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

Giáo án Writing

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
    • Identify the functions of the opening, the development and the closing in an article synthesising benefits and challenges of lifelong learning.
    • Report requests, orders, offers and advice with tell/ask/offer/advise + object + to-infinitive, including negative forms.
    • Use the vocabulary of the unit (lifelong learning, curiosity, adaptability, goal, feedback, persistence) to write a coherent article with a clear message and specific support.

2. Competences

a) General competences

  • Self-control and independent learning: Ss check their own drafts against the model's structure and reporting patterns, and set a plan for finishing the article at home.
  • Communication and collaboration: Ss work in pairs and groups to analyse the model, share findings and give peer feedback on the purpose and audience of an article.
  • Problem-solving and creativity: Ss decide what details, conditions and proposals to include in their own article, and label proposals and example data clearly.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model article closely, answer questions about its purpose, audience and details in full sentences, and draft an outline for a short article.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use intonation for questions with meaning-based contours, use the unit vocabulary accurately, and report requests, offers and advice correctly while keeping the intended function and pronoun reference.

3. Personal qualities

  • Diligence: Ss complete every task in the lesson and keep their drafts organised for later revision.
  • Honesty: Ss give their own opinions about lifelong learning and state the limits of what they know, without inventing data or results.
  • Responsibility: Ss label proposals and example data clearly in their writing and take responsibility for finishing the article at home.

II. Teaching aids and materials

1. Teacher

  • Textbook Global Success English 12, Unit 10, Writing page
  • Projector or interactive whiteboard with the model article and the reporting examples written on slides
  • Worksheets 1 and 2 printed for each group and each pair
  • NeoEdu lesson page for Unit 10 Writing (neoedu.vn/learn/12/english/unit-10-writing) for the interactive exercises and the audio
  • Timer, board markers, sticky notes in three colours

2. Students

  • Textbook and notebook
  • Pen, pencil and eraser
  • A4 paper or exercise book pages for drafting
  • Coloured pencils or highlighters for marking the model article

III. Procedures

Activity 1: Warm-up · 5 minutes

Lifelong learning: Warm-up questions

a) Aims

Ss activate prior knowledge about lifelong learning and review question intonation before reading the model article.

b) Content

T asks the class three questions and models the intonation: What would you like to learn? ↘ Can you join the workshop? ↗ Would you prefer a talk ↗ or a practical session ↘? Ss discuss in pairs: What is lifelong learning? Name one benefit and one barrier to lifelong learning. T introduces the six key 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).

c) Expected outcomes

Ss answer the three questions with intonation that matches the meaning, for example: 'I would like to learn coding ↘.' 'Yes, I can join the workshop ↘.' Ss record one benefit (for example, adaptability to new jobs) and one barrier (for example, lack of time). Ss copy the six key words with Vietnamese meanings into their notebooks.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the title 'Lifelong learning' on the board and asks the three questions aloud, using the intonation shown in the slide. T asks Ss to repeat the questions chorally, paying attention to the falling and rising tones.

    Students

    Ss listen, repeat the questions and note which questions end with a rising tone and which with a falling tone.

  2. Teacher

    Step 2: Task performance

    T puts Ss into pairs and gives 2 minutes for them to answer the questions and to name one benefit and one barrier. T walks around and checks pronunciation of the key words.

    Students

    Ss ask and answer in pairs. Possible answers: 'I would like to learn English for my future job.' 'Lack of money and time are real barriers.'

  3. Teacher

    Step 3: Report and discussion

    T calls on three or four pairs to share their answers and writes the benefits and barriers on the board in two columns.

    Students

    Representative Ss report: 'Lifelong learning helps us adapt to changing jobs.' 'Time is the biggest barrier for working people.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that lifelong learning covers any learning across life and links the board notes to the model article, which describes both benefits and barriers. T drills the six key words and asks Ss to write them down.

    Students

    Ss copy the key words and their Vietnamese meanings, and note that the article will explore the same two sides: benefits and barriers.

Activity 2.1: Knowledge formation · 10 minutes

Jigsaw: Anatomy of the model article

a) Aims

Ss identify how the opening, the development and the closing of the model article do different jobs, and how the article keeps a balanced message without unsupported promises.

b) Content

Ss read the full model article in the textbook. The class is divided into three expert groups, each assigned one part: Group A (opening: the first sentence), Group B (development: sentences two to seven), Group C (closing: the last two sentences). Each group completes Worksheet 1 for its part, then teaches the other members. Key questions: What is the main message of your part? What specific detail does it give? Does it make any unsupported promise? Who is the intended audience?

c) Expected outcomes

Opening (Group A): 'Lifelong learning can help people adapt, remain curious and take part in changing communities.' It establishes the topic and the main claim.
Development (Group B): Specific details include 'It may involve a formal course, guided workplace practice or a focused personal project.'; 'Learners also face real barriers, including time, cost and access to reliable resources.'; 'Short regular sessions and focused feedback may be more sustainable than an ambitious schedule that soon collapses.' Each detail gives information that the reader can use.
Closing (Group C): 'Its strongest habit is the willingness to say that one does not yet understand and then take a responsible next step.' It completes the message and leaves a memorable point. The phrase 'In my view' signals the writer's opinion, which is clearly marked as opinion.
Key knowledge: the opening states the subject, the development supports it with specific details and conditions, and the closing completes the message without new unsupported claims.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into groups of three and gives each member a letter (A, B or C). T distributes Worksheet 1 and explains the jigsaw: same-letter members form expert groups, then return to their home groups to teach the others. T sets a 4-minute time limit for the expert stage.

    Students

    Ss form their home groups and receive their letters. They read the instructions on Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T moves between expert groups, checking that each group identifies its sentences correctly and finds at least one specific detail. T prompts Ss who are stuck with: 'What does this sentence add to the opening?'

    Students

    Expert groups read their assigned part aloud, underline specific details and answer the questions. Then each member returns to the home group and explains the findings of their part to the others.

  3. Teacher

    Step 3: Report and discussion

    T invites one Ss from each home group to report the function of the opening, development and closing. T asks: 'Why is the article's audience important when you write the closing?'

    Students

    Representative Ss answer: 'The opening tells the reader the topic.' 'The development gives specific details such as formal courses and workplace practice.' 'The closing repeats the main idea in a responsible way.' Ss respond that the audience is school-leavers and other learners planning continued study.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the three functions on the board: opening = topic and claim; development = specific details and conditions; closing = completed message with no unsupported promises. T highlights that a request for an opinion phrase such as 'In my view' is acceptable when it is clearly the writer's opinion.

    Students

    Ss copy the three functions into their notebooks and mark the opening, development and closing in their textbooks.

Activity 2.2: Knowledge formation · 8 minutes

Reporting requests, orders, offers and advice

a) Aims

Ss recognise and use the patterns for reporting requests, orders, negative instructions, offers and advice, while keeping the intended function and pronoun reference.

b) Content

T presents the patterns on the board and asks Ss to convert direct speech to reported speech: '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.' 'Check the date.' → 'She advised me to check.' T asks Ss to notice the change of pronouns and to decide whether each utterance is an order, a request, an offer or advice.

c) Expected outcomes

Ss complete the pattern table in their notebooks:

  • Request: ask + object + to-infinitive (e.g. She asked us to wait.)
  • Order: tell + object + to-infinitive (e.g. The teacher told us to wait.)
  • Negative: tell/ask + object + not + to-infinitive (e.g. She told us not to share it.)
  • Offer: offer + to-infinitive (e.g. He offered to help.)
  • Advice: advise + object + to-infinitive (e.g. She advised me to check.)
    Key point: 'A request is not automatically an order.' Ss choose 'ask' for polite requests and 'tell' for direct orders.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the five direct sentences on the board and asks Ss to decide the function of each one (request, order, offer or advice) before reporting it.

    Students

    Ss read the five sentences silently and decide the function of each one.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs to report each sentence, using the correct verb and pronoun. T monitors and reminds Ss to change 'I' to 'he/she' and 'you' to 'us/me' when needed.

    Students

    Pairs write their reported sentences, for example: 'Please wait.' → 'She asked us to wait.' 'Do not share it.' → 'She told us not to share it.'

  3. Teacher

    Step 3: Report and discussion

    T asks a few pairs to read their sentences aloud and checks whether the function is preserved. T asks: 'Is 'Please wait' always an order? Why?'

    Students

    Pairs read their sentences. Ss answer: 'No. It can be a polite request, so we use ask.'

  4. Teacher

    Step 4: Conclusion and assessment

    T completes the pattern table on the board and reminds Ss to keep the intended function and pronoun reference. T emphasises that the pattern is used in the article when it reports actions or advice from people.

    Students

    Ss complete their pattern table and copy the key point: 'A request is not automatically an order.'

Activity 3.1: Practice · 8 minutes

Analysing purpose, audience and details

a) Aims

Ss apply their understanding of the model to answer questions about purpose, audience, opening and details in full sentences.

b) Content

Ss work in pairs to answer exercises 2, 3 and 4 from the textbook.
Exercise 2: State the purpose and audience of the article on 'Lifelong learning'. Support your answer with one detail.
Exercise 3: Explain how the opening introduces the topic. Identify the actual opening sentence.
Exercise 4: Select two useful details from the model and explain why including them is better than saying only that the topic is important.

c) Expected outcomes

Exercise 2 (key points): Audience: school-leavers and other learners planning continued study. Purpose: to explain benefits, barriers and a practical feedback cycle for lifelong learning. Detail: 'A useful plan therefore begins with a manageable question and an honest account of available support.'
Exercise 3 (key points): The actual opening sentence is 'Lifelong learning can help people adapt, remain curious and take part in changing communities.' It establishes the specific subject before the supporting detail. A greeting or title has a different role from the main message.
Exercise 4 (key points): Two details: (1) 'It may involve a formal course, guided workplace practice or a focused personal project.' (2) 'Its strongest habit is the willingness to say that one does not yet understand and then take a responsible next step.' These supply distinct information or conditions the reader can use, whereas 'lifelong learning is important' would be vague.
Acceptable variants of meaning are accepted; exact wording is not required.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays exercises 2, 3 and 4 on the slide and reminds Ss to answer in full sentences and to support their answers with quotations from the model. T distributes Worksheet 2 for recording answers.

    Students

    Ss read the exercises and underline key words in the question stems such as 'purpose', 'audience', 'opening' and 'details'.

  2. Teacher

    Step 2: Task performance

    T asks pairs to answer exercises 2 to 4 and checks that each answer includes one quotation. T prompts: 'Who is the reader? Does the detail show a condition?'

    Students

    Pairs discuss and write their answers. Possible answer for exercise 2: 'The audience is school-leavers and learners planning to study further. The purpose is to explain the benefits and barriers of lifelong learning. A detail is the sentence about a manageable question and an honest account of support.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to share answers for exercises 2 and 4. T asks the class: 'Do you agree that a detail is more useful than a general statement?'

    Students

    Pairs read their answers. Ss respond: 'Yes, because the detail tells the reader what to do or consider.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key points for each exercise and projects the model answers. T reminds Ss that the opening states the topic and the details must come from the model, not from invented examples.

    Students

    Ss compare their answers with the key points and correct their written answers in Worksheet 2.

Activity 3.2: Practice · 8 minutes

Summarising and concluding the model

a) Aims

Ss write a faithful summary and a short conclusion that keep the main message and the essential conditions of the model.

b) Content

Ss work in groups of four to complete exercises 5 to 8 from the textbook.
Exercise 5: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
Exercise 6: Choose one sentence from the middle of the model and explain what it contributes to the message.
Exercise 7: Read the opening and closing aloud. Explain one difference between their jobs in the complete product.
Exercise 8: Write a short final paragraph or spoken conclusion that preserves the model's message. Use details already supplied, not invented results.

c) Expected outcomes

Exercise 5 (key summary): 'Lifelong learning can help people adapt, remain curious and take part in changing communities. It may involve a formal course, guided workplace practice or a focused personal project. Its strongest habit is the willingness to say that one does not yet understand and then take a responsible next step.'
Exercise 6 (key points): Sentence: 'A useful plan therefore begins with a manageable question and an honest account of available support.' It adds concrete information to the opening rather than repeating the unit title.
Exercise 7 (key points): The opening establishes the specific topic. The closing completes the message and leaves a responsible final point. Pronunciation: read the opening and closing with clear sentence stress and a falling intonation at the end of each statement.
Exercise 8 (key paragraph): 'In my view, lifelong learning is a cycle of trying, checking and revising. Its strongest habit is the willingness to say that one does not yet understand and then take a responsible next step.' No new results are invented.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T assigns the four exercises to groups and asks each group to elect a reporter. T reminds Ss to use details only from the model and to keep any condition such as 'may', 'require' or 'should not replace'.

    Students

    Groups read the exercises, elect a reporter and decide how to divide the tasks.

  2. Teacher

    Step 2: Task performance

    T circulates and checks that the summary keeps the modal verbs and the conditions. T asks: 'Did you add any result that is not in the model?'

    Students

    Groups write the summary, identify the sentence for exercise 6, read the opening and closing aloud, and write the final paragraph. Ss in one group might ask: 'Can we say the method is proven?' The answer is no, because the model does not state that.

  3. Teacher

    Step 3: Report and discussion

    T asks reporters from two groups to read their summaries and final paragraphs aloud. T asks the class to listen for invented results.

    Students

    Reporters read their work. The class checks whether any details were invented and gives a thumbs-up or thumbs-down.

  4. Teacher

    Step 4: Conclusion and assessment

    T shows the key summary and key paragraph and explains that a faithful summary keeps conditions such as 'may involve'. T reminds Ss that the closing completes the message without new unsupported claims.

    Students

    Ss compare their work with the key answers and correct any invented or overstated details.

Activity 4: Application · 6 minutes

Planning my own article

a) Aims

Ss plan an original article on lifelong learning for school-leavers, using the structure, specific details and labelled proposals learned in the lesson.

b) Content

Ss make an outline for their own article on 'Lifelong learning', written for school-leavers and other learners planning continued study. The outline must include: an opening sentence that states the topic, two benefits, two challenges, one practical plan with a manageable question and feedback, and a closing that states the writer's view with 'In my view'. Any example data or proposal must be labelled, for example 'Proposal:' or 'Example:'. T assigns the full article as homework.

c) Expected outcomes

Ss complete an outline with five labelled parts:

  • Opening: one sentence on the topic and main claim.
  • Benefits: two specific benefits, each with one detail from the model or clearly labelled as a proposal.
  • Challenges: two real barriers (time, cost, access to reliable resources or others).
  • Practical plan: a manageable question, short regular sessions and focused feedback.
  • Closing: one sentence with 'In my view' and a responsible next step.
    No results or statistics are invented; any example is labelled.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the outline structure on the slide and reminds Ss about the audience and the register. T explains that the article will be completed at home.

    Students

    Ss copy the outline structure into their notebooks and check the audience and the requirement for labelled proposals.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work individually for three minutes and then compare their outline with a partner for one minute. T walks around and checks that the proposals are labelled.

    Students

    Ss write their outlines. Possible opening: 'Lifelong learning can help school-leavers adapt to changing jobs and communities.' Possible proposal: 'Proposal: attend a short evening class once a week.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to read their openings and closings aloud, checking pronunciation and intonation of statements.

    Students

    Ss read their openings and closings. The class gives feedback on whether the message is clear and whether any proposal is labelled.

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that a good article has a clear message, specific support and an appropriate register. T reminds Ss to complete the article at home and to use the reporting patterns where they fit.

    Students

    Ss write down the homework and self-check their outlines against the checklist.

Worksheets

Worksheet 1: Anatomy of the model article

Group A (Opening):

  • Which sentence is the opening? Write it down.
  • What topic and main claim does it establish?
  • Does it contain a greeting, title or source credit? Explain.

Group B (Development):

  • List two specific details from sentences two to seven.
  • Which detail is a condition or a barrier? Underline it.
  • Does any sentence make an unsupported promise? Explain.

Group C (Closing):

  • Write the last two sentences of the article.
  • What is the function of the closing? Choose one: complete the message / introduce the topic / add a new detail.
  • Which phrase marks the writer's opinion?

All groups:

  • Who is the intended audience of the article?
  • Give one reason why the audience affects the language choices.

Worksheet 2: Reporting and checking answers

Part A: Report each sentence.

  • 'Please wait.' → ...
  • 'Do not share it.' → ...
  • 'I can help.' → ...
  • 'Check the date.' → ...

Part B: Answer in full sentences.

  • Exercise 2: What is the purpose and audience of the article? Support with one detail.
  • Exercise 3: Which sentence is the actual opening sentence? How does it introduce the topic?
  • Exercise 4: Choose two useful details. Why are they better than saying only that the topic is important?

Part C: Self-check.

  • Did I use a quotation from the model in each answer?
  • Did I avoid inventing any result?
  • Did I keep the function of each reported sentence?

Homework

  • Write your complete article on 'Lifelong learning' for school-leavers and other learners planning continued study. Follow the outline from class: opening, two benefits, two challenges, one practical plan and a closing with 'In my view'.
  • Label every proposal or example data with 'Proposal:' or 'Example:', and do not invent results or statistics.
  • Use at least two reporting patterns from the lesson (ask/tell + object + to-infinitive, offer + to-infinitive, or advise + object + to-infinitive), and keep the intended function and pronoun reference.
  • Check your article against the checklist: clear message, specific support, appropriate register, correct vocabulary (lifelong learning, curiosity, adaptability, goal, feedback, persistence), and sentence links.
  • Read your opening and closing aloud, using falling intonation at the end of statements, and record yourself if possible. Bring your final draft to the next lesson.

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