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

Giáo án Looking back

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Report orders, requests and negative requests with tell/ask + object + to-infinitive.
    • Report offers and advice with offer + to-infinitive and advise + object + to-infinitive.
    • Use rising and falling intonation in questions to express meaning (genuine uncertainty vs. expecting agreement).
    • Use the topic vocabulary of the unit (lifelong learning, curiosity, adaptability, goal, feedback, persistence) in a connected paragraph.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own reported-speech answers against the key, identify the mistakes they made and correct them without waiting for the teacher to explain again.
  • Communication and collaboration: Ss work in pairs to report sentences to each other and in groups to compare the intonation of questions, giving and receiving feedback politely.
  • Problem-solving and creativity: Ss decide which reporting structure keeps the original function (order, request, offer, advice) and write a personal weekly learning plan based on the model text.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and repeat questions with the correct intonation, read the model paragraph to identify key ideas, and write a short paragraph about a personal learning plan.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the to-infinitive patterns correctly after tell, ask, offer and advise, pronounce questions with appropriate intonation, and use the six topic words accurately.

3. Personal qualities

  • Responsibility: Ss complete the review tasks on time, check their answers honestly and take responsibility for correcting their errors.
  • Diligence: Ss practise the reporting patterns and intonation repeatedly until they can produce them accurately and fluently.

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the review sentences and intonation arrows (↗, ↘)
  • Whiteboard and markers
  • Phiếu học tập / worksheet printed for each pair (Worksheet 1 and Worksheet 2)
  • Audio recording or teacher model for the intonation practice
  • NeoEdu learning page: neoedu.vn/learn/12/english/unit-10-looking-back (lesson content, examples and interactive exercises)

2. Students

  • Notebook, pen, pencil
  • Unit 10 textbook and vocabulary notes
  • Worksheet 1 and Worksheet 2 (pair work)
  • Mobile device or laptop to access the NeoEdu page (optional, for self-check)

III. Procedures

Activity 1: Warm-up · 5 minutes

Warm-up: Lifelong learning word match

a) Aims

Ss activate the topic vocabulary of the unit and recall the idea of lifelong learning before the review.

b) Content

Ss match six topic expressions with their Vietnamese meanings: 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). Then T asks: 'What is one thing you want to learn in the next year?'

c) Expected outcomes

Ss give the correct matches: 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.
Sample answer: 'I want to learn how to edit videos because I want to make short clips for my club.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the six expressions on the slide and asks Ss to match them with the meanings. T says: 'Work individually in one minute.'

    Students

    Ss read the expressions silently and write the matching meanings in their notebooks.

  2. Teacher

    Step 2: Task performance

    T monitors and reminds Ss to check the pronunciation of each word. T asks a quick question: 'What does lifelong learning mean?'

    Students

    Ss work individually, then whisper answers to a partner to check.

  3. Teacher

    Step 3: Report and discussion

    T calls on 3 Ss to read the matches aloud and asks the class to give a thumbs-up if they agree.

    Students

    Ss read out their answers, e.g. 'Curiosity means wanting to learn and ask questions.' Other Ss respond with 'Agreed' or give a correction.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches and writes the six words on the board. T links them to the lesson: 'Today we will use these words when we report and discuss learning plans.'

    Students

    Ss copy the key vocabulary into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reporting orders, requests, offers and advice

a) Aims

Ss review and systematise the patterns tell/ask + object + to-infinitive, the negative form, offer + to-infinitive and advise + object + to-infinitive, and understand that reporting must preserve the intended function.

b) Content

T writes direct sentences on the board and Ss report them:

  • '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.' → She advised me to check.
    T asks Ss: 'Is 'Can you join the workshop?' an order? Why or why not?' Ss complete Worksheet 1.

c) Expected outcomes

Key structures Ss record:

  • tell/ask + object + to-infinitive: She asked us to wait.
  • Negative: tell/ask + object + not + to-infinitive: She told us not to share it.
  • offer + to-infinitive (no object): He offered to help.
  • advise + object + to-infinitive: She advised me to check.
  • A request is not automatically an order: 'Can you join the workshop?' is a request, so it is reported with ask, not tell.
    Worksheet 1 answers: 1-b (asked us to wait), 2-c (told us not to share), 3-a (offered to carry), 4-d (advised me to take a break).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes four direct sentences on the board and asks: 'Which verb do we use for an order? For a request? For an offer? For advice?' T introduces Worksheet 1.

    Students

    Ss look at the sentences and answer: 'Order: tell. Request: ask. Offer: offer. Advice: advise.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to report the four sentences. T monitors and corrects the position of 'not' and the use of 'to'.

    Students

    Ss work in pairs, write the reported sentences in their notebooks and check each other. Sample: 'She told us not to share it.'

  3. Teacher

    Step 3: Report and discussion

    T calls on pairs to read their reported sentences and asks: 'Why do we say 'asked' here and not 'told'?'

    Students

    Ss read sentences aloud. Expected answer: 'Because the original sentence is a request, not an order.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the structures on the board and stresses: 'Preserve the function and the pronoun reference. Do not assign tell to every request.' T highlights the common mistakes: 'not to', no object after offer.

    Students

    Ss copy the summary table into their notebooks and mark their own errors in red.

Activity 2.2: Knowledge formation · 8 minutes

Intonation in questions

a) Aims

Ss review rising and falling intonation in questions and link the contour with the speaker's meaning (uncertainty or expecting agreement).

b) Content

Ss listen to or repeat 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 reminds Ss: 'Do not assign one contour to every question mark.'

c) Expected outcomes

Ss can state the meaning of each contour:

  • Wh-questions asking for information usually fall (↘).
  • Yes/no questions asking for a choice or a request often rise (↗).
  • In the choice question, the first option rises and the final option falls.
  • In tag questions, the rising tone shows the speaker is genuinely unsure; the falling tone shows the speaker expects agreement.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four questions on the board with arrows and plays the model recording twice. T asks: 'What is the difference between the two tag questions?'

    Students

    Ss listen carefully and observe the direction of the arrows.

  2. Teacher

    Step 2: Task performance

    T asks Ss to practise in pairs: one reads the question, the other guesses the intonation and the meaning. T monitors and models the contour with hand gestures.

    Students

    Ss take turns reading the questions aloud. Partners check whether the intonation matches the arrow and say the intended meaning.

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to perform the tag question in two ways and asks the class to identify the meaning.

    Students

    Pairs perform. Class answers: 'The rising tone means the speaker is not sure about the date.' 'The falling tone means the speaker thinks the other person agrees.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that intonation follows meaning and that other standard patterns are also acceptable when context supports them. T reminds Ss not to memorise a single rule.

    Students

    Ss note the key contours in their notebooks and repeat the questions once more in chorus.

Activity 3: Practice · 10 minutes

Reporting and vocabulary exercises

a) Aims

Ss apply the reporting patterns and the unit vocabulary to choose the correct forms in the review exercises.

b) Content

Ss complete the following exercises individually, then check in pairs (Worksheet 2):

  • Ex 2: 'Please send the form,' she said to me. She asked me ___ the form. A. sent B. sending C. send D. to send
  • Ex 3: 'Do not share the password.' He told us ___ it. A. not share B. no sharing C. not to share D. to not shared
  • Ex 4: 'I can help you,' Mai said. Mai offered ___ me. A. help B. helping C. helped D. to help
  • Ex 5: 'You should check the source,' she said. She advised me ___ it. A. check B. to check C. checking D. checked
  • Ex 6: Choose the reported request. A. He told to us waiting. B. He asked us to wait. C. He offered us to wait. D. He asked us wait.
  • Ex 7: 'I'll carry the box for you.' He offered ___ the box. A. carry B. carried C. to carry D. carrying
  • Ex 8: 'Please do not interrupt,' the teacher said. She asked us ___. A. no interrupting to B. not to interrupt C. to not interrupted D. not interrupt
  • Ex 9: 'You should take a break,' the adviser said to Lan. The adviser ___. A. advised Lan to take a break B. offered Lan to take a break C. told Lan take a break D. asked to Lan taking a break

c) Expected outcomes

Answer key:

  • Ex 2: D (to send)
  • Ex 3: C (not to share)
  • Ex 4: D (to help)
  • Ex 5: B (to check)
  • Ex 6: B (He asked us to wait.)
  • Ex 7: C (to carry)
  • Ex 8: B (not to interrupt)
  • Ex 9: A (advised Lan to take a break)
    Explanations: ask/tell/advise + object + to-infinitive; offer + to-infinitive; negative form uses not before the infinitive.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2 and reads the instructions: 'Choose the best answer. You have eight minutes.'

    Students

    Ss read the exercises and choose the answers individually.

  2. Teacher

    Step 2: Task performance

    T walks around, checks progress and supports Ss who are slow. T does not give answers yet.

    Students

    Ss write their answers on the worksheet. Pairs compare answers and explain their choices to each other, e.g. 'Offer needs to + verb, not a gerund.'

  3. Teacher

    Step 3: Report and discussion

    T reads the questions aloud one by one and asks Ss to raise their answers. T calls on Ss to explain the choice for Ex 6 and Ex 8.

    Students

    Ss give answers: 'D', 'C', 'D', 'B', 'B', 'C', 'B', 'A'. Ss explain: 'We use asked for a request, not told.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key and highlights the two most frequent errors: wrong negative position and using the bare infinitive after offer. T asks: 'Which pattern is most difficult for you?'

    Students

    Ss correct their answers, tick the ones they got right and write the correction for any mistakes.

Activity 4: Application · 12 minutes

Writing my weekly learning plan

a) Aims

Ss use the unit vocabulary and reporting structures in a connected paragraph about a personal lifelong learning plan, and explain how feedback helps them change their method.

b) Content

T reads the model paragraph: 'Lifelong learning can help people adapt, remain curious and take part in changing communities. ... A useful plan therefore begins with a manageable question and an honest account of available support.'
After reading, Ss work in groups of three to write a 5-sentence paragraph answering: 'What is one goal you have? What would your weekly cycle be? What would count as progress?' Ss must use at least one reported sentence (e.g. My teacher advised me to ...) and at least one question with a suitable intonation when they present to the class.

c) Expected outcomes

Each group produces a short paragraph with:

  • one topic sentence about a learning goal using the words lifelong learning, goal or persistence;
  • a weekly cycle with three steps: one manageable question, a reliable resource, an independent attempt, then a hint and self-revision;
  • one reported sentence (e.g. 'My friend advised me to keep a short record of what I learn.');
  • a sentence on progress: 'Progress means being able to explain or do something more accurately after feedback, not merely collecting another certificate.'
    Sample: 'My goal is to improve my English speaking. Each week, I choose one question, use a reliable website, and try to answer on my own. When I cannot explain something, I ask my teacher for a hint and revise my answer. My classmate advised me to keep a short record of my mistakes. For me, progress means speaking more accurately after feedback.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the model paragraph aloud and asks: 'What does the writer admire? What is the weekly cycle?' T gives the guiding questions and the requirement to use one reported sentence.

    Students

    Ss listen and answer: 'The writer admires persistence and reflection. The cycle begins with one question and an independent attempt.'

  2. Teacher

    Step 2: Task performance

    T divides the class into groups of three, monitors and helps with vocabulary and structures.

    Students

    Groups brainstorm their goal, write the paragraph on a poster or in notebooks, and check the reported sentence and the vocabulary.

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to read their paragraphs. T asks the class: 'What is the intonation of the question in your paragraph?' and gives feedback on content and language.

    Students

    Groups present. Class gives feedback, e.g. 'Your reported sentence is correct. You could use advised instead of said.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'Lifelong learning means remaining curious and responsible, not expecting effort alone to remove every obstacle.' T praises the best ideas and assigns the homework.

    Students

    Ss write the final version of their paragraph in notebooks and note the feedback they received.

Worksheets

Worksheet 1: Reporting orders, requests, offers and advice

Read the direct sentences and match each one with the correct reported sentence.

    1. 'Please wait here.' said the teacher.
    1. 'Do not share your password.' said the manager.
    1. 'I can carry the box.' said Tom.
    1. 'You should take a break.' said the doctor.

Reported sentences (a–d):

  • a. He offered to carry the box.
  • b. She asked us to wait.
  • c. He told us not to share the password.
  • d. The doctor advised me to take a break.

Answers: 1-b, 2-c, 3-a, 4-d.

Question: Is 'Can you join the workshop?' an order? Reported with ask or tell?

Worksheet 2: Review exercises

Choose the best answer (A, B, C or D).

    1. 'Please send the form,' she said to me. She asked me ___ the form. A. sent B. sending C. send D. to send
    1. 'Do not share the password.' He told us ___ it. A. not share B. no sharing C. not to share D. to not shared
    1. 'I can help you,' Mai said. Mai offered ___ me. A. help B. helping C. helped D. to help
    1. 'You should check the source,' she said. She advised me ___ it. A. check B. to check C. checking D. checked
    1. Choose the reported request. A. He told to us waiting. B. He asked us to wait. C. He offered us to wait. D. He asked us wait.
    1. 'I'll carry the box for you.' He offered ___ the box. A. carry B. carried C. to carry D. carrying
    1. 'Please do not interrupt,' the teacher said. She asked us ___. A. no interrupting to B. not to interrupt C. to not interrupted D. not interrupt
    1. 'You should take a break,' the adviser said to Lan. The adviser ___. A. advised Lan to take a break B. offered Lan to take a break C. told Lan take a break D. asked to Lan taking a break

Answer key: 1-D, 2-C, 3-D, 4-B, 5-B, 6-C, 7-B, 8-A.

Homework

  • Finish the writing task: write a full paragraph (about 100 words) on your own lifelong learning plan. Use the topic words lifelong learning, curiosity, goal, feedback and persistence, and include at least two reported sentences (ask/tell + object + to-infinitive, offer + to-infinitive, or advise + object + to-infinitive).
  • Record yourself reading three questions with different intonation: 'Can you join the workshop?', 'Would you prefer a talk or a practical session?' and 'You have checked the date, haven't you?'. Listen to the recording and check whether the contour matches the meaning.
  • Practise the review exercises on the NeoEdu page (neoedu.vn/learn/12/english/unit-10-looking-back) and write down the three questions you still find difficult. Bring them to the next lesson.

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