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

Giáo án Reading

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:
    • read the original text for main ideas, details and justified inferences;
    • use the six key words: lifelong learning, curiosity, adaptability, goal, feedback, persistence;
    • distinguish a stated fact, a reasonable inference and an unsupported claim;
    • report requests, orders, offers and advice with tell/ask/offer/advise + object + to-infinitive;
    • use rising and falling intonation in questions to express meaning.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the text alone first, look for the sentence that supports each answer, and check their own answers before discussing them with the class.
  • Communication and collaboration: Ss work in pairs and groups to share answers, justify them with sentences from the text, and give constructive feedback on a partner's learning record.
  • Problem-solving and creativity: Ss decide which evidence supports each claim, transform reported speech, and write a personal learning record with a realistic next goal.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read for main ideas, details and inference, discuss the message of the head teacher, answer comprehension questions, and write a short personal record.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce and use the six target words with correct stress, transform sentences with reporting structures, and practise rising and falling intonation in questions.

3. Personal qualities

  • Responsibility: Ss take ownership of their own learning plan and record only what they can actually explain or do.
  • Honesty: Ss admit when a statement is not supported by the text and do not invent details to fill gaps.
  • Diligence: Ss complete all tasks, revise their answers after feedback, and practise pronunciation and grammar regularly.

II. Teaching aids and materials

1. Teacher

  • Projector or screen, slides with the warm-up question, key vocabulary and the reading text
  • Printed Worksheet 1 and Worksheet 2 (one per student)
  • Cards with the six key words and their meanings for the matching game
  • Whiteboard and markers
  • NeoEdu lesson page: neoedu.vn/learn/12/english/unit-10-reading (lecture, examples and interactive exercises)

2. Students

  • Student's book Tiếng Anh 12 (Global Success), notebook, pen
  • Highlighter or coloured pencils for marking evidence in the text
  • A sheet of A4 paper for the learning record

III. Procedures

Activity 1: Warm-up · 5 minutes

Learning Beyond the Classroom

a) Aims

Ss activate their prior knowledge about learning outside school and get interested in the idea of lifelong learning.

b) Content

T displays the question: What is one thing you learned outside school this year, and how did you learn it? Ss think for one minute and share their answer with a partner. Examples of answers: learning to cook from videos, learning English from songs, learning to use a new app from friends.

c) Expected outcomes

Each pair gives at least two concrete examples of learning outside school. Ss realise that learning does not stop when school ends, which leads into the title 'Lifelong learning'.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the question on the slide and asks Ss to think silently for one minute.

    Students

    Ss read the question and think of one thing they learned outside school.

  2. Teacher

    Step 2: Task performance

    T monitors and encourages pairs to give specific examples, e.g. 'How did you learn it?'

    Students

    Ss share their answers in pairs. Expected answer: 'I learned to make coffee by watching online tutorials and practising at home.'

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share their examples with the class and writes the most interesting ones on the board.

    Students

    Three pairs report. Expected answer: 'We learned to play guitar by ourselves with online lessons.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes 'lifelong learning' on the board and explains that it means learning throughout life, not only at school. T links the examples to the unit and says: Today we will read a message about this idea.

    Students

    Ss copy the title into their notebooks and listen attentively.

Activity 2.1: Knowledge formation · 8 minutes

Key Words Matching

a) Aims

Ss understand the meaning and pronunciation of the six key words before reading the text.

b) Content

Ss match each word with its English definition: 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). Definitions: (a) the wish to know more about things; (b) learning throughout one's life; (c) the ability to change when situations change; (d) something you aim to achieve; (e) information about how well you did, used to improve; (f) continuing to try in spite of difficulty. Ss then repeat each word and mark the stressed syllable.

c) Expected outcomes

Matching key: lifelong learning – b; curiosity – a; adaptability – c; goal – d; feedback – e; persistence – f. Stress: LIFE-long LEARN-ing, cu-ri-OS-i-ty, a-dap-ta-BIL-i-ty, PER-sis-tence (/pəˈsɪstəns/ for persistence). Ss write the six words with their Vietnamese meanings in their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes the word cards and definition cards and explains the matching task. T says: Match each word with its meaning, then check the pronunciation.

    Students

    Ss listen to the instructions and prepare to work in pairs.

  2. Teacher

    Step 2: Task performance

    T asks pairs to match the cards in three minutes and monitors quietly.

    Students

    Pairs match the cards and read each word aloud. Expected answer: 'Feedback is the information about how well you did.'

  3. Teacher

    Step 3: Report and discussion

    T reveals the correct matches and asks pairs with mistakes to explain their choices.

    Students

    Ss compare their answers with the key and correct their mistakes.

  4. Teacher

    Step 4: Conclusion and assessment

    T models each word, marks the stress and asks Ss to repeat chorally and individually. T reminds Ss to write the words in their notebooks.

    Students

    Ss repeat the words, copy them and note the stressed syllables.

Activity 2.2: Knowledge formation · 20 minutes

Reading for Evidence

a) Aims

Ss read the original text for main ideas, details and justified inferences, and learn to find the sentence that supports each answer.

b) Content

Ss read the text once for the central question: What is the head teacher's message to school-leavers? Then they complete Worksheet 1: (1) state the main idea in one sentence; (2) find two details, e.g. 'You will meet tasks for which no teacher has prepared an exact answer'; (3) answer the inference question: Can a person learn only in formal courses? Why or why not? (4) Sort the four statements into stated fact, reasonable inference or unsupported claim.

c) Expected outcomes

Main idea: Learning continues after school, so school-leavers should ask clear questions, use feedback to improve, combine formal and informal learning, and keep a record of what they can really do.
Details: 'You will meet tasks for which no teacher has prepared an exact answer.' / 'Feedback may reveal a mistake; use it to revise your method.'
Inference: No. The text says learning also occurs through supervised work, reading and conversation, so formal courses are not the only source.
Sorting: A – Stated fact; B – Reasonable inference; C – Unsupported claim; D – Unsupported claim (the text says some tasks require recognised training, so informal advice is not enough for every task).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 1 and says: Read once for the central question, then find the exact sentence for each answer. Mark the evidence with a highlighter.

    Students

    Ss read the passage silently and receive Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to find the evidence and answer questions 1 to 4. T circulates and prompts: Which sentence tells you that?

    Students

    Pairs underline the evidence and discuss. Expected answer for the inference question: 'No, because the text says learning also happens through supervised work and conversation.'

  3. Teacher

    Step 3: Report and discussion

    T invites two groups to present one answer each and asks the class: Do you agree? Which sentence supports it?

    Students

    Groups present their answers and give the sentence numbers as evidence. Other groups agree or ask follow-up questions.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers, explains the difference between stated fact, reasonable inference and unsupported claim, and reminds Ss that an example in the text is not a claimed observation.

    Students

    Ss correct their worksheets and write the label and evidence for each statement.

Activity 2.3: Knowledge formation · 15 minutes

Reporting Requests, Offers and Advice

a) Aims

Ss understand and use the reporting structures tell/ask + object + to-infinitive, offer + to-infinitive and advise + object + to-infinitive.

b) Content

T writes direct sentences on the board and asks Ss to report them. (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) She advised me to check. Ss discuss: Which verb is used for a request? Which for an order? Why do we keep the pronouns consistent? Ss note that a request is not automatically an order.

c) Expected outcomes

Ss write the following in their notebooks:

  • Request: ask + object + to-infinitive (She asked us to wait.)
  • Order: tell + object + to-infinitive (The coach told us to stop.)
  • Negative: tell/ask + object + not to + verb (She told us not to share it.)
  • Offer: offer + to-infinitive (He offered to help.)
  • Advice: advise + object + to-infinitive (She advised me to check.)
    Ss also note that the pronoun changes to keep the reference correct (I → he/she, us → them).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four direct sentences on the board and asks: How can we report them? T reminds Ss to keep the same meaning and function.

    Students

    Ss look at the sentences and think about the reporting verb for each one.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for two minutes, then compare with a partner.

    Students

    Ss write the reported forms. Expected answer: 'He offered to help.'

  3. Teacher

    Step 3: Report and discussion

    T calls on several Ss to read their answers aloud and asks: Why do we use ask here and not tell?

    Students

    Ss answer: 'Because it is a polite request, not an order.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the five structures on the board and reminds Ss to preserve pronoun reference and intended function.

    Students

    Ss copy the summary into their notebooks.

Activity 2.4: Knowledge formation · 7 minutes

Intonation in Questions

a) Aims

Ss recognise and produce rising and falling intonation that matches the meaning of questions.

b) Content

T 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? ↗ when unsure, ↘ when expecting agreement. Ss repeat in chorus and then in pairs, paying attention to the meaning of each question.

c) Expected outcomes

Ss can read each question with an appropriate contour: rising for yes/no questions and for choice questions' first option, falling for wh-questions and the second option of a choice. Ss understand that the tag question rises when unsure and falls when expecting agreement.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: Listen to the questions and the intonation. Then repeat after me and think about what the speaker means.

    Students

    Ss listen carefully and watch the arrows on the board.

  2. Teacher

    Step 2: Task performance

    T reads the questions with different contours and asks: Which one shows that the speaker is really unsure?

    Students

    Ss repeat and identify the contour that matches the meaning. Expected answer: 'The rising tone in the tag question shows the speaker is unsure.'

  3. Teacher

    Step 3: Report and discussion

    T asks pairs to practise two questions and checks their intonation.

    Students

    Pairs read aloud and give each other feedback on their intonation.

  4. Teacher

    Step 4: Conclusion and assessment

    T reminds Ss that context can support other patterns and that one question mark does not always have the same contour.

    Students

    Ss note the principle: practise meaning-based contours.

Activity 3.1: Practice · 10 minutes

Checking Comprehension

a) Aims

Ss answer multiple-choice questions on the text and justify each answer with evidence.

b) Content

Ss answer questions 2–5 of the exercise: (2) What does leaving school not mean? A. Receiving a message B. Completing a timetable C. Changing a classroom D. Finishing learning. (3) How should feedback be used? A. To avoid trying B. To revise a method C. To collect more titles only D. To hide every mistake. (4) What distinction is made about certificates? A. They are always useless B. They remove training requirements C. Collecting them is not identical to understanding D. They replace every skill. (5) What should a learning record show? A. Only attendance B. Only course prices C. Other people's private marks D. What one can explain or do.

c) Expected outcomes

Answers: 2 – D (the opening states the theme); 3 – B (feedback supports improvement); 4 – C (the message rejects a simplistic measure of learning, not all qualifications); 5 – D (the record should demonstrate learning).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays questions 2–5 and reminds Ss to find the sentence that supports each answer.

    Students

    Ss read the questions and options.

  2. Teacher

    Step 2: Task performance

    T gives Ss two minutes to answer individually and then check with a partner.

    Students

    Ss choose the answers and underline the evidence in the text.

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to report answers and evidence. T uses 'Thumbs up if you agree' to check quickly.

    Students

    Ss report, e.g. 'Answer C, because the text says collecting certificates is different from understanding.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and explains any wrong choice by pointing to the exact sentence.

    Students

    Ss correct their answers and note the evidence in their books.

Activity 3.2: Practice · 10 minutes

Transforming Reported Speech

a) Aims

Ss use the reporting structures correctly in individual and paired practice.

b) Content

Ss complete Worksheet 2 by reporting five sentences: (1) 'Please bring your notebook tomorrow.' (said by the teacher to us); (2) 'Do not use your phone during the workshop.' (said by the leader to us); (3) 'I can design the poster for you.' (said by Lan to Mai); (4) 'You should check the source again.' (said by the teacher to Tom); (5) 'Peter said to Mary: Could you send me the notes?' → report it.

c) Expected outcomes

Answer key: (1) The teacher asked us to bring our notebooks the following day. (2) The leader told us not to use our phones during the workshop. (3) Lan offered to design the poster for Mai. (4) The teacher advised Tom to check the source again. (5) Peter asked Mary to send him the notes.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T hands out Worksheet 2 and asks Ss to transform each sentence into reported speech.

    Students

    Ss read the instructions and the five sentences.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for four minutes, then compare answers with a partner.

    Students

    Ss write the reported sentences and check the pronouns and verbs with their partner.

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read the answers and asks the class to vote on any disputed answer.

    Students

    Ss read their answers. Expected answer for item 3: 'Lan offered to design the poster for Mai.'

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the key and explains the common mistakes: wrong pronoun, using tell for a request, or forgetting 'not to' in negatives.

    Students

    Ss correct their worksheets.

Activity 4: Application · 15 minutes

My Learning Record

a) Aims

Ss apply the message of the text to their own learning and write a personal record that shows what they can explain or do.

b) Content

Ss write a short learning record of three things they can now explain or do (not courses they attended), and one goal for the next month. Example: 'I can explain how to save a file in Google Docs. I can use the feedback from my teacher to improve my essays. My goal is to learn to give a three-minute talk in English.' Ss exchange their records with a partner and give feedback using one reporting structure: 'My partner advised me to ...' or 'My partner offered to ...'.

c) Expected outcomes

A record of three sentences starting with 'I can ...' and one goal sentence starting with 'My goal is to ...'. Each pair gives one piece of constructive feedback using advise or offer structure, e.g. 'My partner advised me to add an example.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and models a record on the board. T says: Remember, the record should show what you can do, not only what you attended.

    Students

    Ss listen and look at the model.

  2. Teacher

    Step 2: Task performance

    T gives Ss six minutes to write their record individually and then asks them to swap with a partner.

    Students

    Ss write their record, exchange it, and read their partner's record carefully.

  3. Teacher

    Step 3: Report and discussion

    T invites three pairs to share one piece of feedback and asks: Was the feedback useful?

    Students

    Ss report, e.g. 'My partner advised me to make my goal more specific.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises honest and specific records and reminds Ss that a learning plan does not need to predict every change, but should help them stay curious and responsible.

    Students

    Ss revise their records and keep them in their portfolio.

Worksheets

Worksheet 1

Reading for evidence. Read the text once for the central question, then answer the questions below and give the sentence that supports each answer.

    1. What is the main idea of the passage? (one sentence)
    1. Find two details from the passage that support the main idea.
    1. Inference: Can a person learn only in formal courses? Why or why not? Give the evidence sentence.
    1. Sort each statement as A. Stated fact, B. Reasonable inference, C. Unsupported claim, or D. Unsupported claim.
    • A. Learning can happen through supervised work and conversation with knowledgeable people.
    • B. A learner who records only the courses attended may not show real learning.
    • C. Head teachers always know the exact answer to every task.
    • D. Informal advice is enough for every task.
  • Note: Label each answer and write the evidence sentence in English.

Worksheet 2

Reported speech. Report each sentence using the correct structure. Keep the intended function and the pronoun reference.

    1. The teacher said to us: 'Please bring your notebook tomorrow.'
    1. The leader said to us: 'Do not use your phone during the workshop.'
    1. Lan said to Mai: 'I can design the poster for you.'
    1. The teacher said to Tom: 'You should check the source again.'
    1. Peter said to Mary: 'Could you send me the notes?'
  • Structures to use: tell/ask + object + to-infinitive; offer + to-infinitive; advise + object + to-infinitive.

Homework

  • Write a summary of the passage in exactly three sentences, using only information from the text. Keep any condition or limit that is essential to the meaning, e.g. 'Your next plan need not predict every change in the world.' Do not add results that the text does not give.
  • Complete your personal learning record: write three sentences starting with 'I can ...' and one goal sentence starting with 'My goal is to ...'. Be honest about what you can explain or do.
  • Practise the six key words aloud, marking the stressed syllable, and read the five intonation examples from the lesson. Record yourself and listen to check the pitch.
  • Go to the NeoEdu lesson page (neoedu.vn/learn/12/english/unit-10-reading) and complete the interactive exercises on reading for evidence and reported speech before the next lesson.

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