Lesson plan 12GS Nguyễn Thị Thuỳ Trang

INTRODUCTION

INSTRUCTIONS FOR USING TEXTBOOKS, STUDYING MATERIALS

I. OBJECTIVES: By the end of the lesson students will be able to gain the following things:
1. Knowledge:
- To introduce new Tieng Anh 12 textbooks. Student’s book and Workbook
- Tell students something about Great Britain; England and English. Students learn how to study English
well and know the way to learn English.
*Vocabulary: Use lexical items related to textbook, and the way to learn English in class; at home... some
classroom languages.
* Grammar: to be; present simple tense; present continuous…
2. Competence: Students will be able to know how to study English effectively and how to use new Tieng
Anh textbooks and know the methods to study new Tieng Anh 12 textbooks.
- Be collaborative and supportive in pair work and teamwork.
- Actively join in class activities
3.Qualities: To teach Ss the love of English; The awareness about importance of learning English.
Developing self-study skills.
II. TEACHING AIDS:
- Teacher: Grade 10 textbook, laptop, projector / TV/ pictures and cards.....
- Students: Textbooks, studying equipment….
- Computer connected to the Internet.
- Sach mem.vn
III. PROCEDURE:
1. WARM UP & INTRODUCTION (3’- 5’)
Aims:
- To create a friendly and atmosphere in the class before the lesson;
- To give T and Ss a chance to introduce themselves;
- To lead into the unit
* Content: Have some warm-up activities to create a friendly and relaxed atmosphere to inspire Ss to
warm up to the new class.
* Outcome: Having a chance to speak English and focus on the topic of the lesson..
* Organisation: Teacher’s instructions…
Teacher & students’ activities Content
+ Greeting + Greeting
+ Chatting + Chatting. T_Ss
- Teacher (T) introduces himself/ herself
- T may introduce some warm-up activities to creat a - Students (Ss) listen and learn how to introduce
friendly and relaxed atmosphere to inspire Ss to themselves.
warm up to the new class… - Introduce themselves (name; age; address; likes;
- Have Ss to introduce themselves. dislikes …. friends…)
- T encourages Ss to talk in English as much as + Students (Ss) listen and learn how to do the
possible tasks.
+ Lead to the first unit of the new school year. - Answer the teacher’s questions
- Write the unit title on the board and ask Ss guest - Open their book and write.
what they are going to learn this unit …
- Ask Ss to open their book and introduce what they
are going to study….
2. NEW LESSON (12’-15’)
Aims: - To set the context for the introductory;
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- To introduce the topic of the unit, the vocabulary, and the grammar points to be learned.
* Content: Some brief notes; Something about England, English. Introduce New ENGLISH 12
* Outcome: Ss learn something about England, English; Learn how to use New ENGLISH 12
* Organisation: Teacher’s instructions….
Teacher & Students’ activities Content
1. T. asks sts some questions about England. - T_Ss
- What do you know about England? - Listen carefully and read aloud.
- T. gives sts something about England and English. - Fulfill teacher’s requirements
- It located in North-west coast of Europe with very - Give the answers
mild weather not too hot but not too cold. - Ss answer if possible
- It consists of four parts: England, Wales, Scotland - Listen carefully and read aloud.
and Ireland. - Find out the words related to the topic.
- It’s official name is the UK - There are many interesting things of England,
- Each part has its own flag of UK. and you’ll gradually know about them in the
2. English: progress of learning English.
- How many people speak English as their mother 2/ Introduction: English is an international
tongue? language. Hundreds of million people speak
- How many people speak English as their first English in the world. 400 million people speak
language? English as their first language, 600 million people
- How many people speak English as their second speak English as their second language or first
language or first foreign language? foreign language. 4/5 of the world’s computers
- Why do you learn English? use program in English. ¾ of all international
- Is it important? Difficult? Useful? Interesting? correspondence is in English.
=> It’s very important, useful, interesting. It is the 3/ English 10 has 10 Units.
means of communication to one another. - T_Ss
3/ New English 10 textbook: - Each unit has 8 lessons.
- How many units are there in English 7 textbook?
- What are they about? - SECTION 5: LISTENING
There are 10 main units in the Student's Book. Each The listening activity follows the oral practice in
unit has 8 sections and provides language input for the Speaking section. It provides students with an
seven classroom lessons of 45 minutes each...At the opportunity to listen to the language that they
beginning of each unit, there are explicit learning have practised orally, and trains them to listen for
objectives that clearly state the main language points general and specific information
and skills to be taught in the unit. This section aims to provide further practice to
- Section 1: GETTING STARTED. support students in their spoken English....
It begins with a conversation followed by activities - SECTION 6: WRITING.
which introduce the topic of the unit. It then presents Writing
the vocabulary and the grammar items to be learned This section focuses on developing
and practised through the skills and activities of the students'writing skills. It normally involves one
unit. of the text types required for students' skill
- Section 2: LANGUAGE FOCUS. development.
This section deals with the main grammar point(s) of SECTION 7: COMMUNICATION AND
the unit. The new language point(s) taught in this CULTURE
section is / are already introduced in Getting Started. It also gives students opportunities to learn and
The exercises are well illustrated to help students apply the cultural aspects of the language learnt
remember and use the grammar items effectively. to their lives and provides cultural information
The Remember! boxes appear wherever necessary to about Viet Nam and other countries.
give the rules or explanations and help students avoid Everyday English in this section gives students
common errors. the skills to communicate effectively in various
This section presents and practises the grammar, everyday situations...
vocabulary and pronunciation of the unit. The active - SECTION 8: LOOKING BACK
vocabulary of the unit is given in an interesting and Looking Back recycles the language from the
illustrated way so that it is easy for students to previous sections and links it with the unit topic.
memorise. Two sounds, which appear frequently in Its activities and exercises are designed to help
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

the unit, are given and practised in isolation and in students consolidate and apply what they have
context. Stress pattern of two-syllable words, three- learnt in the unit. Teachers can use this section to
syllable words, and rising and falling intonation for evaluate their students' performance and provide
questions are also dealt with in the last units of the further practice if necessary.
book. There are different exercises focusing on The Project activity helps students improve their
intensive practice of vocabulary and pronunciation. ability to work independently and in a team. It
- SECTION 3: READING. extends their imagination in a field related to the
This section is designed to help students inprove unit topic.
reading skill, use vocabulary in the situations, * English is not too difficult, but it requires you
Reading and this section aims to develop students' hard working.
reading abilities. The reading text is often based on - Ss need learn by heart all vocabulary and their
the vocabulary and structures that students have usage.
previously acquired to make the activity achievable. - Review the lesson everyday.
Speaking - Learn English everyday.
- SECTION 4: SPEAKING
This section is designed to help students use
functional language in real life contexts and
consolidate what they have learnt in the previous
sections.
3. PRACTICE (15’)

Aims: To help Ss understand the lesson. Classroom language

* Content: Some brief notes; Something about England, English. Classroom language…
* Outcome: Ss learn something about England, English; Classroom languages…
* Organisation: Teacher’s instructions….
Teacher & students’ activities Content
3. How to learn English best?
- Tell us how you learn best? - T_Ss
- Tell us how you can learn English best? - Listen carefully
* Some useful classroom languages:
- Who is the monitor? - Practice saying classroom languages.
- Who is absent today?
- Who is on duty today? - Work in groups; in pairs; present the projects….
- May I go out?
- May I come in?.......
- How to improve your English:
- Listen to the teacher carefully, learn E. from many
sources, always enrich your vocabulary, do exercises
carefully, practice speaking, listening, writing,
reading everyday. …
- Ss should work hard everyday to improve their
English.
“Hard work is the key to success”
4. PRODUCTION/ FURTHER PRACTICE (8’)

Aims: To revise / teach classroom languages.

* Content: Some brief notes; Something about England, English. Classroom languages…
* Outcome: Ss know something about England, English; Classroom languages…
* Organisation: Teacher’s instructions…..
Teacher & students’ activities Content
- T_Ss - The greetings: - Goodmorning
- T gives some questions to introduce the class - Good afternoon
expressions. - Good morning
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- Have Ss listen and repeat. - Goodbye ….

- Teacher says “go out, please” - Go out - We can say “May I go out”
- Teacher says “No” - Don’t go out - You can say “Stand up, please.
- Call on some pairs to practice in front of the class.
- Listen, please
- Read after me
- Repeat please…..
5. WRAP-UP & HOMEWORK (2’)
* Instruct/ guide students to do their homework.
- Prepare textbook, workbook, exercise book,
* HOMEWORK
- Learn classroom languages.
- Prepare new lesson Unit one Life stoies We admire
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

LESSON PLAN
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 bác sĩ phẫu
surgery thuật

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

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

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

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

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?
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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 - Students look at the picture
teams. that the teacher shows them
- Teacher prepares the pictures of 7 and give descriptions of the
famous people. famous figure.
- Teacher gives instructions for the - Other students try to guess
game: 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
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the New words:
- Teacher introduces the vocabulary. teacher’s explanation and 1. surgeon (n)
- Teacher explains the meaning of the new guess the words. 2. resistance (n)
vocabulary by pictures. - Students write down the new 3. enemy (n)
- Teacher checks students’ understanding words in their notebook. 4. soldier (n)
with the “Rub out and remember” 5. devote (sth to sth)
technique.
- Teacher reveals that these five words will
appear in the reading text and 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 - Students look at the picture Questions:
reading. and answer the questions. 1. Who are the speakers?
- Ask Ss to look at the picture, the - Students listen to the 2. What do you think they
heading and the conversation, and ask recording. are discussing?
questions. - Students underline 3. Who is the person in the
- Play the recording twice for Ss to listen words/phrases related to life picture?
and read silently along. Have Ss underline events of Dang Thuy Tram. 4. Do you know anything
words/phrases related to life events (e.g. - Students compare the words about her?
was born, joined the army, worked as a and phrases with their
surgeon). partners. Suggested answers:
- Put Ss in pairs and ask them to compare - Students read the 1. Nam and his friend,
the words and phrases they have conversation aloud. Mark.
underlined and discuss their meaning.
Then check comprehension as a class. 2. They are talking about the
person in the picture.
- Call on two or three pairs of Ss to read
3. A woman called Dang
the conversation aloud.
Thuy Tram.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- In stronger classes, teacher asks Ss to 4. She’s a Vietnamese

close their books and just listen to the heroine who wrote a famous
conversation once. Teacher asks some diary during the war.
comprehension questions to check
understanding. Then have them open
their books and listen 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 - Students work Answer key:
and circle the correct answers. Ask them independently to do the 1. Hue
to identify and underline the key words in activity. 2. operated on
the statements first. Then have them read - Students compare the 3. young
the conversation again and locate the part answers in pairs. 4. more than three decades
that contains the information for each
statement. Have them compare the
information in the conversation with each
statement to work out 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 - Students read the Answer key:
words. Explain that these words are conversation again and work 1. accounts
related to life stories and events and they independently to do the 2. death
are all in the conversation in Activity 1. activity.
3. devoting
- Ask Ss to read the definitions and find - Students share and check 4. youth
the words so that the words on the right the answers.
match the definitions on the left, and they
should start with the 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 - Students work individually Answer key:
attention on the blanks. to complete the sentences 1. wrote
- Ask Ss to complete the sentences, using - Students share and check 2. was working
the words and phrases from the the answers. 3. was killed
conversation in Activity 1. In weaker 4. was doing her duty
classes, remind them that they are all 5. kept
verbs and verb phrases.
- Check answers as a class.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- Elicit the verb tenses, i.e. Past Simple

and Past Continuous
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 - Students work in groups to Students’ own creativity
each group a big sheet of paper and coloured follow teacher’s instructions.
pencils. - Students perform in front of
- Give instructions to students. 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

UNIT 1: LIFE STORIES WE ADMIRE

Lesson 2: Language

I. OBJECTIVES
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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
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 Suggested ideas:
- Divide the class into two teams. do the activity. Box A: Vietnamese, American,
There are 5 turns for each team. - Students pick the cards and British
- Give instructions. There are two say a name. Box B: politician, footballer,
separate boxes. One box (A) singer, writer
contains the names of some Some possible answers:
nationalities, the other box (B) Vietnamese politician: Ho Chi
contains names of jobs. Students Minh, Nguyen Phu Trong, Le
pick up one card from box A and Duan
one from box B. Students have to Vietnamese footballer: Nguyen
say the name of at least one Quang Hai, Nguyen Cong Phuong
famous person corresponding to Vietnamese singer: My Tam, My
their cards. Linh
- If one team cannot answer, they Vietnamese writer: To Hoai, Luu
lose their turn, and the chance is Quang Vu, Nam Cao
transferred to the other team. American politician: Donald
For example, the card in box A Trump, Barack Obama
says “South African” and box B American footballer: Landon
says “politician” 🡺 students Donovan
should say “Nelson Mandela”. American writer: Mark Twain,
- One point for a correct answer. Ernest Hemingway
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- The group getting the highest American singer: Micheal

points will be the winner. Jackson, Whitney Houston …
British politician: Margaret
Thatcher, Therasa May …
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
- Ask Ss to listen to the recording. Have
recording, and then repeat
them pay attention to the highlighted /eɪ/ /əʊ/
the words.
letter(s) which contain the diphthongs
age soldier
/eɪ/ (blue) and /əʊ/ (orange). - Students add more examples
- Ask Ss to listen to the recording again, of the words that contain the saved wrote
but this time, have them repeat the diphthongs /eɪ/ and /əʊ/. translated hero
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 Answer key:
- Ask Ss to read quickly through the text
words with the diphthongs
to get a broad understanding.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- Have Ss work in pairs to underline the /eɪ/ and /əʊ/ first. Then listen In the first year when ‘The
words with the diphthongs /eɪ/ and /əʊ/ to the recording. Diary of Dang Thuy Tram’
in each sentence. - Students read the whole was published, more than
- Ask them to listen to the recording and text aloud. 300,000 copies were sold.
check their answers. The book was also
- Have Ss practise reading the whole text translated into more than
aloud in pairs. 16 different languages. A
- In weaker classes, ask Ss to read the film based on the diary was
underlined words containing the made in 2009. Its name is
diphthongs first before reading aloud the ‘Don’t burn’.
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 - Students match each Answer key:
activity are related to events happening in a word/phrase on the left with 1. c
person’s life. the one on the right 2. d
- Have Ss match each word/phrase on the - Students study the meanings 3. b
left with the one on the right so that they and underline key words. 4. e
make a phrase with the given meaning. 5. a
Encourage Ss to study the meanings and
underline key words. This way, they will
develop a better understanding of the
phrases.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- 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 - Students read the sentences Answer key:
decide which word in Task 1 can be used to carefully and decide which 1. attended college
complete each of the sentences. Tell them to words can be used. 2. had a long marriage
change the forms of some words if - Students explain the 3. had a difficult
necessary. meaning of each phrase. childhood
- Check answers as a class. Have Ss call out - Students read the complete 4. impressive
the phrase they have used in each sentence sentences. achievements
first. 5. admired for
- Confirm the correct answers. Ask Ss to
explain the meaning of each phrase 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 - Students read the notes in the Answer key:
box to review the differences between the Remember box. 1. was watching
Past Simple and the Past Continuous. Give - Students circle the correct 2. was snowing, were
more explanation and examples if necessary. answers. blowing
3. finished, applied
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- Ask Ss to circle the correct answers. Tell - Students explain their 4. started, became
them to pay attention to the meaning of each answers.
sentence and the grammatical clue (i.e. which
verb refers to 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 - Students work in pairs and
Suggested answers:
turns to tell the life stories of someone they think of a person they admire.
know and admire. They should make 3-5 - Students decide on the ideas When the war started,
sentences, using the past simple and past they are going to say and make my grandfather was
continuous as much as they can. 3-5 sentences, using the past enjoying a happy life
- Encourage them to study the example in pairs simple and past continuous. and marriage with my
first. Tell them to pay attention to the use of - Present their ideas in front of grandmother. Then he
past simple and past continuous. class. left his hometown to
- Encourage them to speak without writing join the army. When
down the sentences. For weaker classes, allow he was fighting in the
them to write the sentences first before reading war, my grandmother
them aloud. was taking care of the
- When they finish, invite some pairs to read whole family. While
the sentences aloud in front of the class. he was serving in the
Correct any misuse of the past simple and past army, he was awarded
continuous. a medal for bravery.
Extension: Invite 3-4 pairs to read the
sentences aloud, and have other Ss listen and
count the correct uses of past simple and past
continuous. The pair 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
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- 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.

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
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 Link:
- Teacher divides the class into 2 do the activity. https://www.youtube.com/watc
groups. - Students raise their hands to h?v=bTpvbKCYaoQ
- Before playing the video, teacher answer the questions. Questions:
asks Ss to watch carefully and try to 1. Where was he born? (San
remember as many details as possible. Francisco)
Ss can take notes if they want. 2. Who are Clara and Paul?
- Teacher shows questions one by one, (his foster parents)
Ss raise their hands and say BINGO to 3. What does his dad do? (a
grab the chance to answer. mechanic)
- If the answer is correct, they get one 4. What does his mum do? (an
point for their team. accountant)
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- The team with the higher score will 5. Where did he meet his best
be the winner. friend? (in computer 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 - Students work in pairs and Suggested answers:
questions. answer the questions. 1. He is Steve Jobs.
- Ask some pairs to share their answers - Students write questions 2. He is famous for co-
with the whole class. they want to know on the founding the Apple
- Ask what other information they want board. company and inventing
to know about him. Write their products such as the
questions on the board. iPhone and the iPod.
- Introduce the topic of the reading text.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the vocabulary. - Students listen to the New words:
- Teacher explains the meaning of the teacher’s explanation and 1. (to) bond
new vocabulary by pictures. guess the words. 2. cutting-edge (adj)
3. blockbuster (n)
- Teacher checks students’ - Students write down the
4. (to) diagnose with
understanding with the “Rub out and new words in their notebook.
5. visionary (adj)
remember” technique.
- Teacher reveals that these five words
will appear in the reading text and asks
students to open their textbook to
discover further.
 TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task plan
Lesson 2: Read
12GS the article. Choose the words or phrases with the closest meaning
Nguyễnto Thị Thuỳ Trang
the
highlighted words or phrases in the text. (6 mins)
- Ask Ss to read the text. Ask them to - Students read the text and Answer key:
locate the highlighted words/phrases in locate the highlighted words 1. B
the text, e.g. 1. The word ‘adopted’ is individually. 2. B
found in the sentence: “He was adopted - Students study the context 3. A
by Clara and Paul Jobs.” and do the tasks as required. 4. A
- Ask students to study the context 5. A
(including the sentence containing the
word/phrase as well as neighbouring Strategy: Reading for
sentences) carefully, e.g. 1. The word vocabulary
‘adopted’ is found among these sentences: To read and understand
His biological parents were not married the meanings of
and gave him up for adoption. He was words/phrases in context,
adopted by Clara and Paul Jobs. students should:
- Encourage Ss to replace the word/phrase 1. Locate the word or
with each choice to see which one best phrase in the text.
replaces the word/phrase. 2. Study the context
E.g. 1. His biological parents were not (including the sentence
married and gave him up for adoption. He containing the
was given birth to / taken by another word/phrase as well as
family as their own child by Clara and neighbouring sentences)
Paul Jobs. The choice B. “taken by carefully.
another family as their own child” best 3. Try to replace the
replaces the word ‘adopted’ because his word/phrase with each
biological parents gave him up. choice to see which one
- In weaker classes, check their best replaces the
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. - Students read the headings Answer key:
Make sure they understand them. first, then skim through each A-2
- Ask Ss to skim through each section, and section. B-1
choose the heading that covers the ideas - Students choose the heading C-5
of the whole section. that covers the ideas of the
- Remind them that there are TWO extra whole section. Strategy: Reading for
headings. Remember that incorrect - Students check answers with main ideas (Headings)
headings for a section are often the whole class and give To read and understand
“irrelevant” (i.e., not mentioned in the explanations for their choice. the main ideas of a text
section), “incorrect” (i.e., not true and select the best
according to the text), “too narrow” (i.e., headings for a section,
only representing part of the section) or students should:
“too general” (i.e., not specific to that 1. Read the headings
section only). carefully. Make sure you
- Check answers as a class. understand them.
- Have Ss explain why certain headings 2. Skim through each
are not needed, e.g. Heading 3 only section, and choose the
focuses on part of Section C so does not heading that covers the
represent the main idea of the whole ideas of the whole
section. Similarly, Heading 4 is also section.
incorrect since it only covers part of 3. Pay attention to the
Section A. number of extra
headings. Remember that
incorrect headings for a
section are often
“irrelevant” (i.e., not
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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 - Students do as instructed to Answer key:
general ideas. Make sure they understand complete the diagram. 1. adopted
that each number/year on the timeline is a - Students compare their 2. Apple
milestone in the life of Steve Jobs. In answers with partners then 3. company
weaker classes, give Ss an example, e.g. check with the whole class. 4. products
In 1955, he was born in California ... 5. cancer
- Draw their attention to each gap.
Encourage Ss to guess the type of
information they need for each gap. E.g.
For Blank (1) we need a verb in 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 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:
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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

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 - Students practise speaking in Suggested answers:
them discuss which achievement pairs. What I admire the most about
by Steve Jobs they find most - Students share their answers Steve Jobs is how he overcame
admirable. Encourage them to with the whole class. difficulties in his life to achieve
explain why they admire that - Students listen and give a significant breakthrough in
achievement the most. feedback. communication technology. He
- Invite some pairs to share their dedicated his life to building
answers with the whole class. technology and inventing the first
- Ask other Ss to give comments real personal computer, that is
and correct any mistakes if user-friendly, efficient and
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.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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
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 Questions:
- Teacher divides class into two number and answer the 1. Which was a decisive Vietnamese
groups. question. military victory that brought an end
- There are four questions, the - Students guess the key word. to French colonial rule in Vietnam?
answers of which provide four - Students explain their key (Dien Bien Phu)
clues for the key word. word. 2. Which province is home to the
- Each group choose a question. World Heritage Phong Nha - Ke
If they have a correct answer, Bang National Park?
they get one point. (Quang Binh)
- If a team can guess the key 3. Fill in the blank:
word, they will get 5 points. They’re calling on all men and boys
- The team with more points is over the age of 18 to join the _____.
the winner. (army)
- Teacher leads in the lesson. 4. When did Nguyen Tat Thanh start
his journey abroad from Nha Rong
Wharf?
(1911)
🡺 KEY WORD: GENERAL VO
NGUYEN GIAP
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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 - Students share what they
photos. Invite some Ss to share what they know about the two people.
know about each person briefly in front of - Students read and
the class. understand the information on
- Put the Ss in pairs. Assign them the roles their cards.
of Student A and Student B.
- Ask them to read the cards assigned to
them in the book according to their 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 New words:
- Teacher explains the meaning of the new teacher’s explanation and 1. the Communist Party
vocabulary with different techniques guess the words. of Viet Nam
(pictures, actions, synonyms …) - Students write down the 2. battle (n)
- Teacher checks students’ understanding new words in their notebook. 3. campaign (n)
with the “Rub out and remember” 4. pass away
technique.
- 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)
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- Ask Student A to talk about the life of - Students work in pairs to Students’ practice
General Vo Nguyen Giap, using the notes in ask and complete his/her card
the Student A’s card. Encourage Student A about General Vo Nguyen
to study the example before he/she starts. Giap or Vo Thi Sau.
- Remind Student B to listen carefully to - Students compare their
Student A and complete the notes about the notes with their partners.
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 - Students work in pairs, use Suggested answer:
they have just completed to talk the notes and talk about the life We’d like to talk about the life of
about the life of General Vo of General Vo Nguyen Giap or Vo Thi Sau, a national heroine of
Nguyen Giap or Vo Thi Sau in Vo Thi Sau in front of the our country. She was born in 1933
front of the class. class. in Ba Ria Province. At the age of
- For stronger classes, encourage - Students add more details if 15, she joined the Viet Minh, the
them to add more information they can. league for the independence of Viet
they know about them, or share - Vote for the best story. Nam from French rule. In 1947, she
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

opinions about their lives in the was brave enough to carry out
talk. attacks against French soldiers. She
- Ask the class to listen and vote managed to kill some of them by
for the best talk. throwing grenades at them.
Extension: Ask Ss to work in Unfortunately, in another
pairs and come up with a story unsuccessful attempt in 1949, she
about the life of another famous was caught and put in prison. She
person. Invite them to share the was sentenced to death at Con Son
stories in front of the class. Prison, Con Dao Island at the age
Have the class listen and vote of 19. Although she died nearly 80
for the best story. 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.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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
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 Suggested directions:
- Class is divided into 2 groups. instructions and play the game 1. I see the light - Tangled
- Teacher asks each group to choose a in two teams. 2. Beauty and the beast -
number. There are 8 pieces of music, 5 of Beauty and the beast
which are the soundtracks of Disney 3. A whole new world -
films. Aladdin
- If Ss open a soundtrack, they listen and 4. Let it go - Frozen
guess the name of the film. Ss get one 5. Can you feel the love
point if the answer is correct. 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.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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 - Students work in pairs and Answer key:
crossword. Tell them that there’s a solve the crossword.
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).
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 - Students make predictions Answer key:
about the life of Walt Disney. before listening. B🡺A🡺D🡺E🡺C🡺
- Have them read the main ideas A-E. Make - Listen and check the order. F
sure they understand these ideas. 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 - Students read the questions Answer key:
recording again. This time, they should and underline the key words. 1. B
choose the correct answers A, B, C or D. - Students choose the option 2. A
- Have them read the questions and choices that match in the information 3. C
and underline the key words. in the recording. 4. B
5. B
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- Ask them to listen and pay attention to the

key words, as well as paraphrases of these
key words.
- Ask Ss to choose the option that matches
the information in the recording. 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).
Vocabulary teaching (5 mins)
- Teacher introduces the vocabulary. - Students say the meaning of New words:
- Teacher explains the meaning of the the words. 1. profitable (adj)
new vocabulary with different - Students write new words 2. theme park (n)
techniques (pictures, actions, on their notebook. 3. dwarf (n)
synonyms …) 4. inspire (v)
- Teacher checks students’
understanding with the “Rub out and
remember” technique.
- 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

e. Assessment
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

- 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;
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS
Task 4: Work in pairs. Discuss the question.
- Ask Ss to work in pairs. Have - Students work in pairs and Suggested answer:
them discuss which achievement discuss. I am most impressed by his
by Walt Disney they find most - Students share their ideas to determination to overcome
impressive. Encourage them to the whole class. difficulties in his life to become
explain why they are impressed successful. Although his first film
by that achievement the most. company was a failure, he did not
- Invite some pairs to share their give up, but started over and built up
answers with the whole class. a very successful business
afterwards. It shows the importance
of perseverance in achieving your
goals and making your dreams come
true.
- 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
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.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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
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 Link:
- Teacher prepares the hand-out of and fill in the blanks. https://www.youtube.com/w
the song lyrics and asks Ss to read - Students check their answers atch?v=ILRs2r6lcHY
and guess the words to fill in the with the class. Answer key:
blanks. 1. windows
- Teacher plays the song once. 2. starlight
- Teacher checks answers with the 3. lifted
whole class. 4. different
- Teacher replays and pauses the 5. chasing
song if necessary. 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 years outside looking in
All that time never even knowing
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

Just how blind I've been

Now I'm here, blinking in the (2) _____
Now I'm here, suddenly I see
Standing here, it's all so clear
I'm where I'm meant to be
And at last I see the light
And it's like the fog has (3) _____
And at last I see the light
And it's like the sky is new
And it's warm and real and bright
And the world has somehow shifted
All at once everything looks (4) _____
Now that I see you
All those days (5) _____ down a daydream
All those years living in a blur
All that time, never truly seeing
Things the way they were
Now she's here, shining in the starlight
Now she's here, suddenly I know
If she's here, it's (6) ____ clear
I'm where I'm meant to go
And at last I see the light
And it's like the fog has (7) ____
And at last I see the light
And it's like the sky is new
And it's warm and real and bright
And the world has somehow shifted
All at once, everything is (8) _____
Now that I see you
Now that I see you
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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 - Students read the questions Answer key:
individually. Make sure they understand the and understand them. 1. NG
questions. - Students work in pairs and 2. NG
- Put Ss in pairs. Ask them to answer the answer the questions. 3. NG
questions by referring to information in the - Students write NG if they 4. He created Mickey
listening lesson. cannot find the answer. Mouse, and produced
- Encourage them to look at their answers successful animated
and notes in the listening section to recall films such as Snow
the information. Remind them to write NG White and the Seven
where they cannot find the answer. Dwarfs. He also won
- Check their answers as a class. 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 - Students read the text and Answer key:
more to find the answers to the NG find information to answer 1. He was born in
questions in Activity 1. NG questions in Task 1. Chicago in 1901.
- Have the Ss to read a text about Walt 2. He attended Brenton
Disney. Ask them to focus on information Grammar School, but
they need to answer the NG questions in dropped out at the age
Activity 1. of 16.
- Walk around to provide support when 3. He had talent for
necessary. drawing and painting.
- Check their answers as a class. 6. Yes, he was married
- Tell them that in a simple sense, by and had two children.
collecting and combining information from 7. He died in 1966.
different sources, they are synthesising
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
information. By selecting key information
from what they read, they are summarising
it. Both synthesising 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 - Students brainstorm for the Suggested answer:
write a 180-word biography of ideas and the language WALT DISNEY – THE FATHER
Walt Disney. They should use necessary for writing OF MICKEY MOUSE
the information they have - Students write the first Walt Disney is famous around the
synthesised and summarised in draft individually using the world for making a lot of successful
Activity 1 and 2. ideas in task 1 and 2. films, which are loved by children
- Ask them to study the outline and adults of many generations.
and suggestions in 3 first. For Childhood and education
weaker classes, ask questions Walt Disney was born in Chicago in
to help them know what 1901. During his childhood, he
information to include in each loved drawing and painting. He
part of the article. E.g. What attended Brenton Grammar School,
should we write in the but he left school when he was 16.
Childhood and education Achievements
section? (Information about his Disney was a very successful film
birthplace and schools he went maker, who created Mickey Mouse
to) and produced successful animated
- Give Ss a time limit. In films such as Snow White and the
weaker classes, put Ss in pairs Seven Dwarfs. Throughout his
or groups to help each other. career, Disney won or received 26
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
Walk around the class to Oscars, three Golden Globe
provide help when necessary. 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 - Students swap their piece Writing rubric
feedback on each other’s writing. Teacher of writing with their partners 1. Organization: …/10
shows a writing rubric to help Ss do the peer and give peer review. 2. Legibility: …/10
review. 3. Ideas: …/10
- Ss do the task as required. 4. Word choice: …/10
- After peer review, Ss give the writing back 5. Grammar usage and
to the owner and discuss how to improve it. mechanics: …/10
- Teacher then chooses one piece of writing TOTAL: …/50
and gives feedback on it as a model.
- 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.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
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.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang

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
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 - Students join the game and Suggested ideas:
slides) answer the questions. 1. “Genius is one percent
- Teacher divides class into two inspiration, ninety-nine percent
teams. perspiration.” - Thomas Edison
- Teacher shows 6 famous 2. “Stay hungry, stay foolish” -
sayings by famous people on the Steve Jobs
PPT slides. 3. “Life is like riding a bicycle. To
- Students have to say who said keep your balance, you must keep
that. moving.” - Albert Einstein
- If the answer is correct, they 4. “If you want something said,
get one point for their team. If ask a man; if you want something
the answer is incorrect, the done, ask a woman.” - Margaret
chance is transferred to the other Thatcher
team.
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
- The team with higher score is 5. “That’s one small step for a
the winner. 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’ CONTENTS
ACTIVITIES
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 - Students listen to the Answer key:
conversations. Use the photos to recording. 1. C
illustrate the context of the conversation - Students complete the 2. D
if necessary. E.g: Mark looks excited conversation with words in 3. A
about something and he is sharing his the box. 4. B
news with - Students practise the
Nam. Nam looks happy for Mark too. conversation in pairs.
- Play the recording once in stronger
classes and twice in weaker classes.
- 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 - Ss work in groups to do * Expressing pleasure
expressions which are mixed together. the task. - … is/was
Ss have to classify them into 2 groups: amazing/wonderful /great.
expressing pleasure and happiness, and - That was a(n) amazing/
responding. wonderful/great …
- Teacher asks Ss to classify the - It is/was (such) a pleasure
expressions into two groups. to …
- Check as a class. - I was so pleased to …
- T asks if Ss can add some more - I’m on top of the world/on
expressions. cloud nine/over the moon.
* Responding
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
- 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 - Make plan for the role- Sample conversations:
in the gaps in Activity 1 are used to plan 1. A: Yesterday, I saw the
express pleasure and happiness and - Practise the role-play new Disney movie, The
responding. conversation, based on the Lion King. I enjoyed it so
- Put Ss in pairs and explain the task: to two situations. much. It’s such a wonderful
role-play conversations similar to the - Swap the role and animated movie.
one in Activity 1, but based on the two continue practising. B: That’s great. I’m pleased
situations. Ss should play the roles given - Perform in front of class. to hear you like it.
in this activity. 2. B: I’m on cloud nine! My
- Give Ss a few minutes to plan their article about Steve Job’s life
conversations before they role-play it and achievements has just
(e.g. who will be Student A, who will be been published in the local
Student B, and have them underline key newspaper!
words in the task question). Have them A: Wow! I’m so happy for
write down some prompts to help them. you! You’ve worked so hard
Encourage them to swap roles. on it!
- Walk round the class and provide help
when necessary.
- Ask some pairs to role-play their
conversations in front of the whole
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)
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
- Ask Ss some questions to find out what - Students answer the name of Suggested answers:
they already know about the topic, e.g. the people in the picture. 1. England
Do you know the people in the picture? - Students study the content of 2. Russia
Who were they? What made them the table and complete the 3. 21
famous? missing information. 4. 34
- Ask Ss what they want to know about 5. saved her country from
the topic. Write their questions on the becoming part of the
board, e.g. Where were they from? expanding Roman
(Egypt, England and Russia), In which Empire
period/era did they live? (69 BC –30 BC, 6. defeated the powerful
1533-1603, 1729-1796) Spanish Navy;
- Ask Ss to study the comparison table in encouraged the
Activity 1. Make sure they understand development of arts
the rows and columns. Encourage them
to study the 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 - Students work in groups to Suggested answers:
understanding. discuss the question. Hai Ba Trung: The
- Put Ss in groups to discuss the answers. - Students share their ideas in Trung sisters were
- For weaker classes, give some front of class. military leaders who led
examples about famous women in the people against the
Vietnam, such as Hai Ba Trung, Queen colonial government of
Le Ngoc Han, Queen Mother Y Lan. the Han Dynasty. They
- Ask some Ss to share their answers in are regarded as national
front of the class. heroines of Viet Nam.
Extension: Ask the students to play the They were both well
“Guess who?” game, in which a student educated.
is invited to the front of the class. He/she Queen Mother Y Lan:
is shown a picture of a famous female She was the wife of King
figure in history (preferably among those Ly Thanh Tong, and the
the Ss have talked or discussed about in mother of King Ly Can
the lesson/unit). Then the student talks Duc. She knew a lot
about the figure until the whole class can about Buddhism, and
guess the name of the figure. helped build hundreds of
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
temples around the
country.

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.

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
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

Lesson plan 12GS Nguyễn Thị Thuỳ Trang
Game: Lucky number (PPT slides) - Students join the game, Suggested words:
- Ss work in 2 teams. describe and guess the 1. determination
- There are 7 numbers, 2 of which are lucky words. 2. animation
ones.
- If Ss choose a lucky number, they get one point 3. genius
without answering the question. 4. adopt
- If they choose the other numbers, one student 5. drop out
of a group picks up a piece of paper and sees the
word on it.
- 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 - Students join the game, Answer key:
silently and identify the words describe and guess the 1. Cleopatra VII, a queen of
containg the dipthongs /eɪ/ and /əʊ/. words. ancient Egypt, was famous for
The should underline and circle those her beauty.
words respectively. 2. I love Disney animated
- Check answers as a class by playing films like Snow White and the
the recording. Seven Dwarfs and The Little
- Ask Ss to read these sentences Mermaid.
aloud in pairs. Encourage them to 3. Vo Thi Sau attacked some
pay attention to the words containing French soldiers when she was
the diphthongs /eɪ/ and /əʊ/. 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 - Ss guess the words that Answer key:
write on the board, one letter at a teacher is writing on the 1. devoted
time (also known a slow reveal board. 2. genius
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
game, in which one letter of a word - Ss pay attention on the 3. admired - achievements
is given at a time from left to right sentences and replace the 4. attending
until a student can guess the whole words as required.
word). Have individual Ss call out
their guesses.
- Focus attention on the sentences
and have Ss skim through them.
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 - Ss identify the incorrect Answer key:
review the use of the Past Simple and part, give corrections and 1. C (found)
Past Continuous. In weaker classes, reasons for their corrections 2. B (dropped)
give Ss some time to revise the 3. B (was trying)
grammar rules in the Language 4. B (was reading)
lesson before doing the activity.
- Check answers as a class by asking
individual Ss to identify the 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 - All groups exhibit their Students’
the unit, the focus of this lesson should be on the posters and make presentations
final product, which is a visual presentation. presentations.
- Have Ss work in their groups. Give them a few - When one group makes a
minutes to get ready for the presentation. presentation, others listen and
- Give Ss a checklist for peer and self-assessment. complete the evaluation sheet.
Explain that they will have to tick appropriate
Lesson plan 12GS Nguyễn Thị Thuỳ Trang
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.

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.

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