Tiếng AnhLớp 12Phần 7. Review 2

Giáo án Skills

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

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- Identify the main ideas of a text on urban development and locate supporting evidence.
- Explain why photographs, boundary changes and data sources must be considered before interpreting urban trends.
- Extract specific details (times, days, fees) from a listening recording and answer multiple-choice questions.
- Recognise the features of a formal application letter and write a short one with appropriate structure and language.

2. Competences

a) General competences

Self-control and independent learning: Ss retrieve key information from the reading and listening texts on their own first, then check their answers against the explanations and identify their own errors.
Communication and collaboration: Ss work in pairs and small groups to compare notes, justify answers with evidence from the texts and give peer feedback on each other's letters.
Problem-solving and creativity: Ss decide which evidence supports an answer, apply the letter structure to a new situation and organise ideas logically to write a coherent application.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read an informative text about urban development, listen to a recording about a weekend assistant role, discuss the ideas in pairs and write a formal application letter.
Language knowledge (pronunciation, vocabulary, grammar): Ss use topic vocabulary such as urban development, residential area, drainage, administrative boundary and eligibility, recognise formal letter expressions such as 'I am writing to apply for' and 'I look forward to your reply', and use the past simple to describe experience.

3. Personal qualities

Diligence: Ss complete all reading and listening tasks, replay the recording as needed and revise their letters after peer feedback.
Responsibility: Ss support every answer with evidence from the text and do not make claims that the text does not support.
Honesty: Ss report their own scores and error patterns truthfully and describe their real experience accurately when writing their own letters.

II. Teaching aids and materials

1. Teacher

Textbook Tiếng Anh 12 (Global Success), Review 2, Skills
Projector or interactive board to display the reading text, questions and model letter
Audio recording from the exercise sequence (Questions 6–10), playable on a laptop with speakers
Answer key and short explanations for Questions 2–5 and 7–10
Printed worksheets (Phiếu học tập số 1 and số 2)
NeoEdu learning page for Review 2 Skills: neoedu.vn/learn/12/english/review-2-skills (interactive exercises and explanations, used for self-checking after Practice 2)
Timer, sticky notes, whiteboard markers

2. Students

Textbook and notebook
Pen, pencil and eraser
Highlighter (optional, to mark evidence in the text)
Headphones or earphones if available (for independent listening)

III. Procedures

Activity 1: Warm-up · 10 minutes

Thinking about what makes a city grow

a) Aims

Ss activate prior knowledge about urban change and recognise that urban development involves more than building taller buildings.

b) Content

T shows two photographs of the same street taken ten years apart. Ss, in pairs, answer the questions: 'What has changed in this street?' and 'Does a taller building always make a city better? Why or why not?' Ss list changes in housing, transport, jobs and public services on the board.

c) Expected outcomes

A list on the board of changes (for example: more apartment blocks, more motorbikes, new shops, more traffic at junctions). Expected answer to the second question: 'No. A city also needs schools, safe walking routes, drainage and services for residents.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the two photographs and asks: 'What has changed in this street? Work in pairs and spend one minute on this question.' Then T asks: 'Does a taller building always make a city better?'
Students
Ss look at the photographs and discuss in pairs for one minute, noting the changes they see.
Teacher
Step 2: Task performance
T walks around, listens to pairs and prompts with questions such as 'What else changes besides buildings?' or 'Who uses the road?'
Students
Ss discuss and write down two or three changes. Expected: 'New apartments and shops appear.' 'Traffic becomes heavier.' 'More people need schools and drainage.'
Teacher
Step 3: Report and discussion
T invites two or three pairs to share their lists and records them on the board. T asks: 'Is a taller building the only sign of a better city? Why?'
Students
Representatives report their lists. Expected answer: 'No, a city also needs schools, walking routes and drainage, so it must change in many ways.'
Teacher
Step 4: Conclusion and assessment
T praises the ideas and introduces the lesson aim: 'Today we will read a text about urban development, listen to a recording and write an application letter.' T writes the title Skills – Review 2 on the board.
Students
Ss copy the title and the lesson aim into their notebooks.

Activity 2.1: Knowledge formation · 20 minutes

Reading for main ideas and evidence

a) Aims

Ss identify the main ideas of the text on urban development and explain the evidence needed before interpreting urban trends.

b) Content

Ss read the text 'Hà Nội's urban development...' silently. Then they complete Phiếu học tập số 1 by finding the dimensions of urban development, the examples given, and the points that photographs cannot show by themselves. Key vocabulary: urban development (phát triển đô thị), junction (ngã tư), residential area (khu dân cư), drainage (hệ thống thoát nước), administrative boundary (ranh giới hành chính), affordable (có thể chi trả được), expanded (được mở rộng), interpret (diễn giải).

c) Expected outcomes

Completed Phiếu học tập số 1. Expected key ideas:

Urban development includes housing, transport, employment and public services, not only taller buildings.
A new road may shorten one journey but create pressure at another junction.
A growing residential area needs schools, safe walking routes and drainage.
Photographs show physical change but cannot prove affordability or easy access to services.
Historical comparisons must keep administrative boundaries consistent.
Before interpreting a trend, a report should state the years, the geographic unit and the source.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Phiếu học tập số 1 and says: 'Read the text once for the general idea. Then find the evidence for the key ideas in the table. Underline the sentence that gives the evidence.' T writes the new vocabulary on the board and models the pronunciation of 'junction', 'drainage' and 'boundary'.
Students
Ss read the text silently, repeat the new words after T and read the worksheet task.
Teacher
Step 2: Task performance
T monitors and asks guiding questions: 'Which sentence tells you urban development has several dimensions?' 'Why can a photograph not show affordability?'
Students
Ss work in pairs to complete the table. Expected answer to 'Why can a photograph not show affordability?': 'A photograph shows buildings and roads, not prices or whether people can reach services.'
Teacher
Step 3: Report and discussion
T calls on pairs to read one row each and asks the class: 'Do you agree? Which sentence is the evidence?'
Students
Pairs report their answers. Other pairs agree or add evidence, for example: 'The text says a population total must not be compared directly when the area has expanded.'
Teacher
Step 4: Conclusion and assessment
T confirms the key ideas and writes on the board: 'Evidence first, then interpretation: state the years, the geographic unit and the source.' T reminds Ss that a conclusion must be supported by the text, not invented.
Students
Ss copy the key ideas and the rule into their notebooks.

Activity 2.2: Knowledge formation · 15 minutes

Integrating listening and writing: the application letter

a) Aims

Ss recognise the structure and useful expressions of a formal application letter and take notes of key facts before drafting.

b) Content

Ss read the completed writing model 'Dear Library Coordinator...' and identify its parts: opening purpose, availability, experience, understanding of duties, request for information and closing. Ss underline the expressions used for formal letters, such as 'I am writing to apply for', 'I look forward to your reply' and 'Yours faithfully'. Ss complete Phiếu học tập số 2, Part A.

c) Expected outcomes

Completed Phiếu học tập số 2, Part A. Expected features of the model:

Opening: 'I am writing to apply for the weekend assistant role...'
Availability: 'I am available on all four Saturday mornings and can attend the Friday training session.'
Experience: 'Last term, I helped organise our class book corner.'
Understanding of duties: 'I understand that a librarian will supervise the event and that children's information must remain private.'
Request: 'I would welcome further details about eligibility, duties and working conditions.'
Closing: 'Thank you for considering my application. I look forward to your reply. Yours faithfully, Lan Nguyen'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the model letter and says: 'This is a completed model. Find the parts of the letter and the expressions used for formal letters. Then complete Part A of Phiếu học tập số 2.'
Students
Ss read the model silently and prepare to note the parts of the letter.
Teacher
Step 2: Task performance
T asks: 'Why does the letter begin with Dear Library Coordinator and end with Yours faithfully?' and monitors pairs.
Students
Ss work in pairs. Expected answer: 'Dear Library Coordinator' is used because the writer does not know the name of the recipient, so 'Yours faithfully' is used to match the greeting.
Teacher
Step 3: Report and discussion
T invites pairs to present one part of the letter each, and writes the structure on the board in order.
Students
Pairs present their findings. Expected answers: opening, availability, experience, duties and understanding, request for information, closing.
Teacher
Step 4: Conclusion and assessment
T summarises: 'A formal application letter has a clear purpose, evidence of suitability, a polite request and a formal closing.' T reminds Ss to note key facts before drafting.
Students
Ss copy the structure of the letter into their notebooks and add the useful expressions.

Activity 3.1: Practice · 15 minutes

Reading comprehension: answering questions with evidence

a) Aims

Ss answer multiple-choice questions on the reading text by locating the supporting evidence, and check their answers against the explanations.

b) Content

Ss answer Questions 2–5 from the textbook without looking at the explanations first:
2. What does the text include beyond buildings?
A. Only road names B. Only tourist images C. Only building height D. Housing, transport, work and services
3. What can photographs not establish alone?
A. Whether a building appears B. Whether a road is pictured C. Visible physical change D. Affordability and service access
4. Why keep boundaries consistent?
A. A changed area can alter totals without the same demographic cause B. All cities have fixed borders forever C. Migration never matters D. Maps cannot be compared
5. What should precede interpretation?
A. Only a slogan B. A ranking without criteria C. Years, geographic unit and source D. An invented forecast
Key answers: 2 – D; 3 – D; 4 – A; 5 – C.

c) Expected outcomes

Answers: 2 – D (Urban development has several dimensions.); 3 – D (Images need other evidence for social conclusions.); 4 – A (Boundary effects must be separated from population processes.); 5 – C (The report needs a defined evidence base.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Answer Questions 2 to 5 individually. Underline the evidence in the text for each answer. Do not open the explanation yet.' T sets a time limit of six minutes.
Students
Ss read the questions and underline the evidence in the reading text individually.
Teacher
Step 2: Task performance
T monitors and reminds Ss who finish early to check the words in the options against the text, not against their memory.
Students
Ss choose their answers and write the letters in their notebooks. They then compare with a partner.
Teacher
Step 3: Report and discussion
T reads the answers and asks: 'Who chose D for Question 2? Show me the sentence.' T asks Ss who gave a wrong answer to explain their reasoning.
Students
Ss report answers and point to the evidence. Expected problem: some Ss choose B for Question 3 because they think a road in a photo proves the road's condition; T explains that photos show appearance only.
Teacher
Step 4: Conclusion and assessment
T shows the answer key and the explanations, then asks Ss to correct any mistake with a different colour pen. T says: 'Retrieve the answer first, then use the explanation to diagnose your error.'
Students
Ss correct their answers and write the reason for each mistake in one short sentence.

Activity 3.2: Practice · 15 minutes

Listening for specific details

a) Aims

Ss listen to the recording and identify specific details about the weekend assistant role, such as duration, training and deadline.

b) Content

Ss listen to the recording from the exercise sequence and answer Questions 6–10. Question 6 is an instruction: the recording may be replayed, and Ss must answer before checking the explanation.
7. Listen. How long is each Saturday shift? A. Eight hours B. Three hours C. Four hours D. One hour
8. Listen. What training is required? A. Friday afternoon B. Saturday night C. Monday morning D. No training
9. Listen. When is the deadline? A. Friday at 5:00 B. Wednesday at 8:30 C. Sunday at noon D. Wednesday at 5:00
10. Listen. What fee is required? A. No application fee B. A recruitment charge C. A library membership fee D. A training deposit
Key answers: 7 – B; 8 – A; 9 – D; 10 – A. After the task, Ss log in to the NeoEdu page and complete the interactive exercise on Review 2 Skills to check their listening.

c) Expected outcomes

Answers: 7 – B (8:30 to 11:30 is three hours.); 8 – A (Training is a condition despite no experience requirement.); 9 – D (The application deadline is specified.); 10 – A (The final sentence rejects an application fee.)

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'You will listen to the recording. Read Questions 7 to 10 first. Note key facts such as times, days and money. You may replay the recording twice.' T plays the recording once.
Students
Ss read the questions, predict the type of information needed and listen to the recording.
Teacher
Step 2: Task performance
T replays the recording for Ss who need more time and asks them to write the key fact next to each question, not the whole sentence.
Students
Ss listen, note key facts and choose their answers. Expected notes: '8:30 to 11:30', 'Friday afternoon training', 'Wednesday 5:00', 'no fee'.
Teacher
Step 3: Report and discussion
T asks: 'What did you hear for Question 9? What time was the deadline?' Ss who are unsure should say which part of the recording helped them.
Students
Ss give answers and their evidence. Expected answer: 'Deadline is Wednesday at 5:00, not 8:30.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and explains why the other options are wrong. T reminds Ss that listening for details requires attention to numbers and days. Ss then go to NeoEdu to check.
Students
Ss correct errors, record the correct answers, and complete the NeoEdu interactive exercise for self-checking.

Activity 4: Application · 15 minutes

Writing a short application letter for a real role

a) Aims

Ss apply the structure and expressions of a formal application letter to a real situation in their school or community.

b) Content

Ss write a short application letter (about 80–100 words) for a volunteer role in their school or local community, such as a reading club helper or an English club assistant. The letter must include: an opening that states the purpose, availability, one relevant experience, understanding of duties, a request for more information, and a formal closing. Ss use Phiếu học tập số 2, Part B as a checklist and exchange their letters with a partner for peer feedback.

c) Expected outcomes

A complete short application letter with a greeting, purpose, availability, one specific experience, a request for information and the closing 'Yours faithfully' followed by the writer's name. Peer feedback checklist: all parts present (yes/no), at least one formal expression, no invented facts about a person other than the writer.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the task on the board and explains the checklist: 'Your letter must have six parts. Use Phiếu học tập số 2, Part B to check your draft.' T gives an example of an opening: 'I am writing to apply for the English club assistant role.'
Students
Ss read the task and the checklist, and plan their letter by listing key facts in their notebooks.
Teacher
Step 2: Task performance
T circulates and helps Ss with vocabulary and structure, asking: 'What is one experience you can describe in the past simple?'
Students
Ss write their drafts individually for about seven minutes, then exchange with a partner and check each other's letters using the checklist.
Teacher
Step 3: Report and discussion
T invites two or three Ss to read the opening paragraph of their letters aloud and asks the class to identify the purpose and the closing.
Students
Volunteers read their openings. Classmates answer: 'The writer is applying for the English club assistant role.' Partners give one comment each on their letters.
Teacher
Step 4: Conclusion and assessment
T praises the letters with clear structure and corrects common errors on the board, for example 'Yours faithfully' with a named recipient, or missing availability. T assigns the final version as homework.
Students
Ss note the corrections and revise their letters as needed.

Worksheets

Phiếu học tập số 1

Reading: Hà Nội's urban development
Part A. Find the evidence in the text and complete the table.

Dimension of urban development (other than taller buildings): ____
Example of a new road affecting another place: ____
Needs of a growing residential area (three items): ____
What photographs cannot show by themselves: ____
Why historical comparisons must keep boundaries consistent: ____
Information a school report must state before interpreting a trend: ____
Part B. Answer in one sentence: Why is urban development 'a social and spatial process, not simply a race to build more'?
Part C. Write the new vocabulary with the Vietnamese meaning: junction, drainage, residential area, administrative boundary, affordable, expanded, interpret.

Phiếu học tập số 2

Part A. Writing model: Dear Library Coordinator

Opening purpose sentence: ____
Availability: ____
One past experience: ____
Understanding of duties or responsibilities: ____
Request for more information: ____
Closing sentences: ____
Formal greeting and closing used: ____
Part B. Checklist for your own application letter
Greeting and recipient are correct
Opening states the purpose of the letter
Availability is clearly stated
One specific experience is described with the past simple
Understanding of duties is included
A request for more information is included
Closing uses 'I look forward to your reply' and 'Yours faithfully'
Name of the writer is written at the end
Part C. Listening notes
Shift length: ____
Training: ____
Deadline: ____
Fee: ____

Homework

Revise your application letter from the apply activity. Make sure it has all six parts from the checklist in Phiếu học tập số 2, Part B, and write the final version (about 100 words) in your notebook.
Review the reading text 'Hà Nội's urban development...'. Write three sentences in English explaining why a school report must state the years, the geographic unit and the source before it interprets a trend.
Listen again to the recording for Questions 7–10 and check your answers on the NeoEdu page: neoedu.vn/learn/12/english/review-2-skills. Write down any question you answered wrongly and explain your mistake in one sentence.
Learn the new vocabulary of the lesson: urban development, junction, residential area, drainage, administrative boundary, affordable, expanded, interpret. Make a sentence with each word.

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