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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 14. Review 4

Giáo án Language

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Use three-word phrasal verbs (look forward to, get on with, keep up with, come up with, put up with, look up to, run out of) correctly in sentences, with the object placed after the full expression.
  • Report orders, requests, offers and advice with tell/ask + object + to-infinitive, offer + to-infinitive, and advise + object + to-infinitive, including negative forms.
  • Apply sentence stress and question intonation to convey meaning in connected speech.

2. Competences

a) General competences

  • Self-control and independent learning: Ss retrieve the language on their own first, then check their answers against the explanations and correct their own errors.
  • Communication and collaboration: Ss work in pairs and small groups to ask and answer questions, give peer feedback on pronunciation, and share answers during whole-class checking.
  • Problem-solving and creativity: Ss transform direct speech into reported speech, diagnose the cause of their own mistakes, and create personal sentences about careers and learning.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read model sentences aloud, interview a partner about career plans, and write reported sentences that keep the original function and pronoun reference.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the three-word phrasal verbs, the reporting patterns, and sentence stress and intonation accurately in context.

3. Personal qualities

  • Diligence: Ss complete all worksheet tasks and practise reading aloud twice, first slowly and then at a natural pace.
  • Responsibility: Ss check their own answers against the key and take responsibility for correcting the specific errors they make.
  • Honesty: Ss give accurate peer feedback on pronunciation and report their own answers truthfully during the pair checks.

II. Teaching aids and materials

1. Teacher

  • Projector and slides with the language notes, example sentences and answer key
  • Whiteboard and markers
  • Worksheet 1 and Worksheet 2 (printed or projected)
  • Digital lesson page on NeoEdu for interactive exercises: neoedu.vn/learn/12/english/review-4-language

2. Students

  • Textbook Tiếng Anh 12 (Global Success), Review 4
  • Notebook, pen, pencil and eraser
  • Printed copy of Worksheet 1 and Worksheet 2 (one per pair)

III. Procedures

Activity 1: Warm-up · 5 minutes

Lead-in: Dream Careers

a) Aims

Ss activate prior knowledge about careers and notice the target phrasal verbs in context.

b) Content

T asks three questions on the board: 'What do you look forward to in your future job?', 'Who do you look up to in your family or community?', 'What is a skill you need to keep up with in the modern workplace?' Ss answer in pairs, then T writes the target phrases (look forward to, look up to, keep up with) on the board.

c) Expected outcomes

Ss give 2-3 short answers using the target phrases, for example: 'I look forward to working with children.' and 'I look up to my aunt because she is a doctor.' Ss identify the three phrasal verbs and say that they are followed by an object or by -ing forms.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three questions on the slide and tells Ss to answer them with a partner in about two minutes.

    Students

    Ss read the questions and prepare short answers silently.

  2. Teacher

    Step 2: Task performance

    T walks around, listens and gives help with vocabulary when needed.

    Students

    Ss take turns answering the three questions with their partner. Possible answers: 'I look forward to starting my own business.' / 'I look up to my teacher.' / 'I need to keep up with new technology.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to share one answer each and writes the target phrases on the board.

    Students

    Some Ss share their answers. Other Ss notice the phrasal verbs written on the board.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that these are three-word phrasal verbs and says that today's lesson will focus on them, reporting structures and intonation.

    Students

    Ss listen and write the lesson title in their notebooks.

Activity 2.1: Knowledge formation · 7 minutes

Three-word phrasal verbs

a) Aims

Ss understand the meaning and grammar of seven three-word phrasal verbs and use them with the correct object position and verb form.

b) Content

T presents the seven phrasal verbs with their meanings: look forward to (anticipate), get on with (have a good relationship or continue), keep up with (stay at the same level), come up with (produce an idea), put up with (tolerate), look up to (admire), run out of (exhaust a supply). T explains two rules: (1) an object normally follows the full expression, so say 'keep up with it', not 'keep it up with'; (2) 'to' in 'look forward to' is a preposition, so use an -ing form after it. Ss complete Worksheet 1.

c) Expected outcomes

Ss complete Worksheet 1 with the meanings of the phrasal verbs and at least one correct example sentence for each. Key rules written in Ss' notebooks: 'keep up with it' (object after the full expression); 'look forward to + -ing' (e.g. 'I look forward to meeting the adviser.').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and asks Ss to match each phrasal verb with its meaning, then write one example sentence for each.

    Students

    Ss read the worksheet and note the task. Ss ask questions if a word is unclear.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs and check the matching first. T asks: 'Is the object before or after keep up with?' and 'What form follows look forward to?'

    Students

    Ss match the meanings and write example sentences. Possible answer to the questions: 'after', 'an -ing form'.

  3. Teacher

    Step 3: Report and discussion

    T calls on two or three pairs to read one example sentence each and asks the class to check the grammar.

    Students

    Ss read their sentences, for example: 'We need to keep up with the changes in training.' Other Ss point out errors if any.

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the two rules on the board and gives the example 'keep it up with' as a common mistake to avoid.

    Students

    Ss copy the rules and correct any wrong sentences in their notebooks.

Activity 2.2: Knowledge formation · 7 minutes

Reporting orders, requests, offers and advice

a) Aims

Ss transform direct speech into reported speech with to-infinitive patterns and keep the intended function and pronoun reference.

b) Content

T shows four pairs of sentences on the slide: 'Please wait' → 'She asked us to wait.'; 'Do not share it' → 'She told us not to share it.'; 'I can help' → 'He offered to help.'; 'You should check the source' → 'She advised me to check it.' T highlights the patterns: tell/ask + object + to-infinitive; offer + to-infinitive; advise + object + to-infinitive. T reminds Ss that a request is not automatically an order. Ss complete Worksheet 2.

c) Expected outcomes

Ss complete Worksheet 2 correctly. Key patterns in notebooks: ask/tell + object + to-infinitive (negative: not to + verb); offer + to-infinitive; advise + object + to-infinitive. Example key: 'Mai offered to help me.' / 'She told us not to share the password.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the four pairs of sentences aloud and asks Ss to notice what changes in the reported version.

    Students

    Ss listen and observe the changes in form and pronouns.

  2. Teacher

    Step 2: Task performance

    T distributes Worksheet 2 and asks Ss to complete it in pairs within five minutes. T monitors and asks: 'Is this a request or an order?'

    Students

    Ss transform the sentences. Possible answer: 'A request, so we use asked.' Ss pay attention to pronoun reference.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their answers aloud and asks the class to vote on whether each is correct.

    Students

    Ss read their answers and listen to others. Ss say 'correct' or propose a fix with a reason.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the three patterns and emphasises the negative form 'not to + verb' and the use of 'ask' for requests versus 'tell' for orders.

    Students

    Ss write the patterns and one example each in their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Sentence stress and question intonation

a) Aims

Ss recognise the main stress words in a sentence and the rising or falling intonation used in questions according to meaning.

b) Content

T models the sentence 'Choose a CAREER for YOUR reasons, not just for its TITLE.' with the stressed words in capitals. T models 'I want to work WITH people, not merely near them.' and explains that stress can change meaning without changing grammar. T then models the questions: 'What would you like to learn? ↘', 'Can you join the workshop? ↗', 'Would you prefer a talk ↗ or a practical session ↘?', 'You have checked the date, haven't you? ↗ (genuinely unsure) or ↘ (expecting agreement)'. T stresses that intonation depends on meaning and that one contour should not be used for every question.

c) Expected outcomes

Ss mark the stressed words in the two sentences and label the intonation of the four questions. Key takeaway in notebooks: main beats fall on information-bearing or contrastive words; question intonation follows meaning, not a fixed rule.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T asks Ss to listen to the model sentences and mark the stressed words with a pencil in their textbook.

    Students

    Ss listen carefully and prepare to mark the stressed words.

  2. Teacher

    Step 2: Task performance

    T reads the sentences twice, first slowly and then at a natural pace, and asks Ss to repeat chorally and then individually.

    Students

    Ss mark the stresses and repeat. Possible note: 'CAREER', 'TITLE', 'WITH' are the stressed words.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to say which questions go up and which go down and why, and asks one or two Ss to model a question with a different meaning.

    Students

    Ss answer: 'Would you prefer a talk ↗ or a practical session ↘?' has a rising choice then falling end. Some Ss read 'You have checked the date, haven't you?' with rising tone to show uncertainty and falling tone to show expected agreement.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the rule: intonation follows the meaning, and stress marks the key information. T reminds Ss to speak clearly rather than rush unstressed words.

    Students

    Ss note the key points and repeat one question with the intonation they choose.

Activity 3.1: Practice · 8 minutes

Grammar drill: Exercises 1-8

a) Aims

Ss choose the correct phrasal verb preposition, verb form or reporting structure for each sentence and explain their choice.

b) Content

Ss do Exercises 1-8 in pairs. Ex 1: I look forward to ___ the adviser. (A. meeting; B. to meet; C. met; D. meet). Ex 2: She came up ___ a useful question. (A. to; B. of; C. with; D. at). Ex 3: We need to keep up ___ changes in training. (A. of; B. with; C. for; D. to). Ex 4: He admires his mentor: He looks up ___ his mentor. (A. with; B. at; C. to; D. of). Ex 5: 'Please send the form,' she said to me. She asked me ___ the form. (A. send; B. sending; C. to send; D. sent). Ex 6: 'Do not share the password.' He told us ___ it. (A. not to share; B. not share; C. to not shared; D. no sharing). Ex 7: 'I can help you,' Mai said. Mai offered ___ me. (A. to help; B. helping; C. help; D. helped). Ex 8: 'You should check the source,' she said. She advised me ___ it. (A. check; B. checking; C. to check; D. checked).

c) Expected outcomes

Answer key: 1-A (To is a preposition in look forward to); 2-C (come up with = produce an idea); 3-B (keep up with = stay at the same level); 4-C (look up to = admire); 5-C (ask + object + to-infinitive for a request); 6-A (negative infinitive: not to share); 7-A (offer + to-infinitive); 8-C (advise + object + to-infinitive). Ss explain each answer with the rule from the explore stage.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the eight items and asks Ss to answer them first alone, then check with a partner. T reminds Ss to explain their choice.

    Students

    Ss read the items and answer silently for about two minutes.

  2. Teacher

    Step 2: Task performance

    T asks pairs to compare answers and explain any differences. T monitors and prompts with questions such as 'What is the rule for this structure?'

    Students

    Ss compare answers. Possible explanation: 'Ask + object + to-infinitive reports a request, so C is correct.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers to items 1-8 and asks the class to confirm or correct each one. Ss who answered incorrectly explain the mistake.

    Students

    Ss answer item by item. Some Ss say 'correct' or 'I chose B because I forgot the rule for keep up with.' The class checks the explanation.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the answer key on the slide and identifies the most common errors (for example, using -ing after ask or forgetting the preposition in look up to). T encourages Ss to retrieve the language first and then use the explanations to find their own error.

    Students

    Ss mark their answers and write the correct answer for any item they got wrong.

Activity 3.2: Practice · 6 minutes

Reading aloud for stress and intonation: Exercises 9-10

a) Aims

Ss read model sentences aloud with correct sentence stress, rhythm and question intonation, and give peer feedback on each other's delivery.

b) Content

Ss read the practice below aloud twice: first slowly, then at a natural pace. Ex 9 text: 'Choose a CAREER for YOUR reasons, not just for its TITLE. The main beats fall on information-bearing or contrastive words. Read: I want to work WITH people, not merely near them. Stress can change meaning without changing grammar. Maintain clear consonants and natural phrase groups; a slower intelligible delivery is better than rushing unstressed words.' Ex 10 questions: 'What would you like to learn? ↘ Can you join the workshop? ↗ Would you prefer a talk ↗ or a practical session ↘? You have checked the date, haven't you? ↗ when genuinely unsure, or ↘ when expecting agreement.' Peer feedback uses a 10-point scale: stress and rhythm (up to 4), clear pronunciation of sounds and syllables (up to 3), and natural phrase grouping and intonation (up to 3).

c) Expected outcomes

Each S reads Ex 9 and Ex 10 twice. Each pair gives a score on the 10-point scale for their partner. Expected outcome: the speaker places stress on CAREER, TITLE, WITH and marks rising or falling contours in line with the meaning of each question. Final scores are recorded in the pair's notes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the 10-point checklist and reads both texts aloud once at a slow pace as a model.

    Students

    Ss listen to the model and note the criteria.

  2. Teacher

    Step 2: Task performance

    T asks Ss to read Ex 9 and Ex 10 aloud to a partner, who gives feedback and a score. Partners then switch roles.

    Students

    Ss read twice, first slowly and then at a natural pace. Partners listen and mark the checklist. Possible feedback: 'You stressed WITH well, but please pause before not merely near them.'

  3. Teacher

    Step 3: Report and discussion

    T asks two or three Ss to read one question with a chosen contour and explain why they used it.

    Students

    Ss read, for example, 'You have checked the date, haven't you ↘?' and explain: 'I expect my friend to agree, so I use a falling tone.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises accurate stress and intonation and reminds Ss that a slower, clear delivery is better than rushing unstressed words. T confirms that intonation follows meaning.

    Students

    Ss write one reminder for themselves on the back of their worksheet, for example: 'Stress the key word; keep consonants clear.'

Activity 4: Application · 7 minutes

Mini interview: My dream career

a) Aims

Ss use the phrasal verbs, reporting patterns and intonation in a real-life interview about career plans and learning.

b) Content

Ss interview a partner using the questions: 'What would you like to learn?' 'Can you join the workshop?' 'Would you prefer a talk or a practical session?' 'You have checked your career plan, haven't you?' Then each S reports one piece of advice or one offer their partner received, for example: 'My partner's teacher advised him to keep up with new technology.' Ss must use at least one phrasal verb and one reporting pattern.

c) Expected outcomes

Each pair produces three reported sentences, for example: 'She offered to help me with my application.' / 'My teacher advised me to look up to a mentor.' / 'He asked me to join the workshop.' Each sentence is read with correct stress and intonation. Ss also state one personal career reason in English.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the interview questions and the reporting frames on the board and asks Ss to prepare for two minutes.

    Students

    Ss read the questions and choose one career-related answer to share.

  2. Teacher

    Step 2: Task performance

    T circulates, listens to pairs and helps Ss with reporting patterns and intonation.

    Students

    Ss interview each other, take notes and then write three reported sentences. Possible answer: 'I would like to learn coding because I want to work with computers.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share one reported sentence each and asks the class to identify the pattern used.

    Students

    Ss read their sentences aloud, for example: 'She advised me to check the source.' Other Ss say which pattern it is: advise + object + to-infinitive.

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the accurate use of phrasal verbs and reporting structures and gives brief feedback on pronunciation.

    Students

    Ss write the three best sentences from their pair in their notebooks.

Worksheets

Worksheet 1: Three-word phrasal verbs

Task A: Match each phrasal verb with its meaning.

  • look forward to / get on with / keep up with / come up with / put up with / look up to / run out of
  • Meanings (in random order): produce an idea; tolerate; admire; anticipate; stay at the same level; have a good relationship or continue; exhaust a supply

Task B: Write one correct example sentence for each phrasal verb.

  • Example: I look forward to ___ (meet) the adviser.

Task C: Correct the sentence.

  • She keeps it up with the new software.

Task D: Answer the question.

  • After keep up with, where does the object go?

Worksheet 2: Reporting orders, requests, offers and advice

Task: Change the direct speech into reported speech. Use the pattern given in brackets.

  • 'Please wait here.' She ___ us ___ (ask + object + to-infinitive)
  • 'Do not share the password.' He ___ us ___ it. (tell + object + negative to-infinitive)
  • 'I can help you with the report.' Mai ___ ___ me. (offer + to-infinitive)
  • 'You should check the source before you use it.' She ___ me ___ it. (advise + object + to-infinitive)
  • 'Please send the form to me.' She ___ me ___ the form. (ask + object + to-infinitive)

Reflection: Is each sentence a request, an order, an offer or advice? Write one word for each.

Homework

  • Write a short paragraph (about 80-100 words) about a career you would like to pursue. Use at least three of the phrasal verbs: look forward to, keep up with, come up with, look up to, put up with, get on with, run out of.
  • Include two reported sentences in your paragraph: one using ask or tell + object + to-infinitive and one using advise or offer + to-infinitive. Check that the pronouns refer correctly to the original speaker.
  • Read aloud your paragraph twice, first slowly and then at a natural pace. Mark the main stressed words and record yourself if possible to check your rhythm and intonation.
  • Practise the exercises on the NeoEdu learning page (neoedu.vn/learn/12/english/review-4-language). Retrieve each answer without looking at the explanation first, then check the explanation to find and correct any error.

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