teacher’s intructions. Answer key:
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paying attention to the topic sentence in each paragraph, - Look through the questions. 1. B

highlighting key information, or searching for conclusions. 2. D

- Read the four options, then read the whole letter
- Tell Ss to look through the questions, and check their 3. B
again and complete the task.
understanding. 4. A

- Ask Ss to read the four options, then read the whole letter to 5. C

understand the overview of the letter. Tell Ss to pay attention to

- Compare the answers in pairs.
the first or the last sentences of each paragraph to get the main
- Students check answers with the whole class and
idea. The correct answer should best summarise the main idea
give explanations for their choice.
of the whole letter. Tell Ss to watch out for distractors,

especially choices that are “irrelevant” , i.e not mentioned in

the text, “incorrect” (i.e., not true according to the text), “too

narrow” (i.e., only representing part of the text) or “too

general” (i.e., not specific to that section only).

- Ask Ss to work in pairs to compare their answers.

- Check answers as a class. In stronger classes, ask Ss to

explain their choices.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:

- To help Ss personalize the language and ideas in the reading.

b. Content:

- Task 4: Work in pairs. Discuss the following questions.(p.133)

c. Expected outcomes:

- Students can use the language and ideas from the unit to reply to the head teacher.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Discuss the following questions.

- Ask Ss to read the questions and prepare for their - Read the questions and prepare for their answer. Suggested answers:

answer. - Work in paris to discuss the answer. If I received such an inspirational letter, I would

- Have Ss work in pairs to discuss their answers. feel very motivated to continue my learning
- Students share their answers with the whole class.
- Encourage Ss to explain why they would reply in journey after leaving school. I believe such a
- Students listen and give feedback.
that way. Walk around the class and offer help with letter would help me work harder and achieve

any words or expressions Ss may not know. Invite my goals. I would also say thank you to her for

some pairs of Ss to share their ideas with the whole her encouragement. I may also ask for more

class. Praise for interesting ideas and fluent delivery. specific guidelines that may help me define my

learning goals better.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)
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a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework

- Learn by heart vocabulary

- Do exercises in the workbook.

- Prepare for the next lesson.

Board plan

Date of teaching

UNIT 10: LIFELONG LEARNING

Lesson 3: Reading

* Warm-up

* Vocabulary

1. vocational school (n)

2. enrol (v)

3. martial art (n)

Task 1: Discussion.

Task 2: Read a letter and circle the phrases with the closest meaning to the highlighted words.

Task 3: Read and choose the correct answer.

Task 4: Discussion.

* Homework
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UNIT 10: LIFELONG LEARNING

Lesson 4: Speaking – Great role models for lifelong learning

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Talk about great role models of lifelong learning.

2. Competences

- Develop communication skills;

- Be collaborative and supportive in pair work and teamwork;

- Actively join in class activities.

3. Personal qualities

- Dedicated to learning and inspired by role models who pursue education.

II. MATERIALS

- Grade 12 textbook, Unit 10, Speaking

- Computer connected to the Internet

- Projector / TV

- hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may lack vocabulary to deliver a - Provide vocabulary and useful language before assigning tasks.

speech. - Encourage students to work in groups so that they can help each other.

- Give short, clear instructions and help if necessary.

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 speaking part.

b. Content:

- Chatting and video watching

c. Expected outcomes:

- Students can guess the context for the speaking part.

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Chatting and video watching - Ss look at the picture and answer the questions. Link:

- Show a picture and ask Ss to answer some - Ss share the ideas in front of the class. https://youtu.be/OIVPb7O9n_k?

questions. - Watch a video. si=fXHO8srJheeZfL2q

- Call on Ss to give the ideas and give feedback. Questions:

- Have Ss watch a video about Marie Curie to get - Who is she?

more information - What do you know about her?

- Lead in the lesson.

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e. Assessment

- Teacher observes and gives feedback.

2. ACTIVITY 1: CONTROLLED PRACTICE (20 mins)

a. Objectives:

- To provide information and language input for the main speaking task.

- To help Ss practise talking about, listening to, and taking notes about the life of a famous person in an information gap activity.

b. Content:

- Task 1: Work in pairs. One of you is A, and the other is B. A reads the information card about Uncle Ho. B reads the information card about Marie Curie below.

(p.134)

- Task 2: A talks about Uncle Ho as a lifelong learner. B listens and completes the notes. Then compare your notes. (p.134)

- Task 3: Switch roles. B talks about Marie Curie as a lifelong learner. A listens and completes the notes. Then compare your notes. (p.134)

c. Expected outcomes:

- Students can have more ideas for the speaking part.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. One of you is A, and the other is B. A reads the information card about Uncle Ho. B reads the information card about Marie Curie

below. (6 mins)

- Ask Ss to form pairs, one is student A, and the other is student B. - Work in pairs and read the information. Students’ practice.

Tell Ss to look at their given information about two different great

role models.

- Check comprehension and explain any phrases Ss may find hard,

e.g. doing national martial arts, managed to go to university, won

Nobel prize.

- In weaker classes, encourage Ss to develop full sentences from

their given information, e.g.

Student A: Our uncle Ho managed to learn every day throughout

his life. He often read and wrote until midnight after a working

day.

Student B: When Marie Curie was young, women in her country,

Poland, were not allowed to go to school. But Marie Curie

managed to go to university. She moved to France and studied in

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Sorbonne university.

- Walk around the class to give help if necessary

Task 2: A talks about Uncle Ho as a lifelong learner. B listens and completes the notes. Then compare your notes. (7 mins)

- Ask Ss to work in pairs. Each pair consists of two students, A and - Work in the same pairs. Example: Uncle Ho is a great role

B. - Students A talk about Uncle Ho as a lifelong model for lifelong learning. He

- Ask students As to base on their given information and talk about learner. managed to learn every day

Uncle Ho as a lifelong learner. Tell them to look at the example to throughout his life. He often learnt
- Students Bs to listen and complete the notes.
understand what they are asked to do. by reading and writing until

- Tell students Bs to listen and complete the notes. midnight after a working day. ...
- Share their table with information about Uncle Ho
- In weaker classes, help students As develop the given
as a lifelong learner.
information into full sentences.

- In stronger classes, encourage Ss to use different sentence

structures to express the given information effectively.

- Ask Ss to share their table completed with information about

Uncle Ho as a lifelong learner.

- Help Ss correct any information, if necessary.

Task 3: Switch roles. B talks about Marie Curie as a lifelong learner. A listens and completes the notes. Then compare your notes. (7 mins)

- Ask Ss to work in pairs. Each pair consists of two students, A and - Work in the same pairs. Example:

B. - Students Bs talk about Marie Curie as a lifelong Marie Curie is a great role model

- Ask students Bs to base on their given information and talk about learner. for lifelong learning. She managed

Marie Curie as a lifelong learner. Tell them to look at the example to go to university because in her
- Students As listen and complete the notes.
to understand what they are asked to do. country, Poland, women were not

- Tell students As to listen and complete the notes. allowed to go to university to study.
- Share their table with information about Marie
- In weaker classes, help students Bs develop the given information Marie moved to France and studied
Curie as a lifelong learner.
into full sentences. physics and maths in Sorbonne

- In stronger classes, encourage Ss to use different sentence University. ...

structures to express the given information effectively.

- Ask Ss to share their table with information about Marie Curie as

a lifelong learner.

- Help Ss correct any information, if necessary.

e. Assessment

- Teacher gives feedback on Ss’ pronunciation and conversation.

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (17 mins)

a. Objectives:

- To give Ss an opportunity to deliever a talk about a role model for lifelong learning.

b. Content:

- Task 4: Use your notes to talk about Uncle Ho or Marie Curie as great role models for lifelong learning. What can you learn from them? Present your talk to the class.

c. Expected outcomes:

- Students can report their discussion results to the class.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Use your notes to talk about Uncle Ho or Marie Curie as great role models for lifelong learning. What can you learn from them? Present your talk
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to the class.

- Ask Ss to work in groups. - Students work in groups to do the task. Suggested answers:

- Tell Ss to use the notes to talk about these - Use the notes to talk about these two great role Uncle Ho as a lifelong learner

two great role models for lifelong learning. models for lifelong learning. Today, I would like to talk about Uncle Ho as a great role

- I weaker classes, help Ss with sentence model for lifelong learning. Throughout his life, he

structures that they need to develop the notes managed to learn something every day. After a working
- Ss present their ideas to the class.
into a talk. day, Uncle Ho often spent time reading or writing until

- In stronger classes, encourage Ss to add any midnight.

related information about these two lifelong He could also speak a lot of foreign languages such as

learners in their talks. French, English, Chinese, Italian, German, and

- Walk around and give Ss any support, if Russian. He learnt to use these languages mainly through

necessary. self-study. Uncle Ho had an effective way to learn new

- Invite some Ss to give their talk in front of words. He wrote them on his arms and revised them

the whole class. Praise Ss for their effort, throughout the day. Uncle Ho also

pronunciation, and fluent delivery. regularly exercised and enjoyed sport. He kept fit and

healthy by exercising every day and doing

traditional martial arts. Uncle Ho set a very good example

as a lifelong learner.

I really admire his spirit and desire for lifelong learning and

improvement. I think I will try to learn another foreign

language and do regular exercise to keep fit and healthy.

Marie Curie as a lifelong learner

Today, I would like to talk about Marie Curie as a great

role model for lifelong learning, especially

for women. When Marie Curie was young, women in her

country, Poland, weren’t allowed to go to

university. She moved to France and managed to study at

the Sorbonne, which is one of the top

universities in the world.

Marie Curie spent a lot of time studying. She read a lot of

books from the library, and registered for

many different courses at the university. She won two

Nobel prizes. She won a Nobel Prize in Physics in 1903

and another Nobel Prize in Chemistry in 1911. I believe

that she achieved this success thanks to her hard work and

lifelong learning.

I really admire Marie Curie for her achievements in

science. She overcame many obstacles in her life to

continue her studies and become the first female professor

at the Sorbonne.

e. Assessment

- Teacher checks students’ pronunciation and gives feedback.

4. CONSOLIDATION (2 mins)
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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 next lesson.

Board plan

Date of teaching

Unit 10: Lifelong learning

Lesson 4: Speaking

* Warm-up

Chatting and video watching

- Task 1: Reads the information card about Uncle Ho and Marie Curie.

- Task 2: A talks about Uncle Ho as a lifelong learner. B listens and completes the notes.

- Task 3: Switch roles.

- Task 4: Use your notes to talk about Uncle Ho or Marie Curie.

* Homework
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UNIT 10: LIFELONG LEARNING

Lesson 5: Listening – Challenges of lifelong learning

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Listen for main ideas and specific information in a talk about the challenges of lifelong learning

2. Competences

- Be collaborative and supportive in pair work and teamwork;

- Develop listening skills.

3. Personal qualities

- Awareness of the challenges of lifelong learning

II. MATERIALS

- Grade 12 textbook, Unit 10, Listening

- Computer connected to the Internet

- Projector / TV

- hoclieu.vn

Language analysis

Form Pronunciation Meaning Vietnamese equivalent

the ability to continue trying to do

1. determination /dɪˌtɜːmɪˈneɪʃn/ sự quyết tâm
something even when it is difficult

2. obstacles (n) /ˈɒbstəkl/ difficult situations tình huống khó khăn

things that stop you from paying

3. distractions (n) /dɪˈstrækʃn/ sự phân tâm, sự sao lãng
attention to what you are doing

4. acquire (v) /əˈkwaɪə/ gained có được, đạt được

5. complex /ˈkɒmpleks/ difficult to deal with phức tạp

Assumption

Anticipated difficulties Solutions

Students may lack vocabulary to deliver a speech. - Provide vocabulary and useful language before assigning tasks.

- Encourage students to work in groups so that they can help each other.

- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the recording. - Make sure they understand the meaning and pronunciation of important words.

- Teach them the skill of underlining key words in the questions before they listen.

- Play more time if necessary.

III. PROCEDURES

1. WARM-UP (5 mins)
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a. Objectives:

- To help Ss understand and activate their knowledge of the topic;

b. Content:

- Brainstorming

c. Expected outcomes:

- Students can give the challenges of lifelong learning

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Brainstorming - Students answer the questions. Questions:

- Ask Ss some questions. - Brainstorm the ideas. - Do you think lifelong learning is easy?

- Have Ss brainstorm the challenges of lifelong - If not, what are the challenges of lifelong

learning. learning?

- Call on some Ss to give the ideas.

- Lead into the new lesson.

e. Assessment

- Teacher observes students and gives feedback.

2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:

- To introduce some words and phrases to help Ss understand the listening and get Ss involved in the lesson.

b. Content:

- Task 1: Choose the correct meanings of the underlined words. (p.135)

c. Expected outcomes:

- Students understand the meaning of some new words.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Choose the correct meanings of the underlined words.

- Ask Ss to read the five vocabulary items and have Ss guess - Read the vocabulary and guess the meaning Answer key:

their meaning. - Listen to the teacher 1. B

- In weaker classes, read the definitions and check your 2. A

- Solve the task
understanding of the vocabulary. 3. B
- Give the answers and correct
- Have Ss do the matching in pairs or individually. 4. A

- Check answers as a class. Further explain to Ss if necessary. 5. A

- Ask Ss to copy down the vocabulary

e. Assessment

- Teacher observes and gives feedback.

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:

- To help Ss practise listening for main idea.

- To help Ss practise listening for main idea and specific information.

b. Content:

- Task 2: Listen to a talk about lifelong learning. Put the main ideas in the order you hear them. (p.135)

- Task 3: Listen to the talk again and complete the sentences. Use no more than three words for each gap. (p.135)
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c. Expected outcomes:

- Students can catch the main idea as well as specific details of the recording and complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Listen to a talk about lifelong learning. Put the main ideas in the order you hear them. (10 mins)

- Ask Ss to read the three sentences and check understanding. - Read the options and listen to the teacher’s Answer key:

- Have Ss also underline the keywords in each sentence and instructions. 1. b 2. c 3. a

encourage them to try to listen for these keywords, e.g. a. need - Ss listen to the recording and do the task.

money, time and space; b. strong motivation, determination; c. - Compare the answers in pairs and with the whole

effective, put ... into practice. class.

- Play the recording and have Ss listen and put the ideas in order.

- Play again if necessary.

- Ask Ss to compare their answers in pairs.

- Check answers as a class.

Task 3: Listen to the talk again and complete the sentences. Use no more than three words for each gap. (10 mins)

- Have Ss read through the five sentences, then check if they - Read through the five sentences and guess the Answer key:

understand their overall meaning. types of words. 1. knowledge

- Tell Ss that need to complete each of these five sentences, using no 2. achieve your goals
- Listen to the recording to complete the sentences.
more than three words. 3. collecting information
- Play the game to check the answers.
- Ask Ss to predict types of words, i.e noun, adjective or verb and 4. complex problem

meaning of the missing words or phrase. 5. well-rounded

- Play the recording. Ask Ss to listen, take notes, then complete.

- Check answers as a class by asking Ss to play the game MOVE UP

MOVE UP

- Divide the class into 2 groups: RABBIT AND TIGER.

- The groups will choose the number and answer the question behind

the number. If the answer is correct, your group will move up. And

continue to another group.

- The group that has the higher position will win the game.

- Confirm the correct ones.

e. Assessment

- Teacher’s observation of Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:

- To give Ss an opportunity to use the language and ideas from the listening to express opinions.

b. Content:

- Task 4: Work in groups. Discuss the following question. (p.135)

c. Expected outcomes:

- Students can use the language and ideas from the listening to express opinions.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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Task 4: Work in groups. Discuss the following question.

- Ask Ss to recall the challenges that have been - Recall the challenges that have been mentioned in Suggested answers:

mentioned in the talk (lifelong learning is not easy; the talk. The first challenge is to get motivated to continue

it requires strong determination and hard work; learning. To do that, we need to remind ourselves of

you also need to stay focused on your learning and our goals, and the benefits of achieving them. To
- Work in groups to discuss the questions.
avoid distractions; you need to put your learning help maintain motivation, we should always

into practice to make it effective; you need money, - Students share their ideas to the whole class. celebrate

time and space to continue your pursuit of completing the small goals, not just the big ones. A

knowledge and skills). learning plan of small manageable tasks that suit

- Put Ss into groups to discuss the question. Walk our family, work and social commitments will also

round the class and offer help. In weaker classes, have a positive effect on motivation.
give some
suggestions, if necessary. Make sure Ss Another challenge is finding a determination to

take notes of their ideas. learn or study. To be determined, we need to be

- Invite Ss from some groups to share their ideas deeply committed and avoid distractions. We need

with the whole class. to think about our personal values that will give us

purpose for staying committed to lifelong learning.

It will also be challenging to apply our new skills

and knowledge in our life. That is why we need to

focus on practical things to learn, for example,

things we can do with our hands or skills that will

be useful in our jobs.

If we face the challenge of not having money, time,

or space for learning, then the solution would be to

choose free online classes or short courses that can

be completed anywhere. There are also many

scholarships and grants that are available to young

people willing to continue learning.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)

a. Wrap-up

- Summarise the main points of the lesson.

b. Homework

- Learn by heart vocabulary

- Do exercises in the workbook.

- Prepare for the next lesson

Board Plan

Date of teaching

Unit 10: Lifelong learning

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Lesson 5: Listening

*Warm-up

Brainstorming

Task 1: Choose the correct meanings.

Task 2: Listen and put the main ideas in the correct order.

Task 3: Listen and complete the sentences.

Task 4: Discussion

*Homework
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UNIT 10: LIFELONG LEARNING

Lesson 6: Writing – An article about the benefits and challenges of

lifelong learning

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Synthesise and summarise information to write an article about the benefits and challenges of lifelong learning

2. Competences

- Develop writing skills, in terms of vocabulary, grammar, coherence, and cohesion;

- Be collaborative and supportive in pair work and teamwork;

3. Personal qualities

- Awareness of the benefits and challenges of lifelong learning.

II. MATERIALS

- Grade 12 textbook, Unit 10, Writing

- Computer connected to the Internet

- Projector / TV

- hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped - Play the recording many times if necessary.

listening, writing and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each

other.

- Provide feedback and help if necessary.

III. PROCEDURES

1. WARM-UP (5 mins)

a. Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

b. Content:

- Video watching

c. Expected outcomes:

- Students can get an overview of the lesson’s topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Watching a video - Students watch a video and take notes. Link: https://www.youtube.com/watch?

- Have Ss watch a video and answer what he is talking - Students discuss and give some information about v=EMbuM0OzGt4

about. the video.

- Call on some Ss to give some information about what

he has delivered in the video.

- Lead into the new lesson about benefits and challenges

of lifelong learning.
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e. Assessment

- Teacher observes and gives feedback.

2. ACTIVITY 1: PRE-WRITING (10 mins)

a. Objectives:

- To help Ss develop ideas for their writing.

b. Content:

- Task 1: Work in pairs. Complete the table about the benefits and challenges of lifelong learning. Use the ideas in Reading and Listening to help you. (p.136)

c. Expected outcomes:

- Students can develop ideas for their writing.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Complete the table about the benefits and challenges of lifelong learning. Use the ideas in Reading and Listening to help you.

- Ask Ss to work in pairs and try to recall the benefits - Work in pairs and try to recall the benefits and Suggested answers:

and challenges of lifelong learning that they have learnt challenges of lifelong learning. 1. Lifelong learning/It keeps your brain

from the previous Reading and Listening Sections. healthy and improves memory.
- Discuss and complete their tables with other
- Tell Ss to look at the table with the given benefits and 2. Lifelong learning/It helps you stay
benefits and challenges of lifelong learning.
challenges of lifelong learning. connected with people and current ideas.

- Let Ss discuss and complete their tables with other 3. It can be hard to put what you’ve learnt into

benefits and challenges of lifelong learning. practice.

- Walk around and help Ss, if necessary. 4. You need money, time, and space to

- For weaker classes, give a list of benefits and continue your pursuit of knowledge and skills.

challenges taken from the Reading and Listening

sections and let students put them in the table.

- Check answers as a class.

e. Assessment

- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WHILE-WRITING (20 mins)

a. Objectives:

- To help Ss practise writing an article about the benefits and challenges of lifelong learning.

b. Content:

- Task 2: Write an article (180-200 words) about the benefits and challenges of lifelong learning. Use the ideas in 1 and the outline below to help you. (p.136)

c. Expected outcomes:

- Students can write an article about the benefits and challenges of lifelong learning.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Write an article (180-200 words) about the benefits and challenges of lifelong learning. Use the ideas in Task1 and the outline below to help you.

- Ask Ss to read the given outline and check - Read the given outline and write the Suggested answer:

understanding. article. Benefits and Challenges of Lifelong Learning

- Have Ss write their articles. Encourage them to use Lifelong learning is self-motivated learning that is

the ideas focused on both personal and professional development.

In Task 1. Walk round the class to provide help if This type of learning is essential in today’s rapidly

necessary. changing world. It brings many benefits as it helps us

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- In stronger classes, have Ss work individually, then understand the world around us and provides us with

swap their drafts with a partner and comment on each better opportunities. Lifelong learners can also face

other’s structure, vocabulary and grammar. If time challenges. So, what are these benefits and challenges?

allows, encourage Ss to make revisions Let’s start with the benefits. First, lifelong learning

based on their partner’s feedback before they produce helps you have a better understanding of the world and

a final draft. make good decisions. Second, lifelong learning is good

- Collect Ss’ articles and give face-to-face feedback in for your brain. When you acquire new knowledge, your

private or provide some written feedback. brain stays active, thus improving your memory and

slowing down memory decline. In addition, lifelong

learning helps you stay connected. When you learn, you

often connect with other people and modern ideas.

What about the challenges of lifelong learning? First,

you need to have strong motivation and determination to

become a lifelong learner. In addition, lifelong learning

is only effective when you put what you have learnt into

practice. And, finally, you need money, time and space

to continue your pursuit of knowledge and skills. Many

adult learners may not have the time and enough money

to attend classes and complete assignments because of

family or work commitments. That’s why you really need

to prepare yourself for all the pressure that lifelong

learning may bring to your family, work and social life.

In conclusion, lifelong learning has many benefits, but it

can also be challenging. However, in my opinion,

despite all the drawbacks, we should try to overcome the

challenges and never stop learning.

e. Assessment

- Teacher observes and gives feedback.

4. ACTIVITY 3: POST-WRITING (7 mins)

a. Objectives:

- To do a cross-check and final check on students’ writing.

b. Content:

- Cross-checking

c. Expected outcomes:

- Students can evaluate others’ work as well as improve their own pieces of writing.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Cross-checking

- Teacher has the pairs swap and gives feedback on each other’s writing. - Students swap their piece of writing with their Writing rubric

Teacher shows a writing rubric to help Ss do the peer review. partners and give peer review. 1. Organization: …/10

- Ss do the task as required. 2. Legibility: …/10

- After peer review, Ss give the writing back to the owner and discuss 3. Ideas: …/10
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how to improve it. 4. Word choice: …/10

- Teacher then chooses one piece of writing and gives feedback on it as 5. Grammar usage and

a model. mechanics: …/10

- Teacher chooses some useful or excellent words/ phrases/ expressions/ TOTAL: …/50

word choices Ss have used to give suggestions to other Ss.

- Teacher chooses some typical errors and corrects as a whole class

without nominating the Ss’ names.

e. Assessment

- Teacher’s observation on Ss’ performance, provides help if necessary.

- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)

a. Wrap-up

- Summarise the main points of the lesson.

b. Homework

- Do exercises in the workbook.

- Complete the writing in your notebook.

- Prepare for the next lesson.

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Board Plan

Date of teaching

Unit 10: Lifelong learning

Lesson 6: Writing

*Warm-up

Video watching

- Task 1: Complete the table.

- Task 2: Write an article about the benefits and challenges of lifelong learning.

- Cross-check

*Homework
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UNIT 10: LIFELONG LEARNING

Lesson 7: Communication and Culture / CLIL

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Expand vocabulary with the topic of the unit;

- Thank and accept thanks.

- Get to know about one of the oldest university graduates.

2. Competences

- Develop communication skills and creativity;

- Develop presentation skills;

- Be collaborative and supportive in pair work and teamwork.

3. Personal qualities

- Be aware of the importance of learning for their life.

II. MATERIALS

- Grade 12 textbook, Unit 10, Communication and Culture / CLIL

- Computer connected to the Internet

- Projector / TV

- hoclieu.vn

Language analysis

Thanking Accepting thanks

Formal: Formal:

- I can’t thank you enough for … - You’re welcome.

- I’m really/so grateful for … - It’s my pleasure.

- I really appreciate it. - My pleasure.

Informal: Informal:

- Thank you/Thanks for … - No problem.

- Many thanks! - Don’t mention it.

- Thanks a million! - Glad to help.

Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that they can help each other.
Students are reluctant to work in groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

Students may lack vocabulary to deliver a speech.
- Provide vocabulary and useful language before assigning tasks

- Encourage students to work in groups so that they can help each other.

III. PROCEDURES

1. WARM-UP (7 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

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- To enhance students’ skills of cooperating with teammates.

b. Content:

- Video watching

c. Expected outcomes:

- Students can get involved in the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Students watch a video. Link:

- Have Ss to watch a video and take notes . - Students discuss and answer the question. https://www.youtube.com/watch?v=ahxRv5Rzhe4

- Have Ss work in groups of 3, discuss the question.

- Call on Ss to give the answer.

- Lead in to the new lesson.

e. Assessment

- Teacher observes and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (13 mins)

a. Objectives:

- To provide a model conversation in which speakers thank and accept thanks.

- To review expressions for thanking and accepting thanks.

b. Content:

- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (p.136)

- Task 2: Work in pairs. Use the models in 1 to make similar conversations for these situations. One of you is A, the other is B. Use the expressions below to help you.

(p.137)

c. Expected outcomes:

- Students can express for thanking and replying.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs. (4 mins)

- Ask Ss to read through the incomplete conversations. - Read through the incomplete conversations. Answer key:

Check comprehension by asking questions, e.g. Who are 1. B

- Listen and complete the conversations with the
the speakers? (A: Ms Lan and Mai; B: Nam and Mark); 2. C
expressions from the box.
What are they talking about? (A: information about the 3. D

online courses; B: activities of the science club) - Practise the conversations in pairs. 4. A

- Have Ss listen and complete the conversations with the

expressions from the box.

- Check answers by asking two Ss to read out the

conversations.

- Have Ss underline expressions used to express thanks,

e.g. thank you for sharing…; thank you for inviting …?,

and replying, e.g. Don’t mention it …; I’m glad you found

it useful, ...

- Put Ss in pairs and have them practise the conversations.

Useful expressions (2 mins)

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- Have Ss read the useful expression on page 137. - Ss read the useful expressions and provide other

- Ask Ss to provide other expressions to thank and accept expressions to thank and accept thanks.

thanks.

Task 2: Work in pairs. Use the models in 1 to make similar conversations for these situations. One of you is A, the other is B. Use the expressions below to

help you.

(7 mins)

- Put Ss in pairs and explain the task: to role-play - Ss work in pairs to do the task. Sample conversations:

conversations - Ss use the leanrt expressions to make similar 1.

similar to those in 1, but based on the two situations. Each conversations. A: Mr Wilson, I really enjoyed your

student in the pair should choose a role. Make sure that - Ss role-play the conversations in front of the class. cooking class. Thank you so much for

each student has a chance to both thank and accept thanks. teaching me how to cook fish and chips. It’s

- Encourage them to use words and phrases they have so delicious. I always wanted to learn how

learnt so far in this unit in their conversations. to cook traditional British dishes.

- Ask Ss to read through the situations, and check B: It’s my pleasure, Mai. I’m glad you

understanding. Ask them if they have been in similar enjoyed my cooking class and learnt to cook

situations, i.e. if they had to thank someone or accept a new dish.

someone’s thanks. 2.

- Have Ss work in pairs. In weaker classes, underline the B: Mark, it was very helpful to learn more

words and phrases in the conversations that about the language learning app. It seems

Ss can replace with their own ideas. You can also write like a very useful app for learning English.

some prompts on the board. In stronger Thanks a lot for sharing all the information

classes, encourage them to be more creative. with me.

- Go through the useful expressions in the box and remind A: Don’t mention it, Nam. Glad to help.

them to use them in their conversations.

- Have Ss spend a few minutes planning their

conversations, e.g. decide on the roles (instructor /

student in a cooking class), what dish or app to talk about.

Have Ss practise their conversations in

pairs.

- Invite several pairs of Ss to role-play their conversations

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in front of the class.

- Praise for good effort, clear pronunciation, fluent delivery

and appropriate use of the expressions

for thanking and accepting thanks.

e. Assessment

- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: CULTURE (18 mins)

a. Objectives:

- To help Ss learn about one of the oldest university graduates.

- To help Ss relate what they have learnt in the reading text to their own context.

b. Content:

- Task 1: Read the text and complete the diagram with information from the text. (p.137)

- Task 2: Work in groups. Share stories of people you know who keep learning despite their old age. (p.137)

c. Expected outcomes:

- Students can relate what they have learnt in the reading text to their own context

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the text and complete the diagram with information from the text.

(7 mins)

- Ask Ss some questions to find out if they know any old-aged - Ss brainstorm and answer the questions. Suggested answers:

university students, e.g. Do you know mature university 1.earned a BA in Psychology

students? How old were they? What did they study at 2.completed a BSc in Molecular

university? - Work in pairs to complete the diagram. Biology

- Tell Ss that they will read a text about one of the oldest 3.started his Master’s degree
- Give the answer and correct with the whole class.
university graduates. Ask Ss what they want to know about this 4.received his Master’s degree

person, e.g. How old was this person when he graduated? Why

did he study at university at such an old age? How did he feel

when he received his degree at such an old age? … Write these

questions on the board and tell Ss to answer them later on.

- Put Ss into pairs. Ask them to read the text ‘One of the oldest

university graduates’ and complete the diagram. Walk round

the class and offer help, explaining unfamiliar words or

answering questions.

- Check answers as a class by calling on pairs to write the

missing words or phrases on the board.

- Go back to the questions on the board, i.e. the things Ss

wanted to know about the topic. Ask which of the questions

they can answer now and cross them out. Assign the rest for

homework.

Task 2: Work in groups. Share stories of people you know who keep learning despite their old age. (11 mins)

- Have Ss look back at the diagram in Activity 1 which - Look back at the diagram in Activity 1. Suggested answers:

summarises the information about an old-aged university In our group, we learnt about Tam’s
- Work in groups to share stories of the people they
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graduate. know who keep learning despite their old age. grandfather. He retired 10 years ago.

- Ask Ss to work in groups to share stories of the people they - Students share their ideas in front of the class. After he retired, he had more free time

know who keep learning despite their old age. to pursue his interests. He really likes

- Invite several groups to share their stories. Praise for good French literature, especially novels, so

effort, clear pronunciation, fluent delivery and interesting ideas. he registered for a course to brush up

on his French. Then he started

translating French novels into

Vietnamese. He also managed to

publish some of them.

e. Assessment

- Teacher gives feedback on student’s opinions and pronunciation.

4. EXTRA ACTIVITY (5 mins)

a. Objectives:

- To help Ss discuss the topic further.

b. Content:

- Discussion.

c. Expected outcomes:

- Students can use the knowledge to discuss the topic further.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Discussion.

- Have Ss work individually and discuss the questions. - Think about the questions and answer. Questions:

- Call on some Ss to give ideas. - Some students give ideas and others give feedback 1. Do you think lifelong learning is

or comment. important?

2. Why do some people still choose to learn

even when they are older?

e. Assessment

- Teacher gives feedback on student’s opinions and pronunciation.

5. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learned in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Lesson 8 – Looking back and project.

Board Plan

Date of teaching

Unit 10: Lifelong learning

Lesson 7. Communication and Culture / CLIL

*Warm-up

Watching a video
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*Everyday English

- Task 1: Listen and complete the conversations.

- Task 2: Make similar conversations.

*Culture

- Task 1: Read and complete the diagram.

- Task 2: Share stories of people you know who keep learning despite their old age.

Discuss the questions

* Homework
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UNIT 10: LIFELONG LEARNING

Lesson 8: Looking back and project

I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge

- Review the vocabulary and grammar of Unit 10;

- Apply what they have learned (vocabulary and grammar) into practice through a project.

2. Core competence

- Develop communication skills and creativity;

- Develop presentation skills;

- Develop critical thinking skills;

- Be collaborative and supportive in pair work and teamwork;

- Actively join in class activities.

3. Personal qualities

- Be admire of certain role models who pursue education despite their advanced age.

II. MATERIALS

- Grade 12 textbook, Unit 10, Looking back and project

- Computer connected to the Internet

- Projector / TV/ pictures and cards

- hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs and in groups so that they can help each other.

operating skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in the class. - Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

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:

- Game: Slingshot.

c. Expected outcomes:

- Students can review some vocabulary that they have learnt in the previous lesson

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Slingshot (PPT slides) - Ss work in 4 teams and choose the correct Answer key:

- Divide the class into 4 teams. word/phrase. 1. relevant

- Have each team take turns to choose the correct word or 2. adult education

phrase with the given meaning. 3. distance learning

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- The team with the highest score is the winner. 4. learning community

5. well-rounded

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:

- To help Ss review intonation patterns in questions.

- To help Ss review words and phrases they have learnt in the unit.

- To help Ss review the use of reported speech in orders, advice, offers and requests.

b. Content:

- Pronunciation: Mark the intonation in the following questions. Then listen and check. Practise saying them in pairs. (p.138)

- Vocabulary: Complete the text. Use the correct forms of the words and phrases in the box. (p.138)

- Grammar: Choose the sentence that has the closest meaning to the given sentence. (p.138)

c. Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Pronunciation: Mark the intonation in the following questions. Then listen and check. Practice saying them in pairs. (4 mins)

- Ask Ss to listen and mark the intonation pattern in the - Listen and mark the intonation pattern in the Answer key:

questions. questions. 1. When was the last meeting of your reading

- Ask Ss to compare their answers. - Compare the answers in pairs and with the whole club?

- Confirm the correct answers. class.

2. Is lifelong learning important for career
- Have Ss practise saying the questions in pairs. Praise - Practise the questions in pairs and in front of the
development?
for correct use of intonation patterns. class.
3. You don’t attend night school classes, do

you? I’ve never seen you before.

4. Is the course held on weekdays or

at the weekend?

Vocabulary: Complete the text. Use the correct forms of the words and phrases in the box (4 mins)

- Have Ss read the text, and the words and phrases in the - Ss do the activity individually. Answer key:

box. Check understanding. 1. relevant

- Compare the answers with the partners.
- Tell Ss to study the context carefully and decide on the 2. adult education

word or phrase to complete each sentence. 3. distance learning

- Have Ss compare their answers in pairs or groups. 4. learning community

- Check answers as a class by asking individual Ss to 5. well-rounded

read the text.

Grammar: Choose the sentence that has the closest meaning to the given sentences. (4 mins)

- Tell Ss that this type of exercise is similar to questions Answer key:

- Read the original sentence and recall the grammar
that they often have in the exams. 1. A
structure that are tested in the original sentence.
- Ask Ss to read the original sentence and recall the 2. B

grammar structure that are tested in the original 3. C

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sentence, e.g. in sentence 1, students need to report - Ss do the task individually. 4. D

advice; in sentence 2, students need to report an offer;

- Play the game in groups to check the answers.
in sentence 3, students need to report a request; and in

sentence 4, students need to report an order.

- Have Ss read the four options that follow each sentence

and eliminate the options that can be grammatically

incorrect.

- Ask Ss to choose the sentence that doesn’t change the

meaning of the original sentence.

- Let Ss compare their answers.

- Check the answers by asking Ss to play the game

SUPER MARIO (PPT slides).

- Divide the class into 2 groups

- Give the instructions for the game.

- Confirm the correct answers.

e. Assessment

- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:

- To provide an opportunity for Ss to develop their research and collaboration skills and to show the collected information in a leaflet about a lifelong learning habit.

b. Content:

- Project: A leaflet about lifelong learning habit.

c. Expected outcomes:

- Students practice doing research and design a leaflet about a lifelong learning habit.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- As Ss have prepared for the project throughout the unit, the focus - All groups exhibit their leaflets and prepare for their Students’ presentations

of this lesson should be on the final product, which is a leaflet presentations.

about a lifelong learning habit. - Ss walk around, view the other groups’ leaflets, and

- Have Ss work in their groups. Give them a few minutes to ask questions about them.

display their leaflets around the classroom. Organise an exhibition - Ss gives comments on their friends’ work.

in the classroom where each group can display their leaflets in

advance. Then have Ss walk around, view the leaflets, and ask

questions about them.

- Give Ss checklists for peer and self-assessment. Explain that they

will have to tick appropriate items while viewing the leaflets and

listening to the group representative’s explanations, and write

comments if they have any. The group representatives should

complete their self-assessment checklists after presenting their

leaflets or answering questions about them.

- If necessary, go through the criteria for assessing their leaflet to

make sure Ss are familiar with them.

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- Teacher can also give Ss marks for their leaflets as part of their

continuous assessment.

- Encourage Ss to reflect on their performance and think about

what they could have done better.

e. Assessment

- Teacher observes and give feedbacks to students’ performances.

4. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learned in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for the next lesson.

Board Plan

Date of teaching

Unit 10: Lifelong learning

Lesson 8: Looking back and project

*Warm-up

Game: Slingshot

* Looking back

- Pronunciation: Mark the intonation in the questions.

- Vocabulary: Complete the text.

- Grammar: Choose the sentence that has the closest meaning.

* Project: A leaflet about lifelong learning habit

*Homework