Date of preparation: 30/8/2024

Date of teaching: 06/9/2024

Period 1

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 1: Getting started – The diary of Dang Thuy Tram
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the topic Life stories we admire;
- Gain vocabulary to talk about famous people’s life stories;
- Get to know the language aspects: Past simple vs. Past continuous.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of famous people in Viet Nam and in the world;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 1, Getting started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. surgeon (n) /ˈsɜːdʒən/ a doctor who is trained to perform surgery bác sĩ phẫu thuật

2. resistance (n) /rɪˈzɪstəns/ the act of using force to oppose somebody/something sự chống lại

3. enemy (n) /ˈenəmi/ a country or group that you are fighting a war against quân địch

4. soldier (n) /ˈsəʊldʒə(r)/ a member of an army, especially one who is not an officer người lính

5. devote (sth to sth) /dɪˈvəʊt/ to give an amount of time, attention, etc. to something cống hiến

Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that they can help each

Students are reluctant to work in groups. other.

- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

Students may lack vocabulary to deliver a speech.
- Provide vocabulary and useful language before assigning tasks.

- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
 1. WARM-UP (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To set the context for the listening and reading part;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Game: Who is this?

c. Expected outcomes:

- Students can describe and guess the names of some famous people.

d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Who is this? (PPT slides) - Students work in groups. 7 famous people:

- Teacher divides the class into two teams. - Students look at the picture that the teacher shows

- Teacher prepares the pictures of 7 famous people. them and give descriptions of the famous figure.

- Teacher gives instructions for the game: - Other students try to guess the name.

+ One student from each group comes and sees a picture. Students
use their own words to describe the person so that their teammates
can say the famous person’s name.

+ If the answer is correct, the team gets one point.

+ If the answer is incorrect, the chance to answer is transferred to

the other team.

+ The team having more points is the winner of the game.

1. Barack Obama

2. Dang Thuy Tram

3. Steve Jobs

4. Nelson Mandela

5. Vo Nguyen Giap

6. Pelé

7. Michael Jackson

e. Assessment

- T observes and gives feedback.

2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:

- To provide students with new words related to the topic;

 - To help students be well-prepared for the listening and reading tasks.

b. Content:

- Vocabulary pre-teaching

c. Expected outcomes:

- Students can identify some new words related to the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the teacher’s explanation and New words:

- Teacher introduces the vocabulary. guess the words. 1. surgeon (n)

- Teacher explains the meaning of the new vocabulary by pictures. - Students write down the new words in their 2. resistance (n)
notebook.
- Teacher checks students’ understanding with the “Rub out and remember” 3. enemy (n)
technique. 4. soldier (n)
- Teacher reveals that these five words will appear in the reading text and 5. devote (sth to sth)
asks students to open their textbook to discover further.

e. Assessment

- Teacher checks students’ pronunciation and gives feedback.

- Teacher observes students’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: PRACTICE (22 mins)

a. Objectives:

- To help students get to know the topic;

- To introduce words and phrases related to life stories of Dang Thuy Tram;

- To help Ss identify the Past simple and Past continuous.

b. Content:

- Task 1: Listen and read. (p.8)

- Task 2: Read the conversation again and circle the correct answer to complete each of the sentences. (p.9)

- Task 3: Find words and a phrase in Task 1 with the following meanings. (p.9)

- Task 4: Complete the sentences based on the conversation. (p.9)

c. Expected outcomes:

- Students can thoroughly understand the content of the text and complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read. (6 mins)

- Set the context for the listening and reading. - Students look at the picture and answer the Questions:

- Ask Ss to look at the picture, the heading and the conversation, and questions. 1. Who are the speakers?
ask questions. - Students listen to the recording. 2. What do you think they are discussing?

- Play the recording twice for Ss to listen and read silently along. Have - Students underline words/phrases related to life 3. Who is the person in the picture?
Ss underline words/phrases related to life events (e.g. was born, joined events of Dang Thuy Tram. 4. Do you know anything about her?
the army, worked as a surgeon). - Students compare the words and phrases with
- Put Ss in pairs and ask them to compare the words and phrases they their partners. Suggested answers:
have underlined and discuss their meaning. Then check comprehension - Students read the conversation aloud. 1. Nam and his friend, Mark.
as a class.
2. They are talking about the person in the
- Call on two or three pairs of Ss to read the conversation aloud. picture.
- In stronger classes, teacher asks Ss to close their books and just listen 3. A woman called Dang Thuy Tram.

to the conversation once. Teacher asks some comprehension questions 4. She’s a Vietnamese heroine who wrote a
to check understanding. Then have them open their books and listen famous diary during the war.

again, this time following the text and checking if their answers were

correct.

Task 2: Read the conversation again and circle the correct answer to complete each of the sentences. (5 mins)

- Ask Ss to read the conversation again and circle the correct answers. - Students work independently to do the activity. Answer key:

Ask them to identify and underline the key words in the statements - Students compare the answers in pairs. 1. Hue

first. Then have them read the conversation again and locate the part 2. operated on
that contains the information for each statement. Have them compare 3. young
the information in the conversation with each statement to work out
4. more than three decades
which is the correct answer, and why.

- Have Ss work in pairs to discuss and compare their answers.

- Check answers as a class. Encourage Ss to explain where in the

conversation they can find the correct answer.

Task 3: Find words and a phrase in Task 1 with the following meanings. (6 mins)

- Have Ss look at the first letters of the words. Explain that these words - Students read the conversation again and work Answer key:
are related to life stories and events and they are all in the conversation independently to do the activity. 1. accounts
in Activity 1. - Students share and check the answers. 2. death
- Ask Ss to read the definitions and find the words so that the words on
3. devoting
the right match the definitions on the left, and they should start with the
4. youth
letters given.

- Allow Ss to share answers before discussing as a class.

- Check answers as a class.

- Write the correct answers on the board.

Task 4: Complete the sentences based on the conversation. (5 mins)

- Tell Ss to read the summary. Focus attention on the blanks. - Students work individually to complete the Answer key:

- Ask Ss to complete the sentences, using the words and phrases from sentences 1. wrote

the conversation in Activity 1. In weaker classes, remind them that - Students share and check the answers. 2. was working
they are all verbs and verb phrases. 3. was killed
- Check answers as a class.
4. was doing her duty
- Elicit the verb tenses, i.e. Past Simple and Past Continuous
5. kept

e. Assessment

- Teacher checks students’ exercises individually and gives feedback.

4. ACTIVITY 3: PRODUCTION (10 mins)

a. Objectives:

- To help Ss memorize the key information about the life story of Dang Thuy Tram;

- To get Ss to speak about the main life events of Dang Thuy Tram.

b. Content:

- Poster presentation

c. Expected outcomes:

- Ss can design a poster and make a short presentation about life events of Dang Thuy Tram.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Design a poster to introduce the life events of Dang Thuy Tram. (10 mins)
- Teacher lets Ss work in groups of 4. Give each group a big sheet of paper and - Students work in groups to follow teacher’s Students’ own creativity
coloured pencils. instructions.

- Give instructions to students. - Students perform in front of the class.

- Ask students to draw a brief timeline of Dang Thuy Tram’s life events. They
can use words, icons or images to illustrate.

- Teacher asks all groups to stick their works on the blackboard.

- Teacher calls on some groups to present their stories.

- Teacher asks other groups to listen and give comments.

- Teacher gives feedback and gives marks to the best group.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION

a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for the project in Lesson 8

 Date of preparation: 05/9/2024
Date of teaching: 09/9/2024
Period 2

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 2: Language
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge

- Use the lexical items related to the topic Life stories we admire;

- Recognise and practise diphthongs /eɪ/ and /əʊ/;

- Review the use of Past Simple and the Past Continuous tenses.

2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and team work;

- Actively join in class activities.

3. Personal qualities
- Be proud and respectful of famous people in Vietnam and in the world;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 1, Language
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Language analysis

Past simple tense Past continuous tense

1. Describe something started and finished in the past 1. Describe an action which was happening at a specific point of time in the

E.g. You did a great job yesterday. past.

E.g: I was reading a good book at 10 p.m. last night.

2. Describe main events in a story. 2. Describe the settings of a story.

E.g. Mary read a few pages of her book and went to bed. E.g. It was raining heavily outside. Mary read a few pages of her book and
went to bed.

• When one action in the past happens in the middle of another, we use the past simple to talk about the shorter action, and the past continuous for the longer
action.

E.g. I was reading a book when the phone rang.

• When two or more actions in the past are happening at the same time, we use the past continuous for both/all.

E.g. While I was reading a book, my mother was watching TV.

Assumption

Anticipated difficulties Solutions

Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of some lexical items.

Students may have underdeveloped listening, speaking and co-operating skills. - Play the recording many times if necessary.
- Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

Some students will excessively talk in the class. - Define expectation in explicit detail.
- Continue to define expectations in small chunks (before every activity).
 III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To enhance students’ skills of cooperating with teammates.

b. Content:
- Game: Say a name
c. Expected outcomes:
- Students can revise vocabulary related to famous people.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Say a name - Students work in groups to do the activity. Suggested ideas:
- Divide the class into two teams. There are 5 turns for - Students pick the cards and say a name. Box A: Vietnamese, American, British
each team. Box B: politician, footballer, singer, writer
- Give instructions. There are two separate boxes. One box Some possible answers:
(A) contains the names of some nationalities, the other box Vietnamese politician: Ho Chi Minh, Nguyen Phu Trong,
(B) contains names of jobs. Students pick up one card Le Duan
from box A and one from box B. Students have to say the Vietnamese footballer: Nguyen Quang Hai, Nguyen Cong
name of at least one famous person corresponding to their Phuong
cards. Vietnamese singer: My Tam, My Linh
- If one team cannot answer, they lose their turn, and the Vietnamese writer: To Hoai, Luu Quang Vu, Nam Cao
chance is transferred to the other team. American politician: Donald Trump, Barack Obama
For example, the card in box A says “South African” and American footballer: Landon Donovan
box B says “politician” 🡺 students should say “Nelson American writer: Mark Twain, Ernest Hemingway
Mandela”. American singer: Micheal Jackson, Whitney Houston …
- One point for a correct answer. British politician: Margaret Thatcher, Therasa May …
- The group getting the highest points will be the winner. British footballer: David Beckham, Raheem Sterling …
British singer: Adele, Elton John
British writer: William Shakespeare, J.K Rowling…

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:

- To help Ss recognise and practise diphthongs /eɪ/ and /əʊ/ in single words;

- To help Ss recognise and practise diphthongs /eɪ/ and /əʊ/ in a complete text.

b. Content:
- Task 1: Listen and repeat. Then practise saying the words. (p.9)
- Task 2: Work in pairs. Underline the words that contain the /eɪ/ and /əʊ/ sounds. Listen and check. Then practise reading the whole text aloud. (p.9)
c. Expected outcomes:
- Students can correctly pronounce diphthongs /eɪ/ and /əʊ/ in single words and in a complete text.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and repeat. Then practise saying the words. (6 mins)

- Students listen to the recording, and then repeat the

- Ask Ss to listen to the recording. Have them pay attention to the /eɪ/ /əʊ/
words.
highlighted letter(s) which contain the diphthongs /eɪ/ (blue) and /əʊ/
age soldier
(orange). - Students add more examples of the words that
saved wrote
- Ask Ss to listen to the recording again, but this time, have them repeat contain the diphthongs /eɪ/ and /əʊ/.
translated hero
the words.
against shows
- Tell students that they can find the /eɪ/ and /əʊ/ sounds in various
spellings, such as:
/eɪ/
- ‘ae’ as in age, save, fame
- ‘ai’ as in aim, again
- ‘ay’ as in play, essay
- ‘ei’ as in eight, vein
- ‘ea’ as in break, great
/əʊ/
- ‘oa’ as in boat, coach
- ‘ow’ as in snow, growth
- ‘ou’ as in although, shoulder
- In stronger classes, ask them to add more to these examples.

Task 2: Work in pairs. Underline the words that contain the /eɪ/ and /əʊ/ sounds. Listen and check. Then practise reading the whole text aloud (6 mins)

- Students underline the words with the Answer key:

- Ask Ss to read quickly through the text to get a broad understanding.
diphthongs /eɪ/ and /əʊ/ first. Then listen to the In the first year when ‘The Diary of Dang Thuy
- Have Ss work in pairs to underline the words with the diphthongs /eɪ/
recording. Tram’ was published, more than 300,000 copies
and /əʊ/ in each sentence.
- Students read the whole text aloud. were sold. The book was also translated into
- Ask them to listen to the recording and check their answers.
more than 16 different languages. A film based
- Have Ss practise reading the whole text aloud in pairs.
on the diary was made in 2009. Its name is
- In weaker classes, ask Ss to read the underlined words containing the
‘Don’t burn’.
diphthongs first before reading aloud the whole text.

- In stronger classes, have pairs make 3-5 sentences about a specific

topic (e.g. famous people), containing as many diphthongs /ei/ and /əʊ/
as possible. Invite them to read these sentences aloud in front of the
class, and have other students listen and count the number of correct
words with diphthongs. The pair(s) with the most correct diphthongs
are winners.

e. Assessment

- Teacher checks students’ pronunciation and gives feedback.

- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:

- To introduce words / phrases related to the topic Life stories.

- To help Ss practise the words in meaningful contexts.

b. Content:
- Task 1: Match the words/phrases (1–5) with the words/preposition (a–e) to make phrases
with the meanings below. (p.10)
- Task 2: Complete the following sentences using the correct forms of the phrases in Task 1. (p.10)
c. Expected outcomes:

- Students understand the meaning of words, memorise them and are able to use them in meaningful contexts.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Match the words/phrases (1–5) with the words/preposition (a–e) to make phrases with the meanings below. (6 mins)

- Tell Ss that the words / phrases in the activity are related to events - Students match each word/phrase on the left with Answer key:
happening in a person’s life. the one on the right 1. c
- Have Ss match each word/phrase on the left with the one on the right so - Students study the meanings and underline key 2. d
that they make a phrase with the given meaning. Encourage Ss to study the words. 3. b
meanings and underline key words. This way, they will develop a better 4. e
understanding of the phrases. 5. a
- In weaker classes, do the first one as an example before asking Ss to match
the rest individually or in pairs.
- Check answers as a class.

Task 2: Complete the following sentences using the correct forms of the phrases in Task 1. (6 mins)

- Tell Ss to read the sentences carefully and decide which word in Task 1 - Students read the sentences carefully and decide Answer key:
can be used to complete each of the sentences. Tell them to change the which words can be used. 1. attended college
forms of some words if necessary. - Students explain the meaning of each phrase. 2. had a long marriage
- Check answers as a class. Have Ss call out the phrase they have used in - Students read the complete sentences. 3. had a difficult childhood
each sentence first. 4. impressive achievements
- Confirm the correct answers. Ask Ss to explain the meaning of each phrase 5. admired for
using the definitions in Task 1.
- Ask some Ss to read the complete sentences.
Extension: Invite individual Ss to add other topic-related words/phrases
they have learnt from Getting started or Activity 1 (e.g. was born in,
volunteer to, join the army). Have Ss study them for half a minute, then turn
away. Erase one word from the board. Have Ss turn back and identify which
word is missing. In stronger classes, ask Ss to make sentences with the
word. Continue until the board is empty.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:

- To help Ss recognise the difference between the Past Simple and the Past Continuous;

- To help Ss practise the Past Simple and the Past Continuous.

b. Content:
- Task 1: Circle the correct answer to complete each of the sentences. (p.11)
- Task 2: Work in pairs. Tell the life stories of people you know and admire. Use the Past
simple and past continuous. (p.11)
c. Expected outcomes:

- Students know how to use the Past simple or the Past continuous and can apply it to give a short talk on the given topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Circle the correct answer to complete each of the sentences. (6 mins)

- Ask Ss to read the notes in the Remember box to review the differences - Students read the notes in the Remember box. Answer key:
between the Past Simple and the Past Continuous. Give more explanation and - Students circle the correct answers. 1. was watching
examples if necessary. - Students explain their answers. 2. was snowing, were blowing
- Ask Ss to circle the correct answers. Tell them to pay attention to the 3. finished, applied
meaning of each sentence and the grammatical clue (i.e. which verb refers to 4. started, became
the complete action or the one happening at a specific time, the setting or the
completed action, the longer or shorter action).
- Check answers as a class by having individual Ss write the sentences on the
board. Go through each sentence and ask Ss to explain why they have used that
particular form, e.g. 1. We use Past continuous here because it is an action
which was happening at a specific point of time in the past.
Extension: Ask Ss to add 2-3 more sentences to each item, using the Past tense
and/or Past Continuous where appropriate, e.g. My dad was watching a
documentary about war heroes at 9 p.m. on 30th April. He enjoyed the
documentary very much. Sometimes, he turned to my mother, who was knitting
on the sofa, to talk about the parts of the documentary he enjoyed the most…
Task 2: Work in pairs. Tell the life stories of people you know and admire. Use the Past simple and past continuous. (7 mins)

- Ask Ss to work in pairs. Ask them to take turns to tell the life stories of - Students work in pairs and think of a person they
Suggested answers:
someone they know and admire. They should make 3-5 sentences, using the admire.
past simple and past continuous as much as they can. - Students decide on the ideas they are going to say When the war started, my grandfather

- Encourage them to study the example in pairs first. Tell them to pay attention and make 3-5 sentences, using the past simple and was enjoying a happy life and

to the use of past simple and past continuous. past continuous. marriage with my grandmother. Then

- Encourage them to speak without writing down the sentences. For weaker - Present their ideas in front of class. he left his hometown to join the army.

classes, allow them to write the sentences first before reading them aloud. When he was fighting in the war, my

- When they finish, invite some pairs to read the sentences aloud in front of the grandmother was taking care of the

class. Correct any misuse of the past simple and past continuous. whole family. While he was serving in

Extension: Invite 3-4 pairs to read the sentences aloud, and have other Ss the army, he was awarded a medal for

listen and count the correct uses of past simple and past continuous. The pair bravery.

with the most correct uses win, and the pair with the best story voted by the
whole class are also winners.

e. Assessment

- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

5. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Lesson 3 - Reading.

Board plan

Date of teaching
Unit 1: Life stories we admire
Lesson 2: Language
* Warm-up
Game: Say a name

* Pronunciation

- Task 1. Listen and repeat.

- Task 2. Underline the words.

* Vocabulary

- Task 1. Match the words/phrases with the words/preposition.

- Task 2. Complete the sentences.

* Grammar

- Task 1. Circle the correct answer.

- Task 2. Tell the life stories of people you know and admire.
* Homework
Date of preparation: 05/9/2024

Date of teaching: 11/9/2024

Period 3

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 3: Reading – A creative genius
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Develop reading skills for general ideas and for specific information about a famous person.

2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills;
- Actively join in class activities.
3. Personal qualities
- Be respectful of a famous person – Steve Jobs and his achievements;
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 1, Reading
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. (to) bond /bɒnd/ to develop or create a relationship of trust with somebody gắn bó

2. cutting-edge (adj) /ˌkʌtɪŋ ˈedʒ/ at the newest, most advanced stage in the development of tiên tiến

something

3. blockbuster (n) /ˈblɒkbʌstə(r)/ something very successful, especially a very successful book phim bom tấn

or film

4. (to) diagnose with /ˈdaɪəɡnəʊz/ to say exactly what an illness or the cause of a problem is chẩn đoán

5. visionary (adj) /ˈvɪʒənri/ original and showing the ability to think about or plan the có tầm nhìn

future with great imagination and intelligence

Assumption

Anticipated difficulties Solutions

Students may lack knowledge about some lexical items. Provide students with the meaning and pronunciation of words.

- Let students read the text again (if necessary).

Students may have underdeveloped reading, speaking and co- - Create a comfortable and encouraging environment for students to speak.
operating skills. - Encourage students to work in pairs, in groups so that they can help each other.
- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
 - To stir up the atmosphere and activate students’ knowledge about the figure they are going to learn about in the lesson;
- To set the context for the reading part;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Video watching
c. Expected outcomes:
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Students work in groups to do the activity. Link: https://www.youtube.com/watch?

- Teacher divides the class into 2 groups. - Students raise their hands to answer the questions. v=bTpvbKCYaoQ
- Before playing the video, teacher asks Ss to watch carefully and Questions:
try to remember as many details as possible. Ss can take notes if 1. Where was he born? (San Francisco)
they want. 2. Who are Clara and Paul? (his foster parents)
- Teacher shows questions one by one, Ss raise their hands and say 3. What does his dad do? (a mechanic)
BINGO to grab the chance to answer. 4. What does his mum do? (an accountant)
- If the answer is correct, they get one point for their team. 5. Where did he meet his best friend? (in computer
- The team with the higher score will be the winner. club)
6. What do Steve Jobs and his best friend both love?
(electronics)
7. Which company did Steve Job and his best friend
create? (Apple)

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: PRE-READING (9 mins)
a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Discuss the questions. (p.11)
- Pre-teach vocabulary
c. Expected outcomes:
- Students can identify some vocabulary related to the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1. Work in pairs. Discuss the questions. (4 mins)

- Ask Ss to work in pairs to answer the questions. - Students work in pairs and answer the questions. Suggested answers:
- Ask some pairs to share their answers with the whole class. - Students write questions they want to know on the 1. He is Steve Jobs.
- Ask what other information they want to know about him. Write their board. 2. He is famous for co-founding the Apple
questions on the board. company and inventing products such as the
- Introduce the topic of the reading text. iPhone and the iPod.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the teacher’s explanation and New words:

guess the words. 1. (to) bond

- Teacher explains the meaning of the new vocabulary by pictures.
2. cutting-edge (adj)
- Teacher checks students’ understanding with the “Rub out and remember” - Students write down the new words in their
3. blockbuster (n)
technique. notebook.
4. (to) diagnose with
- Teacher reveals that these five words will appear in the reading text and
5. visionary (adj)
asks students to open their textbook to discover further.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
 - Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To get Ss to practise guessing the meaning of words from context;
- To help Ss develop reading skills for general information;
- To help Ss develop reading skills for specific information.
b. Content:
- Task 2: Read the article. Choose the words or phrases with the closest meaning to the
highlighted words or phrases in the text. (p.11)
- Task 3: Read the article again. Match each section (a–c) with a heading (1–5). There are
TWO extra headings. (p.12)
- Task 4: Read the article again. Complete the diagram with information from the text. Use one word for each gap. (p.12)
c. Expected outcomes:
- Students can thoroughly understand the content of the text and complete the tasks successfully

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Read the article. Choose the words or phrases with the closest meaning to the
highlighted words or phrases in the text. (6 mins)

- Ask Ss to read the text. Ask them to locate the highlighted - Students read the text and locate the highlighted Answer key:
words/phrases in the text, e.g. 1. The word ‘adopted’ is found in the words individually. 1. B
sentence: “He was adopted by Clara and Paul Jobs.” - Students study the context and do the tasks as 2. B
- Ask students to study the context (including the sentence containing the required. 3. A
word/phrase as well as neighbouring sentences) carefully, e.g. 1. The 4. A
word ‘adopted’ is found among these sentences: His biological parents 5. A
were not married and gave him up for adoption. He was adopted by Strategy: Reading for vocabulary
Clara and Paul Jobs. To read and understand the meanings of
- Encourage Ss to replace the word/phrase with each choice to see which words/phrases in context, students should:
one best replaces the word/phrase. 1. Locate the word or phrase in the text.
E.g. 1. His biological parents were not married and gave him up for 2. Study the context (including the sentence
adoption. He was given birth to / taken by another family as their own containing the word/phrase as well as
child by Clara and Paul Jobs. The choice B. “taken by another family as neighbouring sentences) carefully.
their own child” best replaces the word ‘adopted’ because his biological 3. Try to replace the word/phrase with each
parents gave him up. choice to see which one best replaces the
- In weaker classes, check their understanding of the words by asking Ss word/phrase.
to make sentences with them.

Task 3: Read the article again. Match each section (A–C) with a heading (1–5). There are
TWO extra headings. (7 mins)

- Ask Ss to read the headings carefully. Make sure they understand them. - Students read the headings first, then skim through Answer key:
- Ask Ss to skim through each section, and choose the heading that each section. A-2
covers the ideas of the whole section. - Students choose the heading that covers the ideas B-1
- Remind them that there are TWO extra headings. Remember that of the whole section. C-5
incorrect headings for a section are often “irrelevant” (i.e., not mentioned - Students check answers with the whole class and Strategy: Reading for main ideas
in the section), “incorrect” (i.e., not true according to the text), “too give explanations for their choice. (Headings)
narrow” (i.e., only representing part of the section) or “too general” (i.e., To read and understand the main ideas of a
not specific to that section only). text and select the best headings for a section,
- Check answers as a class. students should:
- Have Ss explain why certain headings are not needed, e.g. Heading 3 1. Read the headings carefully. Make sure you
only focuses on part of Section C so does not represent the main idea of understand them.
the whole section. Similarly, Heading 4 is also incorrect since it only 2. Skim through each section, and choose the
covers part of Section A. heading that covers the ideas of the whole
 section.
3. Pay attention to the number of extra
headings. Remember that incorrect headings
for a section are often “irrelevant” (i.e., not
mentioned in the section), “incorrect” (i.e., not
true according to the text), “too narrow” (i.e.,
only representing part of the section) or “too
general” (i.e., not specific to that section only).

Task 4: Read the article again. Complete the diagram with information from the text. Use one word for each gap. (7 mins)

- Ask Ss to study the timeline to get the general ideas. Make sure they - Students do as instructed to complete the diagram. Answer key:
understand that each number/year on the timeline is a milestone in the - Students compare their answers with partners then 1. adopted
life of Steve Jobs. In weaker classes, give Ss an example, e.g. In 1955, check with the whole class. 2. Apple
he was born in California ... 3. company
- Draw their attention to each gap. Encourage Ss to guess the type of 4. products
information they need for each gap. E.g. For Blank (1) we need a verb in 5. cancer
passive voice. For Blank (2) it is an adjective.
- Check answers as a class.
Extension: Play a game: Make some statements based on the text and
have Ss decide whether they are True, False or Not Given by doing some
actions. If the statement is True according to the text, they should raise
their right hand. They should raise their left hand for a false statement,
and stand up if it is Not given (No information is provided). E.g. Steve
Jobs was born in Oregon (False/left hand). His parents were rich (Not
given/stand up). His friend was very good at computer engineering.
(True/right hand)

e. Assessment
- Teacher’s observation on Ss’ performance.

- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
- To check students’ understanding about the reading passage;
- To help some students enhance presentation skills;
- To practise team working;
- To give students authentic practice in using target language.

b. Content:
- Task 5: Work in pairs. Discuss the following question. What do you admire the most about Steve Jobs? (p.12)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about their admiration for Steve Jobs.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 5: Work in pairs. Discuss the following question. What do you admire the most about Steve Jobs?

- Ask Ss to work in pairs. Have them discuss which - Students practise speaking in pairs. Suggested answers:
achievement by Steve Jobs they find most admirable. - Students share their answers with the whole class. What I admire the most about Steve Jobs is how he
Encourage them to explain why they admire that - Students listen and give feedback. overcame difficulties in his life to achieve
achievement the most. a significant breakthrough in communication technology.
- Invite some pairs to share their answers with the whole He dedicated his life to building
class. technology and inventing the first real personal computer,
- Ask other Ss to give comments and correct any mistakes that is user-friendly, efficient and
if possible. stylish.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up

- Teacher asks students to talk about what they have learnt in the lesson.

b. Homework
- Write a short paragraph about the life stories of Steve Jobs and what you admire most about him.
- Do exercises in the workbook.
- Prepare for the next lesson – Speaking.
Board plan

Date of teaching
Unit 1: Life stories we admire
Lesson 3: Reading
* Warm-up
Video watching
Vocabulary
1. (to) bond
2. cutting-edge (adj)
3. blockbuster (n)
4. (to) diagnose with
5. visionary (adj)
- Task 1: Discuss the questions.
- Task 2: Choose the words with the closest meaning to the highlighted.
- Task 3: Match each section with a heading.
- Task 4: Complete the diagram.
- Task 5: Discussion.
* Homework
 Date of preparation: 06/9/2024
Date of teaching: 13/9/2024
Period 4

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 4: Speaking – National heroes of Viet Nam
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Gain an overview about the lives of a famous hero and heroine in Viet Nam;
- Memorise vocabulary to talk about the lives of a famous hero and heroine in Viet Nam.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
3. Personal qualities
- Be proud and respectful of national heroes of Viet Nam

II. MATERIALS
- Grade 12 textbook, Unit 1, Speaking
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. the Communist Party of Viet /ðə ˈkɒmjənɪst pɑːti əv viːet the single political party in power in Viet Nam Đảng Cộng sản Việt
Nam ˈnɑːm/ Nam

2. battle (n) /ˈbætl/ a fight between armies, ships or planes, especially during a war trận chiến

3. campaign (n) /kæmˈpeɪn/ a series of planned activities that are intended to achieve a chiến dịch
particular social, commercial or political aim

4. pass away / pɑːs əˈweɪ/ to die qua đời

Assumption

Anticipated difficulties Solutions

Students may lack vocabulary to deliver a - Provide vocabulary and useful language before assigning tasks.
speech. - Encourage students to work in groups so that they can help each other.
- Give short, clear instructions and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the speaking part.
b. Content:
- Guessing game
c. Expected outcomes:
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Guessing game - Students take turns, choose a number and answer Questions:
- Teacher divides class into two groups. the question. 1. Which was a decisive Vietnamese military victory that
- There are four questions, the answers of which provide - Students guess the key word. brought an end to French colonial rule in Vietnam?
four clues for the key word. - Students explain their key word. (Dien Bien Phu)
- Each group choose a question. If they have a correct 2. Which province is home to the World Heritage Phong Nha -
answer, they get one point. Ke Bang National Park?
- If a team can guess the key word, they will get 5 (Quang Binh)
points. 3. Fill in the blank:
- The team with more points is the winner. They’re calling on all men and boys over the age of 18 to join
- Teacher leads in the lesson. the _____.
(army)
4. When did Nguyen Tat Thanh start his journey abroad from
Nha Rong Wharf?
(1911)
🡺 KEY WORD: GENERAL VO NGUYEN GIAP

e. Assessment
- Teacher observes and gives feedback.
2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)
a. Objectives:
- To provide knowledge and language input for the main speaking task;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
- To help Ss practise talking about, listening to, and taking notes about the life of Vo Thi Sau and General Vo Nguyen Giap.
b. Content:
- Task 1: Work in pairs. One of you is A, the other is B. A reads the information card about General Vo nguyen giap. B reads the information card about Vo Thi
Sau below. Use the glossary (page 147) to help you. (p.13)
- Pre-teach vocabulary
- Task 2: Work in pairs. A should ask B questions to complete his/her card about Vo Thi Sau.
Then B should do the same to complete his/her card about general Vo Nguyen Giap. Then compare your notes. (p.14)
c. Expected outcomes:
- Students can identify and gain some vocabulary to complete speaking tasks.
- Students have an overview about the national heroes.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. One of you is A, the other is B. A reads the information card about General Vo Nguyen Giap. B reads the information card about Vo Thi Sau
below. Use the glossary (page 147) to help you. (10 mins)

- Ask Ss if they know the two people in the photos. Invite some Ss to share - Students share what they know about the two
what they know about each person briefly in front of the class. people.
- Put the Ss in pairs. Assign them the roles of Student A and Student B. - Students read and understand the information on
- Ask them to read the cards assigned to them in the book according to their their cards.
roles. Remind them not to look at the other card.
- Give Ss time to read and understand the information on their cards. Ask
them to use the glossary if they do not know any word in the card. Check
their understanding of some difficult words.

Vocabulary pre-teaching (5 mins)

- Teacher introduces the vocabulary. - Students listen to the teacher’s explanation and New words:
- Teacher explains the meaning of the new vocabulary with different guess the words. 1. the Communist Party of Viet Nam
techniques (pictures, actions, synonyms …) - Students write down the new words in their 2. battle (n)
- Teacher checks students’ understanding with the “Rub out and remember” notebook. 3. campaign (n)
technique. 4. pass away
- Teacher asks Ss to take notes on their notebooks.

Task 2: Work in pairs. A should ask B questions to complete his/her card about Vo Thi Sau.
Then B should do the same to complete his/her card about general Vo Nguyen Giap. Then compare your notes. (10 mins)

- Ask Student A to talk about the life of General Vo Nguyen Giap, using the - Students work in pairs to ask and complete his/her Students’ practice
notes in the Student A’s card. Encourage Student A to study the example card about General Vo Nguyen Giap or Vo Thi
before he/she starts. Sau.
- Remind Student B to listen carefully to Student A and complete the notes - Students compare their notes with their partners.
about the life of General Vo Nguyen Giap on Student B’s card.
- For weaker class, allow Student A to repeat his/her talk for Student B to
listen again and complete his/her notes.
- Ask each pair to swap roles. Specifically:
- Ask Student B to talk about the life of Vo Thi Sau, using the notes in the
Student B’s card. Encourage Student B to study the example before he/she
starts.
- Remind Student A to listen carefully to Student B and complete the notes
about the life of General Vo Nguyen Giap on Student A’s card.
- For weaker classes, allow Student B to repeat his/her talk for Student A to
listen again and complete his/her notes.
- Ask them to compare notes when they finish.
- Walk around to provide help if necessary.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (13 mins)
a. Objectives:
- To give Ss an opportunity to practise talking about the lives of a famous hero and heroine in front of the class;
- To help some students enhance presentation skills.
b. Content:
- Task 3. Use your notes to tell the life story of General Vo Nguyen Giap or Vo Thi Sau to the class. Vote for the best-told story. (p.14)
c. Expected outcomes:
- Students can use the language and ideas from the unit to talk about the lives of a famous hero and heroine in front of the class.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Use your notes to tell the life story of General Vo Nguyen Giap or Vo Thi Sau to the class. Vote for the best-told story.

- Ask some Ss to use the notes they have just completed - Students work in pairs, use the notes and talk about Suggested answer:
to talk about the life of General Vo Nguyen Giap or Vo the life of General Vo Nguyen Giap or Vo Thi Sau in We’d like to talk about the life of Vo Thi Sau, a national
Thi Sau in front of the class. front of the class. heroine of our country. She was born in 1933 in Ba Ria
- For stronger classes, encourage them to add more - Students add more details if they can. Province. At the age of 15, she joined the Viet Minh, the
information they know about them, or share opinions - Vote for the best story. league for the independence of Viet Nam from French rule. In
about their lives in the talk. 1947, she was brave enough to carry out attacks against
- Ask the class to listen and vote for the best talk. French soldiers. She managed to kill some of them by
Extension: Ask Ss to work in pairs and come up with a throwing grenades at them. Unfortunately, in another
story about the life of another famous person. Invite unsuccessful attempt in 1949, she was caught and put in
them to share the stories in front of the class. Have the prison. She was sentenced to death at Con Son Prison, Con
class listen and vote for the best story. Dao Island at the age of 19. Although she died nearly 80
years ago, many generations in Viet Nam still admire Vo Thi
Sau for her great bravery and sacrifice for the independence
of our country.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
4. CONSOLIDATION (2 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Write a paragraph about the life of a national hero that you admire.
- Do exercises in the workbook.
- Prepare for the next lesson – Listening.
Board plan

Date of teaching
Unit 1: Life stories we admire
Lesson 4: Speaking
* Warm-up
Guessing game
* Vocabulary
1. the Communist Party of Viet Nam
2. battle (n)
3. campaign (n)
4. pass away
Task 1: Read the cards.
Task 2: Ask and answer to fill in the blanks.
Task 3: Talk about the life story of General Vo Nguyen Giap or Vo Thi Sau.
* Homework
Date of preparation: 06/9/2024
Date of teaching: 14/9/2024
Period 5

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 5: Listening – The father of Mickey Mouse
I. OBJECTIVES

By the end of this lesson, Ss will be able to:

1. Knowledge
- Gain an overview about Walt Disney;
- Memorize vocabulary to talk about Walt Disney.
2. Competences
- Develop communication skills and creativity;
- Be collaborative and supportive in pair work and teamwork;
- Develop presentation skills.
3. Personal qualities
- Be respectful of a famous person - Walt Disney and his achievements
- Develop self-study skills

II. MATERIALS
- Grade 12 textbook, Unit 1, Listening
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Vietnamese
Form Pronunciation Meaning
equivalent

1. profitable (adj) /ˈprɒfɪtəbl/ that makes or is likely to make money có lợi nhuận

2. theme park /ˈθiːm pɑːk/ a large park where people go to enjoy themselves, for example by riding công viên giải trí
on large machines such as roller coasters, and where much of the
entertainment is connected with one subject or idea

3. dwarf (n) /dwɔːf/ (in stories) a creature like a small man, who has magic powers and who chú lùn
is usually described as living and working under the ground, especially
working with metal

4. inspire (v) /ɪnˈspaɪə(r)/ to give somebody the desire, confidence or enthusiasm to do something truyền cảm hứng
well

Assumption

Anticipated difficulties Solutions

Students may lack vocabulary to deliver a speech. - Provide vocabulary and useful language before assigning tasks.
- Encourage students to work in groups so that they can help each other.
- Give short, clear instructions and help if necessary.

Students cannot follow the speed of the recording. - Make sure they understand the meaning and pronunciation of important words.
- Teach them the skill of underlining key words in the questions before they listen.
- Play more time if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)
 a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Game: Lucky song
c. Expected outcomes:
- Students can join the game and gain knowledge on the topic.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Lucky song - Students follow the teacher's instructions and play Suggested directions:
- Class is divided into 2 groups. the game in two teams. 1. I see the light - Tangled
- Teacher asks each group to choose a number. There are 8 pieces of 2. Beauty and the beast - Beauty and the beast
music, 5 of which are the soundtracks of Disney films. 3. A whole new world - Aladdin
- If Ss open a soundtrack, they listen and guess the name of the film. Ss 4. Let it go - Frozen
get one point if the answer is correct. 5. Can you feel the love tonight? - Lion King
- If they open a lucky piece of music, they get a point without having to
answer the question.
- The group with more points is the winner.

e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: PRE-LISTENING (9 mins)
a. Objectives:
- To get students to learn vocabulary related to the topic;
- To activate prior knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Solve the crossword to reveal the secret name. Share what you
know about him or his films. (p.14)
- Vocabulary pre-teaching
c. Expected outcomes:
- Students understand the meaning and know how to pronounce some words from the recording.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Solve the crossword to reveal the secret name. Share what you know about him or his films. (4 mins)

- Ask Ss to work in pairs and solve the crossword. Tell them that - Students work in pairs and solve the crossword. Answer key:
there’s a hidden name in the highlighted column.
- Tell them to use the names of famous story characters as
suggested in the pictures and clues.
- For weaker classes, give an example first.
- Check answers as a class.
Extension: Invite some Ss to the board. Point at any picture in the
book to the student only. Have him/her talk about the character in
the story without revealing the name (e.g. This girl is a princess
who is killed by poison). The whole class listen and guess the
name of the character (e.g. Snow White).

Vocabulary teaching (5 mins)

- Teacher introduces the vocabulary. - Students say the meaning of the words. New words:
- Teacher explains the meaning of the new vocabulary with - Students write new words on their notebook. 1. profitable (adj)
different techniques (pictures, actions, synonyms …) 2. theme park (n)
- Teacher checks students’ understanding with the “Rub out and 3. dwarf (n)
remember” technique. 4. inspire (v)
- Teacher asks Ss to take notes on their notebooks.

e. Assessment
 - Teacher checks students’ pronunciation and gives feedback.
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (20 mins)
a. Objectives:
- To help Ss practise listening for the main idea;
- To help Ss practise listening for specific information;
- To provide Ss with some basic information about Walt Disney.
b. Content:
- Task 2: Listen to a talk about Walt Disney’s life. Number the events in the order they are mentioned. (p.15)
- Task 3: Listen to the talk again. Choose the correct answer A, B, or C. (p.15)
c. Expected outcomes:
- Students can catch the main idea as well as specific details of the recording and complete the tasks successfully.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 2: Listen to a talk about Walt Disney’s life. Number the events in the order they are mentioned. (10 mins)

- Tell Ss that they are going to listen to a talk about the life of Walt Disney. - Students make predictions before listening. Answer key:
- Have them read the main ideas A-E. Make sure they understand these ideas. - Listen and check the order. B🡪A🡪D🡪E🡪C🡪F
Encourage them to predict the order of main ideas. E.g. It’s very likely that
after the introduction (B), the speaker is going to talk about Disney’s life in
time order, so I guess that A. A difficult beginning is the next main idea.
- Ask Ss to listen carefully and select the main ideas in the order they hear.
Suggest that they can take notes and use these notes to arrange the main ideas
later if they want.
- Check answers as a class.

Task 3: Listen to the talk again. Choose the correct answer A, B, or C. (10 mins)

- Tell Ss that they are going to listen to the recording again. This time, they - Students read the questions and underline the key Answer key:
should choose the correct answers A, B, C or D. words. 1. B
- Have them read the questions and choices and underline the key words. - Students choose the option that match in the 2. A
- Ask them to listen and pay attention to the key words, as well as paraphrases information in the recording. 3. C
of these key words. 4. B
- Ask Ss to choose the option that matches the information in the recording. 5. B
Remind them that they should watch out for distractors, especially options that
may be mentioned in part in the recording, but are not true.
- For Question 3, remind them that they should choose the information NOT
mentioned in the recording, so it’s a good idea to cross out all the options that
match the information in the recording. The remaining option is the correct
answer.
- Play the recording. Ask Ss to circle the correct answers.
- Check answers as a class.
Extension: Ask some additional questions to check Ss’ comprehension of other
details in the listening text, e.g. Who are his films popular with? (Both children
and adults) How was his first company? (It was not very successful).

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:

- To check students’ understanding and memorize the information in the recording;

- To help some students enhance presentation skills;
- To practise team working;
 - To help Ss use the language and ideas from the listening to share opinions about Walt Disney’s life and achievements.
b. Content:

- Task 4: Work in pairs. Discuss the question.

What do you think is most impressive about Walt Disney’s life and achievements? (p.15)

c. Expected outcomes:

- Students can use the language and ideas from the unit to talk about Walt Disney.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 4: Work in pairs. Discuss the question.

- Ask Ss to work in pairs. Have them discuss which - Students work in pairs and discuss. Suggested answer:
achievement by Walt Disney they find most impressive. - Students share their ideas to the whole class. I am most impressed by his determination to overcome
Encourage them to explain why they are impressed by difficulties in his life to become successful. Although his first
that achievement the most. film company was a failure, he did not give up, but started over
- Invite some pairs to share their answers with the whole and built up a very successful business afterwards. It shows the
class. importance of perseverance in achieving your
goals and making your dreams come true.

e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
5. CONSOLIDATION (3 mins)
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson – Writing.
Board Plan

Date of teaching
Unit 1: Life stories we admire
Lesson 5: Listening
*Warm-up
Game: Lucky song
* Reading
- Task 1: Solve the crossword.
- Vocabulary
1. profitable (adj)
2. theme park (n)
3. dwarf (n)
4. inspire (v)
- Task 2: Listen and number.
- Task 3: Choose the correct answer.
- Task 4: Work in pairs and discuss.

*Homework
 Date of preparation: 30/8/2024
Date of teaching: 06/9/2024
Period 6

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 6: Writing – A biography of Walt Disney

I. OBJECTIVES
By the end of this lesson, Ss will be able to:

1. Knowledge

- Synthesise and summarise information in order to write a biography about the life of Walt Disney;
- Apply structures to write a biography.

2. Competences

- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;

- Be collaborative and supportive in pair work and teamwork;

3. Personal qualities

- Be proud and respectful of famous people in Viet Nam and in the world

II. MATERIALS
- Grade 12 textbook, Unit 1, Writing
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped - Play the recording many times if necessary.

listening, writing and co-operating skills. - Encourage students to work in pairs, in groups so that they can help each other.

- Provide feedback and help if necessary.

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To create an active atmosphere in the class before the lesson;

- To lead into the new lesson.

b. Content:

- Listen to music. Fill in the lyrics of a song.

c. Expected outcomes:

- Students can fill in the blanks to complete the lyrics of a Disney song and get ready for the lesson.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Listen to music - Students listen to the song and fill in the blanks. Link:

- Teacher prepares the hand-out of the song lyrics and asks Ss - Students check their answers with the class. https://www.youtube.com/watch?v=ILRs2r6lcHY
to read and guess the words to fill in the blanks. Answer key:
- Teacher plays the song once. 1. windows
- Teacher checks answers with the whole class. 2. starlight
- Teacher replays and pauses the song if necessary. 3. lifted
4. different
5. chasing
 6. crystal
7. lifted
8. different

e. Assessment

- Teacher observes and gives feedback.

Song: I see the light (Mandy Moore, Zachary Levi – Tangled OST)

All those days watching from the (1) ____ All those days (5) _____ down a daydream

All those years outside looking in All those years living in a blur

All that time never even knowing All that time, never truly seeing

Just how blind I've been Things the way they were

Now I'm here, blinking in the (2) _____ Now she's here, shining in the starlight

Now I'm here, suddenly I see Now she's here, suddenly I know

Standing here, it's all so clear If she's here, it's (6) ____ clear

I'm where I'm meant to be I'm where I'm meant to go

And at last I see the light And at last I see the light

And it's like the fog has (3) _____ And it's like the fog has (7) ____
And at last I see the light And at last I see the light
And it's like the sky is new
And it's like the sky is new
And it's warm and real and bright
And it's warm and real and bright
And the world has somehow shifted
And the world has somehow shifted
All at once everything looks (4) _____
All at once, everything is (8) _____
Now that I see you
Now that I see you

Now that I see you

2. ACTIVITY 1: PRE-WRITNG (9 mins)

a. Objectives:

- To help Ss recall and select the key information about Walt Disney’s life from Listening;

- To help Ss read a webpage for more information about Walt Disney;

- To help Ss synthesise and summarise information from two different sources;

- To help students get familiar with the format of a biography.

b. Content:

- Task 1: Work in pairs. Answer these questions, using the information from Listening. Write NG (not given) if you cannot find the answer. (p.15)

- Task 2: Read some facts about Walt Disney. Then work in pairs to answer all the questions in Task 1. (p.15)

c. Expected outcomes:

- Students can select the appropriate information and have ideas to write about Walt Disney’s life in the next part.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Work in pairs. Answer these questions, using the information from Listening. Write NG (not given) if you cannot find the answer. (8 mins)

- Ask Ss to skim through the questions individually. Make sure they - Students read the questions and understand them. Answer key:
understand the questions. - Students work in pairs and answer the questions. 1. NG
- Put Ss in pairs. Ask them to answer the questions by referring to information - Students write NG if they cannot find the answer. 2. NG
in the listening lesson. 3. NG
- Encourage them to look at their answers and notes in the listening section to 4. He created Mickey Mouse, and
recall the information. Remind them to write NG where they cannot find the produced successful animated films such
answer. as Snow White and the Seven Dwarfs.
- Check their answers as a class. He also won 26 Oscars.
5. He created the Disneyland theme park.
6. NG
 7. NG

Task 2: Read some facts about Walt Disney. Then work in pairs to answer all the questions in Task 1. (8 mins)

- Tell the Ss that they may need to read more to find the answers to the NG - Students read the text and find information to Answer key:
questions in Activity 1. answer NG questions in Task 1. 1. He was born in Chicago in 1901.
- Have the Ss to read a text about Walt Disney. Ask them to focus on 2. He attended Brenton Grammar School,
information they need to answer the NG questions in Activity 1. but dropped out at the age of 16.
- Walk around to provide support when necessary. 3. He had talent for drawing and
- Check their answers as a class. painting.
- Tell them that in a simple sense, by collecting and combining information 6. Yes, he was married and had two
from different sources, they are synthesising information. By selecting key children.
information from what they read, they are summarising it. Both synthesising 7. He died in 1966.
and summarising information are very important for them in reading in real
life.
Extension: Put them in pairs to discuss in what real-life situations they might
need to synthesise and summarise information (e.g. writing a report, writing an
article, preparing for a presentation), and what they might need to do when
synthesising and summarising information (e.g. reading and listening skills,
note-taking skills, summarising skills)

e. Assessment

- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: WHILE-WRITING (18 mins)

a. Objectives:

- To help Ss practise writing an article about the life of Walt Disney.

b. Content:

- Task 3: Write a biography (180 words) of Walt Disney for your school newspaper. Select and combine information from Task 1 and Task 2, and use the

following outline and suggestions to help you. (p.15)

c. Expected outcomes:

- Students can write an article about the life of Walt Disney.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 3: Write a biography (180 words) of Walt Disney for your school newspaper. Select and combine information from Task 1 and Task 2, and use the following outline

and suggestions to help you.

- Tell Ss that they are going to write a 180-word - Students brainstorm for the ideas and the language Suggested answer:
biography of Walt Disney. They should use the necessary for writing WALT DISNEY – THE FATHER OF MICKEY MOUSE
information they have synthesised and summarised in - Students write the first draft individually using the Walt Disney is famous around the world for making a lot of
Activity 1 and 2. ideas in task 1 and 2. successful films, which are loved by children and adults of
- Ask them to study the outline and suggestions in 3 many generations.
first. For weaker classes, ask questions to help them Childhood and education
know what information to include in each part of the Walt Disney was born in Chicago in 1901. During his
article. E.g. What should we write in the Childhood and childhood, he loved drawing and painting. He attended Brenton
education section? (Information about his birthplace Grammar School, but he left school when he was 16.
and schools he went to) Achievements
- Give Ss a time limit. In weaker classes, put Ss in pairs Disney was a very successful film maker, who created Mickey
or groups to help each other. Walk around the class to Mouse and produced successful animated films such as Snow
provide help when necessary. White and the Seven Dwarfs. Throughout his career, Disney
won or received 26 Oscars, three Golden Globe Awards, one
Emmy Award – a record in history.
He is also famous for building the first theme park in the world,
 called Disneyland. Now many more Disney parks have been
built and have become popular worldwide.
Family
Walt Disney had three older brothers and a younger sister. He
married Lillian Bounds, and they were together for 41 years.
They had one biological daughter and one adopted daughter.
Death and the continued success of the Walt Disney Studios
Disney died from cancer in 1966, but the Walt Disney Studios
continued to make live-action and animated films. These films
inspire people of all ages to follow their dreams.

e. Assessment

- Teacher gives corrections and feedback.

4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:

- To do a cross-check and final check on students’ writing.

b. Content:

- Students exchange their work for cross-checking.

c. Expected outcomes:

- Students can evaluate others’ work as well as improve their own pieces of writing.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Cross-checking

- Teacher has the pairs swap and gives feedback on each other’s writing. - Students swap their piece of writing with their Writing rubric
Teacher shows a writing rubric to help Ss do the peer review. partners and give peer review. 1. Organization: …/10
- Ss do the task as required. 2. Legibility: …/10
- After peer review, Ss give the writing back to the owner and discuss how to 3. Ideas: …/10
improve it. 4. Word choice: …/10
- Teacher then chooses one piece of writing and gives feedback on it as a 5. Grammar usage and mechanics: …/10
model. TOTAL: …/50
- Teacher chooses some useful or excellent words/ phrases/ expressions/ word
choices Ss have used to give suggestions to other Ss.
- Teacher chooses some typical errors and corrects as a whole class without
nominating the Ss’ names.

e. Assessment

- Teacher’s observation on Ss’ performance, provides help if necessary.

- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (2 mins)

a. Wrap-up

- Summarise the main points of the lesson.

b. Homework

- Rewrite the paragraph in the notebooks.

- Do exercises in the workbook.
Board Plan

Date of teaching
Unit 1: Life stories we admire
Lesson 6: Writing
*Warm-up
Listen to music and fill in the blanks
- Task 1: Answer the questions.
- Task 2: Read some facts about Walt Disney. Answer all the questions.
- Task 3: Write a biography of Walt Disney.

- Peer review
*Homework
Date of preparation: 06/9/2024
Date of teaching: 06/9/2024
Period 7

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Gain knowledge about some famous queens of the world;
- Review expressions for expressing pleasure and happiness and responding.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skill;
- Be collaborative and supportive in pair work and teamwork.
3. Personal qualities
- Be polite when expressing pleasure and happiness and responding;
- Actively join in class activities.

II. MATERIALS
- Grade 12 textbook, Unit 1, Communication and Culture / CLIL
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis

Form Pronunciation Meaning Vietnamese equivalent

1. kingdom (n) /ˈkɪŋdəm/ a country that has a king or queen as head of state vương quốc

2. empire (n) /ˈempaɪə(r)/ a group of countries or states that are controlled by one leader or đế chế
government

3. (to) rule /ruːl/ to control and have authority over a country, a group of people, trị vì
etc.

4. navy (n) /ˈneɪvi/ the part of a country’s armed forces that fights at sea, and the ships hải quân
that it uses

5. (to) defeat /dɪˈfiːt/ to win against somebody in a war, competition, sports game, etc đánh bại

Assumption

Anticipated difficulties Solutions

- Encourage students to work in pairs and in groups so that they can help each other.
Students are reluctant to work in groups.
- Provide feedback and help if necessary.

- Explain expectations for each task in detail.

- Continue to explain task expectations in small chunks (before every activity).

Students may lack vocabulary to deliver a speech.
- Provide vocabulary and useful language before assigning tasks

- Encourage students to work in groups so that they can help each other.

III. PROCEDURES
1. WARM-UP (5 mins)
 a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Game: Who says it?

c. Expected outcomes:

- Students can get knowledge about famous people in the world and their famous sayings.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Who says it? (PPT slides) - Students join the game and answer the questions. Suggested ideas:
- Teacher divides class into two teams. 1. “Genius is one percent inspiration, ninety-nine percent
- Teacher shows 6 famous sayings by famous people on perspiration.” - Thomas Edison
the PPT slides. 2. “Stay hungry, stay foolish” - Steve Jobs
- Students have to say who said that. 3. “Life is like riding a bicycle. To keep your balance, you
- If the answer is correct, they get one point for their team. must keep moving.” - Albert Einstein
If the answer is incorrect, the chance is transferred to the 4. “If you want something said, ask a man; if you want
other team. something done, ask a woman.” - Margaret Thatcher
- The team with higher score is the winner. 5. “That’s one small step for a man, a giant leap for
mankind.” - Neil Armstrong
6. “To be or not to be, that is the question.” - William
Shakespeare

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: EVERYDAY ENGLISH (20 mins)

a. Objectives:

- To provide a model conversation in which speakers offer express pleasure and happiness and respond;
- To review expressions for expressing pleasure and happiness and responding;
- To help Ss practise expressing pleasure and happiness and responding.

b. Content:

- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs (p.16)
- Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these situations. One of you is A, the other is B. (p.16)

c. Expected outcomes:

- Students can use appropriate language to express pleasure and happiness and respond in certain situations.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in pairs (6 mins)

- Give Ss some time to skim through the conversations. Use the photos to - Students listen to the recording. Answer key:
illustrate the context of the conversation if necessary. E.g: Mark looks - Students complete the conversation with words in 1. C
excited about something and he is sharing his news with the box. 2. D
Nam. Nam looks happy for Mark too. - Students practise the conversation in pairs. 3. A
- Play the recording once in stronger classes and twice in weaker classes. 4. B
- Check answers as a class. Play the recording again, pausing after each
blank to confirm the correct answers.
- Put Ss into pairs and have them practise the conversation.

Useful expressions (7 mins)

- Teacher gives students a list of expressions which are mixed together. Ss - Ss work in groups to do the task. * Expressing pleasure
have to classify them into 2 groups: expressing pleasure and happiness, - … is/was amazing/wonderful /great.
and responding. - That was a(n) amazing/ wonderful/great …
- Teacher asks Ss to classify the expressions into two groups. - It is/was (such) a pleasure to …
- Check as a class. - I was so pleased to …
- T asks if Ss can add some more expressions. - I’m on top of the world/on cloud nine/over the
moon.
* Responding
- Wow!
- I’m so happy/excited for you.
- Good for you!
- That’s fantastic/amazing /great!
- I’m pleased to hear (that you like it).

Task 2: Work in pairs. Use the models in Task 1 to make similar conversations for these situations. One of you is A, the other is B. (6 mins)

- Tell Ss that the words they used to fill in the gaps in Activity 1 are used - Make plan for the role-plan Sample conversations:
to express pleasure and happiness and responding. - Practise the role-play conversation, based on the 1. A: Yesterday, I saw the new Disney movie, The
- Put Ss in pairs and explain the task: to role-play conversations similar to two situations. Lion King. I enjoyed it so much. It’s such a
the one in Activity 1, but based on the two situations. Ss should play the - Swap the role and continue practising. wonderful
roles given in this activity. - Perform in front of class. animated movie.
- Give Ss a few minutes to plan their conversations before they role-play it B: That’s great. I’m pleased to hear you like it.
(e.g. who will be Student A, who will be Student B, and have them 2. B: I’m on cloud nine! My article about Steve
underline key words in the task question). Have them write down some Job’s life and achievements has just been published
prompts to help them. Encourage them to swap roles. in the local newspaper!
- Walk round the class and provide help when necessary. A: Wow! I’m so happy for you! You’ve worked so
- Ask some pairs to role-play their conversations in front of the whole hard on it!
class. Praise for good effort, clear pronunciation and fluent delivery.

e. Assessment
- Teacher checks students’ answers as a whole class.

3. ACTIVITY 2: CULTURE (15 mins)

a. Objectives:

- To introduce words / phrases related to the topic;

- To help Ss learn about the lives of three famous queens in the world;
- To help Ss relate what they have learnt about famous queens in the world to the history of their own country.

b. Content:

- Task 1. Read the following text and complete the comparison table on page 18. (p.17)
- Task 2. Work in groups. Discuss the questions. (p.18)

c. Expected outcomes:

- Students understand the meaning of words, memorise the information, and relate what they have learnt about famous queens in the world to the history of their
own country.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the following text and complete the comparison table on page 18. (10 mins)

- Ask Ss some questions to find out what they already know about the - Students answer the name of the people in the Suggested answers:
topic, e.g. Do you know the people in the picture? Who were they? What picture. 1. England
made them famous? - Students study the content of the table and complete 2. Russia
- Ask Ss what they want to know about the topic. Write their questions the missing information. 3. 21
on the board, e.g. Where were they from? (Egypt, England and Russia), 4. 34
In which period/era did they live? (69 BC –30 BC, 1533-1603, 1729- 5. saved her country from becoming part of
1796) the expanding Roman Empire
- Ask Ss to study the comparison table in Activity 1. Make sure they 6. defeated the powerful Spanish Navy;
understand the rows and columns. Encourage them to study the encouraged the development of arts
examples.
- Tell Ss that they are going to read about three famous queens in history.
As they read, they should fill in the comparison table to show the
differences between their lives and achievements.
- Explain or elicit any new or difficult words, e.g. determination,
Empire, rule/ruling. In stronger class, encourage them to guess their
meaning from context as they read the text.
- Have Ss read the text and complete the table individually.
- Check answers as a class.
- Go back to the questions on the board, i.e. the things Ss wanted to know
about the topic. Ask which of the questions they can answer now and
cross them out. Assign the rest for homework.

Task 2: Work in groups. Discuss the questions. (5 mins)

- Read the question and check understanding. - Students work in groups to discuss the question. Suggested answers:
- Put Ss in groups to discuss the answers. - Students share their ideas in front of class. Hai Ba Trung: The Trung sisters were
- For weaker classes, give some examples about famous women in military leaders who led the people against
Vietnam, such as Hai Ba Trung, Queen Le Ngoc Han, Queen Mother Y the colonial government of the Han Dynasty.
Lan. They are regarded as national heroines of
- Ask some Ss to share their answers in front of the class. Viet Nam. They were both well educated.
Extension: Ask the students to play the “Guess who?” game, in which a Queen Mother Y Lan: She was the wife of
student is invited to the front of the class. He/she is shown a picture of a King Ly Thanh Tong, and the mother of King
famous female figure in history (preferably among those the Ss have Ly Can Duc. She knew a lot about Buddhism,
talked or discussed about in the lesson/unit). Then the student talks about and helped build hundreds of temples around
the figure until the whole class can guess the name of the figure. the country.
Queen Le Ngoc Han: As the only daughter
of King Le Hien Tong, she helped to improve
education
and social status of women by giving titles to
female scholars and educating female
domestic servants.

e. Assessment
- Teacher corrects for students as a whole class.
5. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Lesson 8 – Looking back and project.
Board Plan

Date of teaching
Unit 1: Life stories we admire
Lesson 7. Communication and Culture / CLIL
*Warm-up
Game: Who says it?
*Everyday English
Task 1: Listen and complete the conversations

Task 2: Make similar conversations

*Culture
Task 1: Read the text and complete the table.

Task 2: Discussion
* Homework
 Date of preparation: 08/9/2024
Date of teaching: 06/9/2024
Period 8

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 8: Looking back and project

I. OBJECTIVES
By the end of this lesson, Ss will be able to:

1. Knowledge

- Review the vocabulary and grammar of Unit 1;

- Apply what they have learnt (vocabulary and grammar) into practice through a project.

2. Core competence

- Develop communication skills and creativity;

- Develop presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.

3. Personal qualities

- Be proud and respectful of famous people in Viet Nam and in the world
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Unit 1, Looking back and project
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

Assumption

Anticipated difficulties Solutions

Students may have underdeveloped speaking, writing and co- - Encourage students to work in pairs and in groups so that they can help each other.
operating skills when doing the project. - Provide feedback and help if necessary.

Some students will excessively talk in the class. - Explain expectations for each task in detail.
- Continue to explain task expectations in small chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)

a. Objectives:

- To stir up the atmosphere and activate students’ knowledge on the topic;

- To enhance students’ skills of cooperating with teammates.

b. Content:

- Game: Lucky number

c. Expected outcomes:

- Students can recall the vocabulary they have learnt in Unit 1.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Game: Lucky number (PPT slides) - Students join the game, describe and guess the Suggested words:
- Ss work in 2 teams. words.
1. determination
- There are 7 numbers, 2 of which are lucky ones.
2. animation
- If Ss choose a lucky number, they get one point without answering the question. 3. genius
- If they choose the other numbers, one student of a group picks up a piece of paper
4. adopt
and sees the word on it.
5. drop out
- This student has to use words or actions to describe it (without saying the word
directly)
- Other Ss try to guess the words. One point for a correct answer.
- The group with the most points is the winner.

e. Assessment

- Teacher observes the groups and gives feedback.

2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:

- To help Ss review the pronunciation of the dipthongs /eɪ/ and /əʊ/.

- To help Ss revise words and phrases they have learnt in this unit.
- To help Ss review the Past Simple and Past Continuous.

b. Content:

- Pronunciation: Underline the words that contain the /eɪ/ sound and circle the ones with the /əʊ/ sound in the sentences below. Then listen and check. Practise
saying these sentences in pairs. (p.18)
- Vocabulary: Replace each underlined word or phrase with one word you have learnt in this unit. (p.18)
- Grammar: Circle the mistake in each sentence. Then correct it. (p.18)

c. Expected outcomes:

- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Underline the words that contain the /eɪ/ sound and circle the ones with the /əʊ/ sound in the sentences below. Then listen and check. Practise saying these sentences in
pairs. (4 mins)

- Ask Ss to read the sentences silently and identify the words - Students join the game, describe and guess the Answer key:
containg the dipthongs /eɪ/ and /əʊ/. The should underline and words. 1. Cleopatra VII, a queen of ancient Egypt, was
circle those words respectively. famous for her beauty.
- Check answers as a class by playing the recording. 2. I love Disney animated films like Snow White and
- Ask Ss to read these sentences aloud in pairs. Encourage them to the Seven Dwarfs and The Little Mermaid.
pay attention to the words containing the diphthongs /eɪ/ and /əʊ/. 3. Vo Thi Sau attacked some French soldiers when
she was only 14.
4. Steve Jobs passed away when he was only 56 years
old.

Replace each underlined word or phrase with one word you have learnt in this unit. ( 4 mins)

- Select some words from the unit to write on the board, one letter - Ss guess the words that teacher is writing on the Answer key:
at a time (also known a slow reveal game, in which one letter of a board. 1. devoted
word is given at a time from left to right until a student can guess - Ss pay attention on the sentences and replace the 2. genius
the whole word). Have individual Ss call out their guesses. words as required. 3. admired - achievements
- Focus attention on the sentences and have Ss skim through them. 4. attending
Check if they know all the words.
- Have Ss complete the activity.
- Check answers as a class.
- If time allows, ask them to find the texts where these words first
appear in the unit and call out the section, e.g. devoted first
appears in the Getting started section.

Circle the mistake in each sentence. Then correct it. (4 mins)

- Explain to Ss that they are going to review the use of the Past - Ss identify the incorrect part, give corrections and Answer key:
Simple and Past Continuous. In weaker classes, give Ss some time reasons for their corrections 1. C (found)
to revise the grammar rules in the Language lesson before doing 2. B (dropped)
the activity. 3. B (was trying)
- Check answers as a class by asking individual Ss to identify the 4. B (was reading)
incorrect part, give corrections and reasons for their corrections,
e.g. 1. C. was finding is incorrect. It should be found because the
action is short (as opposed to was looking for, which is a longer
action)

e. Assessment

- Teacher obverses Ss’s work and gives feedback.

3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:

- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise giving a presentation.

b. Content:

- Visual stories

c. Expected outcomes:

- Students practice giving a presentation.

d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- As Ss have prepared for the project throughout the unit, the focus of this lesson - All groups exhibit their posters and make Students’ presentations
should be on the final product, which is a visual presentation. presentations.
- Have Ss work in their groups. Give them a few minutes to get ready for the - When one group makes a presentation, others listen
presentation. and complete the evaluation sheet.
- Give Ss a checklist for peer and self-assessment. Explain that they will have to tick
appropriate items while listening to their classmates’ presentation and write
comments if they have any. The presenters should complete their self-assessment
checklist after completing their presentation.
- If necessary, go through the assessment criteria to make sure Ss are familiar with
them.
- If most students are giving PowerPoint presentations, invite two or three groups to
give their presentations. Encourage the rest of the class to ask questions at the end.
- If most students are giving poster presentations, organize a class exhibition where
every group can display their posters and Ss walk around, listen to everyone’s
presentation and ask questions about their posters.
- If most students are designing comics, ask them to pass their comics around in a
circle and read them silently. Write down their comments or questions on an attached
sheet. Near the end of the lesson, invite some groups to share their answers to the
questions they have received on their comics.
- Give praise and feedback after each presentation. You can also give Ss marks for
their presentation as part of their continuous assessment.

e. Assessment

- Teacher gives comments and feedback to all presentations.

4. CONSOLIDATION (3 mins)

a. Wrap-up

- T asks Ss to talk about what they have learnt in the lesson.

b. Homework

- Do exercises in the workbook.

- Prepare for Unit 2.
 Board Plan

Date of teaching

Unit 1: Life stories we admire

Lesson 8: Looking back and project

*Warm-up

* Looking back

- Pronunciation

- Vocabulary

- Language

* Project: Visual stories

*Homework