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

Giáo án Speaking

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Explain the structure of a complete spoken contribution (opening, supporting details, limitation, closing).
    • Use the language for responding to a partner, including thanking and replying to thanks.
    • Report requests, orders, offers and advice with tell/ask/offer/advise + object + to-infinitive.
    • Use rising and falling intonation in questions according to meaning.
    • Develop and defend a viewpoint on lifelong learning and respond to a partner's follow-up question.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan their own 1–2 minute speech by choosing one clear position, one concrete example and one honest limitation, and they check their own draft against the model before speaking.
  • Communication and collaboration: Ss work in pairs to exchange viewpoints, ask a real follow-up question, and respond politely to the partner's answer using thanks and reply expressions.
  • Problem-solving and creativity: Ss adapt the model cycle (one manageable question, a reliable resource, an independent attempt) to their own learning goal and suggest a realistic personal example.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss deliver a short, organised spoken contribution on 'Lifelong learning', listen to the partner, and ask one relevant follow-up question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words (lifelong learning, curiosity, adaptability, goal, feedback, persistence), apply intonation patterns in questions, and transform direct speech into reported structures with tell/ask/offer/advise.

3. Personal qualities

  • Diligence: Ss prepare their speech notes at home and revise their draft at least twice before the pair work.
  • Responsibility: Ss keep their promises to their partner, such as giving a clear answer and following up on the partner's point instead of reading a prepared speech.
  • Honesty: Ss state a real limitation of their own viewpoint and label any proposal or example as a plan, not as an observed result.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 12 Global Success, Unit 10, Speaking page
  • Projector or interactive board to display the model speech and the target sentences
  • NeoEdu online lesson page (neoedu.vn/learn/12/english/unit-10-speaking) for the model, the interactive exercises and the intonation examples
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Timer and small paper cards for the card-sort activity
  • Speaking rubric (meaning, organisation, language, interaction) for peer feedback

2. Students

  • Textbook Tiếng Anh 12, notebook and pen
  • Personal notes prepared at home (optional)
  • Pencil for marking sentences and intonation arrows

III. Procedures

Activity 1: Warm-up · 5 minutes

Brainstorming: What makes a good lifelong learner?

a) Aims

Ss activate prior knowledge about lifelong learning and preview the key vocabulary of the lesson.

b) Content

Ss look at the title 'Lifelong learning' on the board and the 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 discuss the question: 'What does a good lifelong learner do?' and match each word to a short personal example.

c) Expected outcomes

A list of 3–4 ideas per pair on the board, for example: 'A good lifelong learner asks for feedback and changes the method' (linked to feedback); 'keeps trying after a failure' (linked to persistence); 'is ready to try a new way of studying' (linked to adaptability). Ss can explain the meaning of the six words in English or in Vietnamese.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'Lifelong learning' and the six words on the board. T asks: 'What does a good lifelong learner do?' T gives 2 minutes for pair discussion and reminds Ss to use the words on the board.

    Students

    Ss read the title and the six words. Ss listen to the question and note the instruction.

  2. Teacher

    Step 2: Task performance

    T walks around, listens and helps pairs with vocabulary. T prompts: 'Can you give an example from your own life?'

    Students

    Pairs discuss. Ss may say: 'A good lifelong learner asks teachers for feedback.' / 'They do not stop when the work is difficult.' / 'They try a new way to study when the old way does not work.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their ideas and writes key phrases on the board. T asks: 'Which word is closest to the idea of changing a method?'

    Students

    Pairs report. Expected answer: 'Adaptability.' Other Ss add comments such as: 'I agree, persistence is important too.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: lifelong learning means continuing to learn throughout life, and a good learner shows curiosity, adaptability, persistence and openness to feedback. T says: 'Today we will learn how to talk about these ideas in a short speech.'

    Students

    Ss copy the key words into their notebooks and write the meaning next to each word.

Activity 2.1: Knowledge formation · 10 minutes

Analysing a complete speaking model

a) Aims

Ss identify the parts of a complete spoken contribution and explain how each part helps the message.

b) Content

Ss read the model speech in the textbook (the paragraph beginning 'A good role model for lifelong learning is someone who changes a method after feedback...') and complete Worksheet 1: Card sort of the model. Ss sort the sentences into four groups: opening sentence, supporting detail, limitation, closing. Then Ss answer the questions: (1) Which sentence introduces the subject? (2) Which detail is concrete? (3) What is the speaker's limitation?

c) Expected outcomes

Worksheet 1 completed. Expected answers:

  • Opening sentence: 'A good role model for lifelong learning is someone who changes a method after feedback rather than claiming never to make mistakes.'
  • Concrete detail: 'In our original listening case, the evening learner reduced an unrealistic schedule and asked focused questions.'
  • Proposal labelled as a plan: 'My own proposed weekly cycle would begin with one manageable question, a reliable resource and an independent attempt.'
  • Limitation: 'Time, cost and access still matter, and some tasks require recognised professional training.'
  • Closing: 'Lifelong learning means remaining curious and responsible, not promising that every obstacle disappears through effort alone.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and projects the model. T says: 'Read the model silently. Then sort the sentences into the four groups on the worksheet. You have 4 minutes.'

    Students

    Ss read the model and receive Worksheet 1. Ss write the group name on their notebook.

  2. Teacher

    Step 2: Task performance

    T monitors and asks guiding questions: 'Which sentence tells us the topic?' / 'Is the evening learner example a real case or a plan?'

    Students

    Ss work in pairs, underline key words and discuss. Expected answer for the example: 'It is a real case from our listening lesson, so it is an observation, not a plan.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2 pairs to read their groups aloud. T asks: 'Why does the speaker say ‘I would follow the habit’ and not ‘everyone should follow it’?'

    Students

    Pairs report. Expected answer: 'The speaker shares a personal view and does not force it on others.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the structure: opening → concrete detail → personal proposal (labelled) → limitation → closing. T stresses that a concrete example makes the message more convincing than saying only that the topic is important.

    Students

    Ss copy the four-part structure into their notebooks and tick the structure they will use in their own speech.

Activity 2.2: Knowledge formation · 8 minutes

Language for responding and reporting requests, offers and advice

a) Aims

Ss use the language for thanking and replying to a partner and report requests, orders, offers and advice correctly.

b) Content

Ss read the short dialogue in the textbook ('Thank you for helping me find a reliable course guide.' / 'You're welcome. I'm glad it was useful.') and complete Worksheet 2: transform the direct sentences into reported structures. Patterns: tell/ask + object + to-infinitive for requests and orders; offer + to-infinitive; advise + object + to-infinitive. Ss note that a request is not automatically an order.

c) Expected outcomes

Worksheet 2 answer key:

  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 the date.' → She advised me to check the date.
    Language for responding: 'You're welcome.' / 'I'm glad it was useful.' / 'Let me know how the next step goes.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the dialogue on the board and asks Ss to underline the thanks and reply expressions. T says: 'Now change the direct sentences on Worksheet 2 into reported speech. Watch the pronouns.'

    Students

    Ss read the dialogue and underline the expressions. Ss receive Worksheet 2.

  2. Teacher

    Step 2: Task performance

    T gives a model for item 1: 'Please wait. → She asked us to wait.' T monitors and checks the negative form and the pronouns.

    Students

    Pairs complete items 2–4. Ss may make mistakes such as 'She told us do not share it.' T asks them to correct it into 'She told us not to share it.'

  3. Teacher

    Step 3: Report and discussion

    T calls on Ss to read their answers and writes the patterns on the board in two columns: 'request/order' and 'offer/advice'.

    Students

    Ss read the answers aloud. Expected answers: 'She asked us to wait.' / 'She told us not to share it.' / 'He offered to help.' / 'She advised me to check the date.'

  4. Teacher

    Step 4: Conclusion and assessment

    T emphasises: use ask/tell for requests and orders, offer for offers, advise for advice, and keep the pronoun correct. T reminds Ss: 'Preserve the intended function.'

    Students

    Ss write the four patterns and the three reply expressions in their notebooks.

Activity 2.3: Knowledge formation · 5 minutes

Rising and falling intonation in questions

a) Aims

Ss recognise that intonation in questions depends on meaning and context, and practise reading questions with suitable tones.

b) Content

Ss listen to the NeoEdu model and repeat the questions: 'What would you like to learn?' (falling ↘); 'Can you join the workshop?' (rising ↗); 'Would you prefer a talk ↗ or a practical session ↘?' (rising on the first option, falling on the second); 'You have checked the date, haven't you?' (rising when unsure, falling when expecting agreement). T reminds Ss that they should not use one tone for every question.

c) Expected outcomes

Ss identify the tone of each question and mark it with ↗ or ↘ in their notebook. Ss can explain in one sentence why a question has a rising or falling tone, for example: 'Rising because I am really unsure.' / 'Falling because I expect the partner to agree.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T plays the NeoEdu audio or models the five questions. T asks Ss to listen and mark the tone with an arrow.

    Students

    Ss listen and mark the arrows in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat each question in chorus, then individually. T corrects the stress and the tone with hand gestures.

    Students

    Ss repeat in chorus and then individually, with hand gestures for rising and falling tone.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Why is the tone rising in ‘Can you join the workshop?’?' T accepts answers based on meaning.

    Students

    Expected answer: 'The speaker asks a yes/no question and wants a yes or no.' / 'It is a choice question, so the first option has a rising tone.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: yes/no questions often rise, wh-questions often fall, choice questions rise then fall, and tags depend on whether the speaker is unsure. T says: 'Choose the tone according to the meaning, not by rule alone.'

    Students

    Ss write one example of their own question for each pattern.

Activity 3: Practice · 9 minutes

Checking the model with the textbook exercises

a) Aims

Ss apply the analysis skills to the textbook exercises 2–8 and check their understanding of the model's purpose, audience and key details.

b) Content

Ss work in pairs to answer exercises 2–8 in the textbook. Key questions: (2) State the purpose and audience of the spoken contribution and support with one detail. (3) Identify the opening sentence and explain how it introduces the topic. (4) Select two useful details and explain why they are better than saying only that the topic is important. (6) Choose one middle sentence and explain its contribution. Ss take turns, and the partner checks the answer using the rubric.

c) Expected outcomes

Expected answers:

  • Exercise 2: Purpose: to explain a practical lifelong-learning cycle that recognises feedback and real access barriers. Audience: classmates and the partner who asks a follow-up question. Detail: 'My own proposed weekly cycle would begin with one manageable question, a reliable resource and an independent attempt.'
  • Exercise 3: Opening sentence: 'A good role model for lifelong learning is someone who changes a method after feedback rather than claiming never to make mistakes.' It introduces the particular subject (a role model) before the supporting details.
  • Exercise 4: (1) 'In our original listening case, the evening learner reduced an unrealistic schedule and asked focused questions.' (2) 'A short record of what changed would show more than an attendance count.' Both are specific and show evidence, not just an assertion that the topic is important.
  • Exercise 6: 'My own proposed weekly cycle...' adds concrete steps and labels the proposal, so the listener knows it is a plan.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes exercise numbers 2, 3, 4 and 6 on the board and says: 'Work in pairs. Answer each question with one sentence and one detail from the model. You have 5 minutes.'

    Students

    Ss open their textbooks at exercises 2–8 and decide who answers which question.

  2. Teacher

    Step 2: Task performance

    T monitors and checks that Ss quote the model exactly for details. T reminds Ss: 'Do not turn an example into a claimed observation.'

    Students

    Pairs answer and check each other. Ss may say: 'The opening sentence is the thesis.' / 'The example is a real case from the listening text.'

  3. Teacher

    Step 3: Report and discussion

    T calls on 2–3 pairs to read one answer each and asks the class to give a thumbs up if they agree.

    Students

    Pairs report. The class agrees or adds a comment, such as: 'The detail about the evening learner is an example, not a general fact.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers in the product and stresses that details must be accurate to the model. T notes that exercise 9 will be done in the application stage.

    Students

    Ss correct their answers in the textbook margin.

Activity 4: Application · 8 minutes

Pair speaking: defending my viewpoint on lifelong learning

a) Aims

Ss develop and defend a personal viewpoint on lifelong learning, support it with a concrete example, acknowledge a limitation and respond to a partner's follow-up question.

b) Content

Each S prepares a 1–2 minute spoken contribution in four parts: (1) a position, for example 'Lifelong learning means changing my method after feedback'; (2) a concrete example from personal experience or a clearly labelled plan; (3) one honest limitation (time, cost or access); (4) an invitation for a response. Then the partner asks one real follow-up question, and the speaker answers. Ss use the language of responding from Explore 2 and the intonation from Explore 3.

c) Expected outcomes

Each S delivers a short spoken contribution with a clear position, one labelled example, one limitation and a closing invitation. Each pair produces one follow-up question and one answer, for example: 'What would count as progress?' / 'Being able to explain or do something more accurately after feedback, not merely collecting another certificate.' Peer feedback uses the four criteria: meaning, organisation, language, interaction.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the four parts on the board and says: 'Prepare your position in 1 minute. Then speak for 1–2 minutes. Your partner will ask one follow-up question. Remember to label any plan as a plan.'

    Students

    Ss write brief notes for the four parts. Ss prepare one question to ask a partner.

  2. Teacher

    Step 2: Task performance

    T walks around and listens. T prompts with: 'Can you give a real example?' / 'What is one limitation?' If pairs finish early, T asks them to swap roles.

    Students

    Ss take turns to speak. Expected speech: 'I believe lifelong learning means changing my study method after feedback. For example, I reduced my study time and asked focused questions. However, time and cost still matter for me. What do you think?' The partner asks: 'What would count as progress for you?'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 pairs to present their exchange to the class. T asks the class to assess the speakers using the rubric.

    Students

    Volunteer pairs speak. Classmates give one positive comment and one suggestion, for example: 'Your example was clear. Next time, add a reason for your limitation.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effort and key language, then reminds Ss that lifelong learning means curiosity and responsibility, not promising that effort alone removes every obstacle. T assigns homework.

    Students

    Ss note one feedback point from their partner and one phrase they will use again.

Worksheets

Phiếu học tập số 1

Worksheet 1: Card sort of the model speech (Name: ________ Pair: ________)

Read the model speech 'A good role model for lifelong learning...' and sort the sentences into four groups:

  • Opening sentence (introduces the subject)
  • Concrete supporting detail (a real case or example)
  • Proposal (labelled as a plan)
  • Limitation or closing (acknowledges a constraint or concludes)

Answer the questions:

  1. Which sentence introduces the subject? Why is it effective?
  2. Which detail is concrete? Write it down.
  3. Is 'My own proposed weekly cycle...' an observation or a plan? How do you know?
  4. What limitation does the speaker acknowledge?
  5. Which sentence closes the speech and what is its message?

Phiếu học tập số 2

Worksheet 2: Reporting requests, offers and advice (Name: ________ Pair: ________)

Change each direct sentence into reported speech. Use the correct pattern and pronoun.

  1. 'Please wait.' → She asked us ____________________.
  2. 'Do not share it.' → She told us ____________________.
  3. 'I can help.' → He offered ____________________.
  4. 'You should check the date.' → She advised me ____________________.

Reply expressions to complete the dialogue:
A: Thank you for helping me find a reliable course guide.
B: ____________________ (You're welcome / Please wait)
A: Your questions helped me compare the options myself.
B: ____________________ (It was a pleasure / Let me know how the next step goes.)

Homework

  • Write your complete spoken contribution on 'Lifelong learning' (Exercise 9 in the textbook) in 120–150 words. Include one clear position, one concrete example or labelled plan, one limitation and one invitation for a response.
  • Record yourself reading the speech aloud on your phone (1–2 minutes). Listen and check your intonation in at least three questions, using rising or falling tone according to meaning.
  • Prepare one follow-up question for a classmate's speech and write the answer you expect to hear.
  • Review the six vocabulary words (lifelong learning, curiosity, adaptability, goal, feedback, persistence) and make one sentence with each word.
  • Optional: practise the Speaking lesson on the NeoEdu page (neoedu.vn/learn/12/english/unit-10-speaking) and complete the interactive exercises before the next lesson.

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