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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 13. Unit 10: Lifelong learning

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • identify the speaker intentions (thanking, responding to thanks, inviting news) in the opening exchange
  • use the key vocabulary of the unit: lifelong learning (học tập suốt đời), curiosity (tính ham học hỏi), adaptability (khả năng thích nghi), goal (mục tiêu), feedback (phản hồi), persistence (sự bền bỉ)
  • report requests, orders, offers and advice with tell/ask/offer/advise + object + to-infinitive
  • pronounce questions with meaning-based intonation (rising or falling)

2. Competences

a) General competences

  • Self-control and independent learning: Ss make their own attempt at each exercise before checking, and reflect on the corrections given in class.
  • Communication and collaboration: Ss discuss in pairs, share answers in groups and reply naturally to a partner in the role-play.
  • Problem-solving and creativity: Ss choose the correct structure for each reporting situation and create their own short dialogue using the target language.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss follow the opening exchange, identify the speaker intentions, respond appropriately to thanks and write a short summary of the exchange.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the unit vocabulary, the reporting patterns with tell, ask, offer and advise, and meaning-based question intonation accurately.

3. Personal qualities

  • Diligence: Ss finish every task within the given time and revise their wrong answers after checking.
  • Responsibility: Ss take their turns seriously in pair work and give constructive feedback to their partners.
  • Honesty: Ss admit when they are not sure of an answer and do not copy their partner's answers without thinking.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive whiteboard
  • Slides showing the opening exchange, the key vocabulary, the reporting patterns and the intonation examples
  • NeoEdu lesson page (interactive exercises and audio): neoedu.vn/learn/12/english/unit-10-getting-started
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Timer

2. Students

  • Student's book English 12, Unit 10 (Getting Started)
  • Notebook, pen and pencil
  • Sticky notes or small whiteboard (optional)

III. Procedures

Activity 1: Warm-up · 4 minutes

Learning beyond the classroom

a) Aims

Ss activate their prior knowledge about learning outside school and get ready for the topic of lifelong learning.

b) Content

Ss discuss in pairs the question: 'How do you keep learning outside the classroom?' T prompts with two follow-up questions: 'What do you learn for fun?' and 'Who helps you when you want to learn something new?'

c) Expected outcomes

Each pair lists at least three ways of learning outside school, for example: watching online tutorials, reading books, joining a club, asking a teacher or a friend for advice.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the question on the board and says: 'Work in pairs. Discuss the question for one minute. Then be ready to share one idea with the class.'

    Students

    Ss read the question and look at the board.

  2. Teacher

    Step 2: Task performance

    T moves around the room, listens and gives help with vocabulary if needed.

    Students

    Ss take turns to share ideas in pairs. Dự kiến: 'I watch English videos on YouTube.' 'I read science magazines.' 'My mother gives me advice about my study plan.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to report and writes key ideas on the board.

    Students

    Representative pairs report their ideas. Other pairs listen and add one new idea if they can.

  4. Teacher

    Step 4: Conclusion and assessment

    T links the answers to the unit title and writes 'lifelong learning' on the board. T asks: 'What do we call learning all through life?' and elicits the meaning (học tập suốt đời). T says the lesson will focus on how to talk about learning with people around us.

    Students

    Ss answer: 'Lifelong learning.' Ss copy the title into their notebooks.

Activity 2.1: Knowledge formation · 5 minutes

Key words for lifelong learning

a) Aims

Ss recognise and understand the six key words of the unit and use them to describe learning.

b) Content

Ss match each of the six topic words with its meaning on the slide: lifelong learning, curiosity, adaptability, goal, feedback, persistence. Then Ss read the words aloud and repeat after T, paying attention to stress in multi-syllable words (lifelong, curiosity, adaptability, persistence).

c) Expected outcomes

Matching answers:

  • lifelong learning – học tập suốt đời
  • curiosity – tính ham học hỏi
  • adaptability – khả năng thích nghi
  • goal – mục tiêu
  • feedback – phản hồi
  • persistence – sự bền bỉ
    Ss write the six words with meanings in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six English words and the Vietnamese meanings in mixed order on the slide. T says: 'Match each English word with its meaning. You have two minutes.'

    Students

    Ss read the words and meanings silently and prepare to match.

  2. Teacher

    Step 2: Task performance

    Ss work individually first, then compare with their desk partner. T checks quietly.

    Students

    Ss write the matches in their notebooks. Dự kiến: 'Feedback is phản hồi, because the teacher gives feedback after our test.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read a matching pair aloud and gives the correct answer on the slide. T models pronunciation and asks Ss to repeat chorally and individually.

    Students

    Ss read each pair aloud and repeat after T.

  4. Teacher

    Step 4: Conclusion and assessment

    T highlights that 'persistence' and 'curiosity' describe personal qualities, while 'feedback' and 'goal' relate to the learning process. T asks Ss to make one personal sentence with 'curiosity' or 'persistence'.

    Students

    Ss make a sentence in their notebooks, for example: 'My curiosity helps me learn new words every day.'

Activity 2.2: Knowledge formation · 7 minutes

Speaker intentions in the opening exchange

a) Aims

Ss follow the opening exchange, identify what each speaker intends to do and connect the exchange with the topic of the unit.

b) Content

Ss listen to the opening exchange on NeoEdu, read it in their books and then answer the questions in Worksheet 1 in pairs:
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.

c) Expected outcomes

Answers to Worksheet 1:

  1. Audience: the two speakers in the exchange. Purpose: to thank, to respond to thanks and to invite news of the next step. Evidence: 'Thank you for helping me find a reliable course guide.' Further detail: 'Your questions helped me compare the options myself.'
  2. The opening sentence is 'Thank you for helping me find a reliable course guide.' It introduces the specific situation (finding a useful course guide) before the supporting detail. A greeting or a title has a different role from the main message.
  3. Two useful details: (1) 'I'm glad it was useful.' (2) 'Let me know how the next step goes.' Both give specific information or an invitation that the listener can use, which is more informative than saying only that lifelong learning is important.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the audio on NeoEdu once and asks Ss to listen for the speakers' purposes. T distributes Worksheet 1 and says: 'Work in pairs. Answer the three questions. Use one piece of evidence from the text for each answer.'

    Students

    Ss listen, read the exchange and receive Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T monitors and prompts pairs who are stuck: 'What does speaker B do after A says thank you?'

    Students

    Ss discuss and write answers. Dự kiến: 'Speaker B accepts the thanks.' 'The second detail is an invitation to share news.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read Question 1 answer and another pair Question 3. T asks the class: 'Why is 'Let me know how the next step goes' more useful than 'Lifelong learning is important'?'

    Students

    Ss report answers and explain: 'It gives a concrete action and shows that the speakers continue to talk.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that the opening sentence establishes the situation, the detail supports it, and specific details are better than general statements. T reminds Ss to keep the condition or limit when summarising.

    Students

    Ss correct their answers and note the key points in their notebooks.

Activity 2.3: Knowledge formation · 9 minutes

Reporting requests, offers and advice

a) Aims

Ss recognise and form reported requests, negative requests, offers and advice with tell, ask, offer and advise plus to-infinitive.

b) Content

T shows the meaning-first examples on the slide and elicits the patterns. Ss then transform direct sentences into reported speech in Worksheet 2, working in pairs:

  • 'Please wait.' → She asked us ___.
  • 'Do not share it.' → She told us ___.
  • 'I can help.' → He offered ___.
  • 'Check the answer carefully.' → She advised me ___.

c) Expected outcomes

Patterns and answers:

  • tell/ask + object + to-infinitive: She asked us to wait. (request)
  • Negative: tell + object + not to + verb: She told us not to share it. (order)
  • offer + to-infinitive (no object): He offered to help.
  • advise + object + to-infinitive: She advised me to check the answer carefully.
    Note: a request is not automatically an order. Ss keep the intended function and the correct pronoun reference (e.g., 'us', 'me').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the four examples and asks: 'What is the difference between 'asked' and 'told' here?' T distributes Worksheet 2 and asks Ss to complete it in pairs.

    Students

    Ss read the examples and receive Worksheet 2.

  2. Teacher

    Step 2: Task performance

    Ss complete the sentences with the correct to-infinitive or negative form. T listens and corrects common errors such as 'to not shared' or 'offered helping'.

    Students

    Ss write their answers. Dự kiến: 'She asked us to wait.' 'She told us not to share it.' 'He offered to help.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to read their answers aloud. T asks the class: 'Is 'Please wait' an order or a request?'

    Students

    Ss answer: 'It is a request, so we use asked.' Ss report the patterns they have written.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the structures on the board: tell/ask/advise + object + to-infinitive; offer + to-infinitive; negative = not to + verb. T stresses that the function of the original sentence must be kept.

    Students

    Ss copy the summary table of patterns into their notebooks in list form.

Activity 2.4: Knowledge formation · 4 minutes

Intonation in questions

a) Aims

Ss use meaning-based intonation in questions, especially rising and falling contours in choice and tag questions.

b) Content

T models the following questions and Ss repeat, noting the contour:

  • 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.

c) Expected outcomes

Ss can produce each question with the contour that matches its meaning. Ss understand that one question mark does not always have one contour: context and purpose decide the pitch.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen to the questions and notice the arrows. Then repeat after me.' T explains that the choice is shown in the question 'Would you prefer a talk or a practical session?'

    Students

    Ss listen and watch the arrows on the slide.

  2. Teacher

    Step 2: Task performance

    T models each question, then Ss repeat chorally and individually. T asks Ss to change the tag question from 'unsure' to 'expecting agreement' and to compare the meaning.

    Students

    Ss repeat and try both contours for the tag question. Dự kiến: 'When I am unsure, my voice goes up. When I expect you to agree, my voice goes down.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read one question aloud and the class says whether the meaning is clear.

    Students

    Ss read the questions and peers comment on the intonation.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that intonation follows the meaning and the context, and that there is no single rule for every question mark. T points out the NeoEdu audio for extra practice at home.

    Students

    Ss note the four examples and the meanings in their notebooks.

Activity 3: Practice · 8 minutes

Complete and transform the sentences

a) Aims

Ss apply the reporting patterns with tell, ask, offer and advise to complete sentences correctly.

b) Content

Ss do Exercises 3, 4 and 5 in the Student's book individually, then compare with a partner and check the answers on NeoEdu.
3. 'Please send the form,' she said to me. She asked me ___ the form. A. to send B. sent C. sending D. send
4. 'Do not share the password.' He told us ___ it. A. no sharing B. to not shared C. not share D. not to share
5. 'I can help you,' Mai said. Mai offered ___ me. A. to help B. helping C. help D. helped

c) Expected outcomes

Answers and explanations:

  • Exercise 3: A (to send). Ask + object + to-infinitive reports a request.
  • Exercise 4: D (not to share). The negative infinitive is not to share.
  • Exercise 5: A (to help). Offer takes a to-infinitive.
    Ss write the correct answer and one short explanation for each in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the three items on the slide and says: 'Choose the correct answer. Work alone for two minutes, then check with your partner.'

    Students

    Ss read the items and choose their answers individually.

  2. Teacher

    Step 2: Task performance

    T walks around, checks quickly and asks: 'Why is 'B. to not shared' wrong?' Ss who finish early check their answers on the NeoEdu interactive exercise.

    Students

    Ss compare answers with a partner and discuss any difference. Dự kiến: 'Option B is wrong because the verb after to must be in base form.'

  3. Teacher

    Step 3: Report and discussion

    T asks individual Ss to give answers for each item and explain. T accepts clear explanations.

    Students

    Ss answer: 'Item 3 is A.' 'Item 4 is D because we need not to.' 'Item 5 is A because offer takes to-infinitive.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers: 3 A, 4 D, 5 A. T reminds Ss that offer does not take an object before to-infinitive, but tell, ask and advise do.

    Students

    Ss correct any mistakes in their notebooks.

Activity 4: Application · 8 minutes

Thanking and replying in a short role-play

a) Aims

Ss use the target language and the opening exchange pattern in a short, natural dialogue that connects with lifelong learning.

b) Content

In pairs, Ss role-play a conversation. Student A thanks Student B for helping him or her find a useful learning resource. Student B replies, says what he or she is glad about, offers further help using 'I can help you...' and asks for news of the next step. Each pair must use at least one reporting sentence (for example, 'She asked me to check the resource.' or 'He advised me to ask a teacher.').

c) Expected outcomes

Each pair performs a dialogue of at least four turns. The dialogue includes: a thank-you expression, a response to thanks, one offer or piece of advice with to-infinitive, and an invitation to share news. Example:
A: Thank you for helping me find a useful learning resource.
B: You're welcome. I'm glad it was useful. I can help you check the next step.
A: That's kind. My teacher advised me to practise every day.
B: Great! Let me know how it goes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the role-play situation and the required language on the board. T says: 'You have three minutes to prepare. Then perform in front of the class.'

    Students

    Ss read the situation and plan their lines in pairs.

  2. Teacher

    Step 2: Task performance

    T monitors, helps with word choice and checks that each pair uses a reporting structure.

    Students

    Ss practise the dialogue, switch roles and polish their sentences.

  3. Teacher

    Step 3: Report and discussion

    T invites two or three pairs to perform. The class listens for the speaker intentions and gives one positive comment.

    Students

    Pairs perform. Listeners answer: 'They thanked and offered help.' 'They asked to know the next step.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises natural intonation and correct structures, then reminds Ss that a good reply keeps the function of the first sentence and invites news.

    Students

    Ss note one improvement for their own dialogue in their notebooks.

Worksheets

Worksheet 1: Reading the opening exchange

Read the exchange and answer the questions in pairs. Use one piece of evidence from the text for each answer.
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.

    1. State the purpose and the audience of this short everyday conversation. Support your answer with one detail.
    1. Identify the actual opening sentence. Explain how it introduces the topic of the conversation.
    1. Select two useful details from the conversation. Explain why they are more useful than saying only that the topic is important.

Worksheet 2: Reporting requests, offers and advice

Change the direct sentences into reported speech. Keep the intended function and the correct pronoun.

    1. 'Please wait.' → She asked us ___.
    1. 'Do not share it.' → She told us ___.
    1. 'I can help.' → He offered ___.
    1. 'Check the answer carefully.' → She advised me ___.
      After you finish, write one sentence of your own using advise + object + to-infinitive.

Homework

  • Write a three-sentence summary of the opening exchange using only information from the model. Keep the condition or limit that is essential to its meaning. Sample: A thanks B for helping find a reliable course guide. A says that B's questions helped A compare the options independently. B accepts the thanks and invites news of the next step.
  • Write four sentences that report a request, a negative order, an offer and a piece of advice, using tell/ask/offer/advise + to-infinitive. Check each sentence for the correct form.
  • Listen to the question intonation models on NeoEdu (neoedu.vn/learn/12/english/unit-10-getting-started). Record yourself reading the four questions and listen again to compare your contour with the model.
  • Prepare to talk about one way you keep learning, using at least two words from the unit: lifelong learning, curiosity, goal, feedback, persistence or adaptability.

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