Kế hoạch bài dạy Tiếng Anh Lớp 12 Global Success theo CV5512 - Unit 10: Lifelong learning

 Assumption
Anticipated difficulties Solutions
Students may lack knowledge and - Encourage students to work in groups so 
experience about the topic. 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 STUDENTS’ ACTIVITIES CONTENTS
ACTIVITIES
Watching a video - Students watch a video and Questions:
- Teacher plays a video and answer the question What is the video about?
asks Ss to watch and answer Suggested answer:
the question. Old people with 
Link: technology
https://www.youtube.com/w
atch?v=kASX8SmSIiU 
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 - Teacher puts Ss in pairs and - Ss compare the words and 
asks them to compare the phrases with their partner. 
words and phrases they have 
underlined and discuss their 
meaning. Then check 
comprehension as a class.
- Call on three Ss to read the - Students read the 
conversation aloud. 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 - Students work in pairs to do Answer key:
them to read the sentences the activity. 1. F
carefully. 2. T
- Ask them to identify and 3. F
underline the key words and 4. T
important information in the 
statements, then read the 
conversation and decide 
whether each of the statements 
is true (T) or false (F).
- Teacher has Ss share their 
answers with the class. - Students share the answers 
- Confirm the correct answers. in front of the class and show 
 where they can find them.
 - Correct 
Task 3: Find words and phrase in 1 with the following meaning. (6 mins)
- Ask Ss to work - Students read the 
independently to do the conversation again and work 
exercise independently to do the 
- Ask Ss to read the activity.
definitions, then scan the 
 Answer key:
conversation looking for 
 1. boost
words or phrases matching the 
 2. brush up
meanings.
 3. informed
- Encourage students to look at 
 4. maintain
the given initials of the words 
and phrases so that they can 
find them more quickly.
- Have Ss compare and share - Share the answer with 
their answers with the class. partners.
- Have Ss play the game to - Ss play game to give the 
check the answers answers - Ask Ss to work in groups of - Work in groups of 4 Questions: 
 4 • What do you think 
 - Have Ss to think and discuss - Discuss the questions and lifelong learning is? 
 about the questions share the ideas in groups • Do people around you 
 - Call some students to share - Share the ideas in front of maintain their 
 the answers class lifelong learning? 
 - Give feedbcak - Listen • How important do you 
 think lifelong learning 
 is? Why/why not? 
 • What is your learning 
 journey ahead? 
e. Assessment
- 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. 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.
- Actively join in class activities.
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 lớp học buổi tối
 in the evening
 2. distance /ˌdɪstəns a method of education học từ xa
 learning (n) ˈlɜːnɪŋ/ in which people study 
 at home and send their 
 work to their teachers
 3. well-rounded /ˌwel ˈraʊndɪd/ having a variety of được phát triển một cách 
 (adj) experiences and a toàn diện
 range of skills and 
 interests 
 4. learning /lɜːnɪŋ a group of learners who cộng đồng học tập
 community (np) kəˌmjuːnəti / share learning goals 
 and often connect with 
 one another - 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’ CONTENTS
 ACTIVITIES
Task 1: Listen and repeat. Pay attention to the intonation of the following questions. 
(6 mins)
- Ask students to look at the - Look at the Remmeber Audio script
Remember box for a quick box
revision of intonation patterns in 
different types of questions.
- Play the recording for Ss to listen - Listen and repeat.
and repeat. Ask Ss to pay attention - Pay attention to the 
to the intonation of each question. intonation of each question.
- Have Ss work in pairs to say these - Practise reading the 
questions with the correct sentences in pairs. 
intonation.
- Have Ss revise the different - Listen to the teacher 
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 - Listen to the questions and Audio script
and mark the intonation patterns. mark the intonation 
- Play the recording several times, patterns.
if necessary, pause after each 
question for Ss to repeat.
- Check answers as a class.
- Put Ss into pairs and have them - Listen and check another student to read its 
 definition.
 Task 2: Complete the sentences using the words and phrases in 1. (6 mins)
 - Have Ss work in pairs. Tell - Students work in pairs, 
 them to read the sentences and read the sentences carefully 
 decide which phrase in and decide which words can 
 Activity 1 can be used to be used.
 complete each of the 
 sentences. Explain that they Answer key:
 can use the context clues to 1. well-rounded 
 decide on the word or phrase 2. adult education
 needed, e.g. in sentence 1, the 3. night school
 phrase ‘ become a ____ 4. learning community
 person’, gives us the hint that 5. distance learning
 we will need an adjective to 
 modify ‘person’. Among the 
 given phrases, ‘well-rounded’ 
 is best suited.
 - Check answers by playing 
 the game SECRET GARDEN - Listen to the teacher’s 
 - Divide the class into two instruction. 
 groups - Ss choose the numbers and 
 - Ask Ss to explain why they answer the question to get 
 have chosen the phrase for points.
 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 
 - Correct 
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback. - Have Ss read the instructions - Read the instructions and Suggested answers: 
 and example, and make sure examples. My friends suggested 
 they all understand the context that I dedicate some 
 and what they have to do. In time each day to 
 weaker classes, let Ss list the practice a new musical 
 daily lifelong learning activities instrument. They 
 (read for 30 minutes every day, encouraged me to join 
 learn a foreign language, take a local music group or 
 up a new sport, learn a new skill take lessons to 
 ...) - Work in pairs to compare enhance my skills. 
 - Put Ss in pairs and have them the answers They also advised me 
 tell each other their sentences . to explore different 
 - Invite some Ss to say their - Present their ideas in front genres of music to 
 sentences to the class. Praise the of the class. broaden my musical 
 Ss with good sentences. knowledge. 
 Additionally, they 
 recommended that I 
 set specific goals for 
 my musical progress 
 and track my 
 achievements along 
 the way. Their support 
 and guidance have 
 motivated me to 
 embrace this new 
 musical journey and 
 strive for continuous 
 improvement.
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.
- Do more exercises about Reported speech: reporting orders, requests, offers, and advice Board plan
 Date of teaching
 UNIT 10: LIFELONG LEARNING
 Lesson 2: Language
* Warm-up
* Pronunciation
 Task 1. Listen and repeat. Pay attention to the intonation of the following 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
* Vocabulary
 Task 1. Match the parts of the words to make words and phrases that mean the 
following.
 Task 2. Complete the sentences using the words and phrases in 1
* Grammar
 Task 1. Rewrite the sentences in reported speech, using the correct forms of the 
verbs in the box
 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
* Homework