Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about lifelong learning and recall ideas from the vocabulary list, to prepare for the reading.

T writes the phrase 'lifelong learning' (học tập suốt đời) in the centre of the board. Ss work individually to write down as many words or ideas as they can think of in 1 minute, then share them with a partner. Key words to elicit: curiosity (tính ham học hỏi), adaptability (khả năng thích nghi), goal (mục tiêu), feedback (phản hồi), persistence (sự bền bỉ).

A word web on the board with at least five ideas from Ss, for example: 'learning at any age', 'online courses', 'reading every day', 'asking questions', 'changing careers'. Ss record the six target words in their notebooks with Vietnamese meanings in brackets.

Ss perform the everyday exchange of thanking and responding, and use rising and falling intonation in questions appropriately.

Ss listen to the model exchange and repeat it, then practise it in pairs. The exchange is:
A: Thank you for helping me find a reliable course guide.
B: You're welcome. I'm glad it was useful.
A: Your questions helped me compare the options myself.
B: It was a pleasure. Let me know how the next step goes.
Intonation revision: T asks Ss to read these questions aloud and decide whether the intonation is rising or falling: '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?'

Ss can perform the exchange fluently with correct stress and intonation. Key learning points written in notebooks:

• Thanks can be answered with 'You're welcome' or 'It was a pleasure'.
• Wh-questions and most yes/no questions usually have falling intonation; choice questions usually have a rising pattern on the first option and a falling pattern on the second; a tag question has rising intonation when the speaker is unsure and falling intonation when expecting agreement.
• Intonation depends on meaning and context; there is no single rule for every question mark.

Ss understand and use the structures tell/ask + object + to-infinitive, offer + to-infinitive and advise + object + to-infinitive to report speech while keeping the intended function.

T presents the structures with the examples:

• Direct request: 'Please wait.' → Reported: 'She asked us to wait.'
• Direct order in the negative: 'Do not share it.' → Reported: 'She told us not to share it.'
• Direct offer: 'I can help.' → Reported: 'He offered to help.'
• Advice: 'She advised me to check.'
  Key notes: a request is not automatically an order; the reporting verb should match the intended function; pronouns must refer to the right people.

Ss write the following in their notebooks:

• Structure 1: ask/tell + object + to-infinitive (e.g., She asked us to wait.)
• Structure 2: tell + object + not + to-infinitive (e.g., She told us not to share it.)
• Structure 3: offer + to-infinitive (e.g., He offered to help.)
• Structure 4: advise + object + to-infinitive (e.g., She advised me to check.)
  Ss also state correctly that 'Please wait' is reported with 'ask', not 'tell', when it is a polite request.

Ss read the culture panel for main ideas and details, use key vocabulary, and explain the example without overgeneralising it.

Ss read the culture panel (Global Success 12, p.137). Key information:

• Bertie Gladwin is the printed example of an older university graduate.
• He earned a master's degree in intelligence history from the University of Buckingham at 91, after beginning the course at 89.
• The book also records earlier degrees in psychology and molecular biology.
• The panel is an original summary, not a quotation, and does not claim that he is the oldest graduate.
• His story illustrates sustained curiosity and changing educational routes. It does not imply that everyone has the same health, money or access, or that a degree is the only valid form of lifelong learning.
  Ss complete Worksheet No. 1 in pairs.

Completed Worksheet No. 1 with the following answers:

• Age at the start of the master's course: 89.
• Age at graduation: 91.
• Subjects of the earlier degrees: psychology and molecular biology.
• Two limitations stated in the panel: it is not a claim that he is the oldest graduate; a degree is not the only valid form of lifelong learning (and not everyone has the same health, money or access).
• Key ideas Ss write: 'Bertie Gladwin shows sustained curiosity and changing educational routes.' Vocabulary: curiosity, persistence, adaptability, goal, feedback, lifelong learning in context.

Ss analyse the function, opening, supporting details and closing of the model texts, and show their understanding in short answers.

Ss work in groups of four using a jigsaw format. Each member takes one question:
Q1 (Exercise 2): State the purpose and audience of the everyday exchange on 'Lifelong learning'. Support your answer with one detail.
Q2 (Exercise 3): Identify the actual opening sentence of the culture panel and explain how it introduces the topic.
Q3 (Exercise 4): Select two useful details from the model and explain why including them is better than saying only that the topic is important.
Q4 (Exercise 6): Choose one sentence from the middle of the model and explain what it contributes to the message.

Group answer sheet with the following model answers (accept equivalent wording):

• Q1: Audience: the two speakers in the exchange. Purpose: to thank someone and respond to thanks, and to show that the help was useful. Evidence: 'Thank you for helping me find a reliable course guide.' Detail: 'Your questions helped me compare the options myself.'
• Q2: The opening is 'Bertie Gladwin is the printed example of an older university graduate.' It introduces the specific person and situation before the supporting details. A title or source credit has a different role.
• Q3: Two details: 'You're welcome. I'm glad it was useful.' and 'Let me know how the next step goes.' They give specific information and a condition for future contact, which is more useful than only saying the topic is important.
• Q4: 'This is an original summary of the printed cultural panel, not a quotation or a claim that he remains the oldest graduate.' It adds concrete information to the opening and limits the claim, rather than repeating the unit title.

Ss transform direct sentences into reported speech with correct verb pattern, pronoun and function.

Ss complete Worksheet No. 2 individually, then check with a partner. Sentences to transform:

1. 'Please wait here.' (request)
2. 'Do not share your password.' (order in the negative)
3. 'I can carry your bag.' (offer)
4. 'You should check the date again.' (advice)
5. 'Please send me the feedback by Friday.' (request)

Answer key for Worksheet No. 2:

1. She asked us to wait here.
2. She told us not to share our password.
3. He offered to carry my bag.
4. She advised me to check the date again.
5. He asked me to send him the feedback by Friday.
   Note: Sentence 3 keeps the intended function (offer, not request); sentence 4 uses 'advise' for advice.

Ss produce a short cultural or CLIL-style explanation about a lifelong learner they know, using specific details, a clear function and labelled proposals or examples.

Ss choose a learner they know personally (a relative, a neighbour or a public figure with a verified public record). They write or speak a short paragraph of 5–7 sentences, following the model: opening sentence that introduces the person, two or three specific details, one limitation or condition, and a closing sentence that does not overgeneralise. Ss must label any example as 'an imagined example' if the details are not real. Then pairs exchange paragraphs and give one polite comment.

A short paragraph of 5–7 sentences in each S's notebook. Example model for guidance (imagined example, labelled as such): 'My aunt is a good example of lifelong learning. In her fifties, she started learning English online. This is an imagined example for illustration only. Her story shows persistence and curiosity. It does not mean that everyone can learn a new language quickly, because time and access matter. Her learning is a reminder that it is never too late to learn.'