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

Giáo án Language

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)

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Use rising and falling intonation correctly in different types of questions (wh-questions, choice questions, tag questions) according to meaning.
    • Use the topic vocabulary of the unit (lifelong learning, curiosity, adaptability, goal, feedback, persistence) in context.
    • Report orders, requests, negative orders, offers and advice with tell/ask/offer/advise + (object) + to-infinitive, preserving the intended function and pronoun reference.

2. Competences

a) General competences

  • Self-control and independent learning: Ss monitor their own intonation by recording and self-checking against the model, and complete grammar exercises independently before checking answers.
  • Communication and collaboration: Ss work in pairs and groups to match vocabulary, check answers, and conduct a short interview on lifelong learning, sharing ideas politely.
  • Problem-solving and creativity: Ss decide the correct reporting structure from the context of each sentence and create their own reported sentences from real classroom situations.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat questions with appropriate intonation, read aloud, ask and answer questions about learning goals, and write reported sentences.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce questions with meaning-based contours, use six topic words accurately, and apply the to-infinitive patterns after tell, ask, offer and advise.

3. Personal qualities

  • Diligence: Ss practise the intonation contours repeatedly and complete all exercises on time.
  • Responsibility: Ss take turns in pairs and groups, complete their assigned tasks, and check their own work honestly.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 12 (Global Success), Unit 10 Language
  • Projector or whiteboard, slides with the example questions and arrows (↘, ↗)
  • Worksheet 1: Reporting requests, offers and advice (printed for each pair)
  • Answer key for exercises 1–10
  • NeoEdu lesson page: neoedu.vn/learn/12/english/unit-10-language (lecture, examples and interactive exercises)

2. Students

  • Textbook, notebook, pen, pencil
  • Mobile phone or recording device (optional) for self-checking intonation
  • Small sheets of paper for writing answers in the matching activity

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Learning goals chain

a) Aims

Ss get interested in the topic of lifelong learning and recall the idea of asking questions and giving requests in English.

b) Content

T asks Ss questions about their learning goals and writes two sentences on the board: 'Please wait.' and 'Do not share it.' Ss say what they would say if a classmate asked them to wait, and what they would say if they were told not to share something.

c) Expected outcomes

Ss give short answers such as 'I want to learn coding.' and recall that 'Please wait' is a request and 'Do not share it' is a negative order. Ss are ready for the lesson topic: lifelong learning.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T greets the class and asks: 'What would you like to learn this year?' T writes the question on the board and points to the rising/falling arrow at the end.

    Students

    Ss listen and think about their own learning goals.

  2. Teacher

    Step 2: Task performance

    T writes 'Please wait.' and 'Do not share it.' on the board and asks: 'If your friend says these to you, what does he want you to do?'

    Students

    Ss think for 1 minute and answer in pairs. Expected answers: 'He wants me to wait.' and 'He does not want me to share it.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 pairs to share their answers and asks: 'Is 'Please wait' an order or a request?'

    Students

    Ss report their answers. Expected answer: 'It is a request, a polite way to ask someone to wait.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises Ss and introduces the lesson aims: intonation in questions, topic vocabulary, and reporting orders, requests, offers and advice.

    Students

    Ss write the lesson title and the three aims in their notebooks.

Activity 2.1: Knowledge formation · 15 minutes

Intonation in questions: revision

a) Aims

Ss revise the intonation patterns of questions and link each contour to its meaning.

b) Content

Ss listen to and repeat five questions from the lesson: '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 unsure) or ↘ (when expecting agreement). Ss decide the contour of each question by its meaning. T stresses that the same question mark does not always have the same contour, and context may support other standard patterns.

c) Expected outcomes

Ss can state the rule: wh-questions usually fall (↘); yes/no questions usually rise (↗); in choice questions the first option rises and the last option falls; a tag question rises when the speaker is unsure and falls when the speaker expects agreement. Ss repeat the five questions with the correct contours.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the five questions with arrows on the slide and says: 'Listen to my model. Then tell me the meaning of each question and why the intonation changes.'

    Students

    Ss listen carefully and look at the arrows on the slide.

  2. Teacher

    Step 2: Task performance

    T models each question twice, then asks Ss to repeat chorally and individually. In pairs, Ss discuss: 'Why is the tag question rising in one case and falling in another?'

    Students

    Ss repeat the questions and discuss in pairs. Expected answer: 'When the speaker is unsure, the tag rises (↗). When the speaker expects agreement, it falls (↘).'

  3. Teacher

    Step 3: Report and discussion

    T invites 2–3 Ss to read one question aloud and explain the contour. T corrects with gestures (hand going up or down).

    Students

    Ss read aloud and explain. Expected explanation: 'The choice question rises on talk and falls on practical session.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the rule on the board: wh-questions usually fall; yes/no questions usually rise; choice questions rise on the first option and fall on the last; tag questions depend on the speaker's feeling. T reminds Ss that they should practise meaning-based contours, not one fixed pattern for every question mark.

    Students

    Ss copy the summary into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Topic vocabulary: lifelong learning

a) Aims

Ss learn and use six topic words related to lifelong learning.

b) Content

Ss learn six words: 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). In pairs, Ss match each word with its meaning, then write one example sentence for each word about themselves.

c) Expected outcomes

Ss match correctly: 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. Each pair writes six example sentences, for example: 'Persistence helps me finish difficult tasks.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the six words on the board and reads each word aloud. T asks Ss to repeat and say the word with the correct stress.

    Students

    Ss listen, repeat and note the new words in their notebooks.

  2. Teacher

    Step 2: Task performance

    T gives out cards with the Vietnamese meanings. Ss work in pairs to match each word with its meaning and then write one example sentence for each word.

    Students

    Ss match the words and write sentences. Expected sentence: 'Feedback from my teacher helps me improve my writing.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 pairs to read their example sentences. T asks the class: 'Do you agree with this sentence?'

    Students

    Ss read their sentences and the class responds, for example: 'Yes, I agree. Curiosity makes learning more fun.'

  4. Teacher

    Step 4: Conclusion and assessment

    T checks the matching with the whole class and corrects pronunciation of the six words.

    Students

    Ss correct their matching and keep the words in their vocabulary notes.

Activity 2.3: Knowledge formation · 20 minutes

Reporting orders, requests, offers and advice

a) Aims

Ss understand and form reported speech with tell/ask + object + to-infinitive, negative to-infinitive, offer + to-infinitive, and advise + object + to-infinitive.

b) Content

T presents four patterns on the board: (1) Please wait → She asked us to wait. (2) Do not share it → She told us not to share it. (3) I can help → He offered to help. (4) You should check → She advised me to check. Ss use Worksheet 1 to rewrite direct sentences into reported sentences. Key point: a request is not automatically an order, and pronouns must change to match the reporter's point of view.

c) Expected outcomes

Ss complete Worksheet 1 correctly and state the rules: 'ask/tell + object + to-infinitive for requests and orders; not before the infinitive for negatives; offer + to-infinitive without an object; advise + object + to-infinitive.' Ss keep the pronoun reference correct, for example 'me' becomes 'me' or 'us' depending on who is speaking.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the four examples and asks: 'Which word comes before the object in each sentence? Which word is used before the infinitive in the negative?'

    Students

    Ss look at the examples and think about the structures.

  2. Teacher

    Step 2: Task performance

    T hands out Worksheet 1. Ss work in pairs to change direct speech into reported speech. T walks around and checks pronouns.

    Students

    Ss complete Worksheet 1. Expected answer for item 1: 'She asked me to send the form.' Expected answer for item 2: 'He told us not to share the password.'

  3. Teacher

    Step 3: Report and discussion

    T asks 2 pairs to read out their answers and asks the class: 'Is this a request or an order?'

    Students

    Ss read their answers. Expected answer: 'Please send the form is a request, so we use ask.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the four patterns on the board and reminds Ss: 'Use ask for requests, tell for orders, offer for volunteering, and advise for advice. Keep the negative not before the to-infinitive.'

    Students

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

Activity 3.1: Practice · 20 minutes

Grammar practice: choose the correct form

a) Aims

Ss apply the reporting patterns to choose the correct answer in multiple-choice exercises.

b) Content

Ss do exercises 1 to 8 from the lesson in pairs. Each pair reads the direct speech, chooses the correct option, and explains the choice. Answer key is included in the product.
Exercise 1: 'Please send the form,' she said to me. She asked me ___ the form. A. send; B. sent; C. to send; D. sending.
Exercise 2: 'Do not share the password.' He told us ___ it. A. not to share; B. to not shared; C. not share; D. no sharing.
Exercise 3: 'I can help you,' Mai said. Mai offered ___ me. A. helped; B. helping; C. to help; D. help.
Exercise 4: 'You should check the source,' she said. She advised me ___ it. A. checking; B. to check; C. checked; D. check.
Exercise 5: Choose the reported request. A. He asked us to wait.; B. He offered us to wait.; C. He told to us waiting.; D. He asked us wait.
Exercise 6: 'I'll carry the box for you.' He offered ___ the box. A. to carry; B. carrying; C. carry; D. carried.
Exercise 7: 'Please do not interrupt,' the teacher said. She asked us ___. A. to not interrupted; B. not interrupt; C. not to interrupt; D. no interrupting to.
Exercise 8: 'You should take a break,' the adviser said to Lan. The adviser ___. A. told Lan take a break; B. offered Lan to take a break; C. advised Lan to take a break; D. asked to Lan taking a break.

c) Expected outcomes

Answer key:

  • Exercise 1: C (ask + object + to-infinitive reports a request).
  • Exercise 2: A (the negative infinitive is not to share).
  • Exercise 3: C (offer takes a to-infinitive).
  • Exercise 4: B (advise + object + to-infinitive reports advice).
  • Exercise 5: A (ask includes an object and an infinitive).
  • Exercise 6: A (the speaker volunteers an action).
  • Exercise 7: C (a negative request keeps not before the infinitive).
  • Exercise 8: C (advised Lan to take a break keeps the advice and the person addressed).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task: 'Work in pairs. Read each direct sentence, decide the function (request, order, offer, advice), then choose the correct answer. Explain your choice in one sentence.'

    Students

    Ss listen to the instructions and open their textbooks at Exercises 1–8.

  2. Teacher

    Step 2: Task performance

    T monitors the pairs, prompts them to think about the function, and helps weaker pairs with the grammar.

    Students

    Ss discuss and choose answers. Expected reasoning for exercise 6: 'The speaker says I'll carry, so he offers to do it: offer + to-infinitive.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to give answers to exercises 1, 4, 7 and 8 and asks the class to agree or disagree.

    Students

    Ss give answers and explain. Expected answer: 'For exercise 7, the answer is C because a negative request has not before the to-infinitive.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives the correct answers and highlights the common mistakes: using a bare infinitive after ask, forgetting the object after tell, and putting an object after offer.

    Students

    Ss check their answers and correct their mistakes.

Activity 3.2: Practice · 10 minutes

Vocabulary matching and intonation reading

a) Aims

Ss consolidate the topic vocabulary and practise reading questions with meaning-based intonation.

b) Content

Ss match the six topic expressions with their meanings (Exercise 9). Then Ss read the practice questions aloud twice: first slowly, then at a natural pace (Exercise 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.'

c) Expected outcomes

Exercise 9 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.
Exercise 10 is assessed by the teacher (10 points): intonation focus on meaning-based contours (4 points); clear pronunciation of sounds and words, with meaning easy to understand (3 points); natural rhythm and pace (3 points). Ss who lose points on consistency may be asked to read once more.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains Exercise 9 and Exercise 10 and says: 'Read the questions slowly first, then at a natural pace. Notice the arrows and the meaning.'

    Students

    Ss look at the matching task and the questions with arrows.

  2. Teacher

    Step 2: Task performance

    Ss match the words in pairs. Then individually, Ss read the questions aloud. T listens and gives quick feedback.

    Students

    Ss match the vocabulary and read aloud. Expected intonation: the choice question rises on 'talk' and falls on 'practical session'.

  3. Teacher

    Step 3: Report and discussion

    T invites 3–4 Ss to read the questions aloud in front of the class. T and the class give feedback on the contours.

    Students

    Ss read aloud. Other Ss say if the contour matches the meaning.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matching and summarises the intonation rules again. T reminds Ss that context can support other standard patterns.

    Students

    Ss correct their work and note the difficult questions for practice at home.

Activity 4: Application · 10 minutes

Lifelong learning interview

a) Aims

Ss use questions with correct intonation, the topic vocabulary, and reported requests, offers and advice in a real communicative situation.

b) Content

In groups of four, Ss interview each other about their learning goals and habits. Each S asks at least two questions with correct intonation (for example, 'Would you prefer an online course or a face-to-face class? ↘', 'You have set a goal for this year, haven't you? ↗'). After the interview, each group reports three sentences about what classmates asked, offered or advised, using tell, ask, offer and advise.

c) Expected outcomes

Each group produces three reported sentences, for example: 'Minh asked us to wait for the feedback.' 'Lan offered to help me with my English.' 'My friend advised me to practise every day.' Each group presents to the class in about 2 minutes, using at least one topic word from the unit (goal, curiosity, adaptability, feedback, persistence, lifelong learning).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the interview task, models a short question with the correct intonation, and gives a list of useful question starters on the board.

    Students

    Ss listen and note the question starters.

  2. Teacher

    Step 2: Task performance

    T divides the class into groups of four and monitors. T prompts Ss to use reported speech when they report what a classmate said.

    Students

    Ss interview each other and take notes. Expected question: 'What would you like to learn this year? ↘'

  3. Teacher

    Step 3: Report and discussion

    T asks 2–3 groups to present their three reported sentences. The class gives feedback on pronunciation and grammar.

    Students

    Ss present. Expected sentence: 'Hoa advised me to check the source before I share it.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the groups, corrects the most common errors, and reminds Ss of the key patterns: ask/tell + object + to-infinitive, offer + to-infinitive, advise + object + to-infinitive.

    Students

    Ss note the corrections in their notebooks.

Worksheets

Worksheet 1: Reporting requests, offers and advice

Part A. Change the direct speech into reported speech.

    1. 'Please wait here,' the teacher said to us. → The teacher asked us ___.
    1. 'Do not share the password,' he said. → He told us ___.
    1. 'I can help you with the project,' Mai said. → Mai offered ___.
    1. 'You should check the source,' she said to me. → She advised me ___.
    1. 'Please do not interrupt,' the teacher said. → The teacher asked us ___.

Part B. Decide the function of each direct sentence: request (R), order (O), offer (F) or advice (A).

  • a. 'Please send me the file.' ___
  • b. 'Turn off your phone now!' ___
  • c. 'I'll carry the bag for you.' ___
  • d. 'You should practise every day.' ___

Part C. Answer the questions.

    1. What is the difference between ask and tell?
    1. Where does not go in a negative to-infinitive?
    1. Is 'Please wait' always an order? Why or why not?

Homework

  • Write five reported sentences about things your classmates asked, offered or advised you to do this week. Use ask, tell, offer and advise, and check the pronoun reference.
  • Record yourself reading five questions from the lesson with the correct intonation. Listen to your recording and compare it with the model. Note one question you need to practise more.
  • Learn the six topic words (lifelong learning, curiosity, adaptability, goal, feedback, persistence) and write one sentence about your own learning goal using one of them.
  • Visit the NeoEdu lesson page neoedu.vn/learn/12/english/unit-10-language and do the interactive exercises to revise intonation and reported speech before the next lesson.

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