KHUNG KẾ HOẠCH BÀI DẠY
Trường: …………………………..…………..
Tổ: ……………………………………………….

Họ và tên giáo viên:
……………………………………………..
TÊN BÀI DẠY: Review 4. Unit 9,10
Môn: TIẾNG ANH, Lớp: 12A1, 12A3, 12A4, 12A7
Thời gian thực hiện: 2 tiết
Lesson 1. LANGUAGE
Date of preparation: …./…../2021 Date of teaching: …./…../2021
Classes: 12A1, 12A3, 12A4, 12A7
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: + To help students review the use of word forms, compound words.
+ To enable students to identify unstressed words in sentences
+ To practice using phrasal verbs, complex sentences and conditional sentences
- Skills: + Insert the words/ verb phrases into sentences
+ Integrate words into words to have compound words
+ collate their results and their partners' results
+ Listen and identify words.
+ Extract some structures based on provided exercises
- Attitude: + To encourage students to work harder
+ To make students aware of the importance of grammatical points in English
+ To be energetic for group works, pair works
2. Orientation towards students' competency development: Self- control and self – learning, language ability, problem solving and creativity
II. Preparation of teacher and students:
1. Teacher's part: Lesson plan, handouts, textbook, computer, pictures
2. Students' part: Textbooks, Knowledge about word forms, compound nouns, phrasal verbs, complex sentences, conditional sentences
III. Teaching procedures:
1. Stabilization (1m) Ask students about the number of students, weather, health,…
2. Check-up (0m) Give marks for students or groups doing exercises
3. Classroom activities:
START/ WARM UP ACTIVITY (5ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
To help Ss brainstorm about the grammatical points they are going to review
- Conducts two small games: “Matching” and “Guessing phrasal verbs from pictures”
* Game 1: Calls 4 students to go to the board. Each is received a piece of paper with a word on it. T asks them to stand near the student having the word that can match with their words to form a compound word.
S1: washing S2: ice
S3: machine S4: cream
- To make the class funnier, the teacher can say “It's hot. Would you like an ice cream now?
Game 2: ( If we have enough time)
- Shows some pictures, asks students to guess phrasal verbs through these pictures

- Asks:
+ What is the word “ice-cream” called?
+ What is “keep up with” called?
T leads to the lesson: “Today we'll review vocabulary, pronunciation and grammar in units 9-10”
Game 1:
* S1+S3: washing machine
* S2+S4: ice cream


* Yes, of course./ No. I have a sore throat.

* P1:keep up with/ run after/ catch up with
* P2: leave school/ drop out of school
* P3: put up with

* A compound noun
* A phrasal verb
-Assessment of student work: Ss' agility, interest and accuracy.
PART 1: VOCABULARY - B. KNOWLEDGE FORMATION ACTIVITIES (4 ms)

Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
- To help Ss recognize parts of speech, meanings of the provided words
- To let Ss match the words in two sides to have new compound nouns
Item 1:
- Asks Ss to say something about the provided words: parts of speech, meanings, some other parts of speech of these words.
Item 2:
Game “Matching”
- Sticks 12 words on the board and calls Ss to match the words to have the compound nouns

- Pursuit (n) sự theo đuổi – pursue (v)
- flexibility (n) sự linh hoạt – flexible (adj), flexibly
- career (n)
- opition (n) sự lựa chọn, optional (adj)
- profession (n) nghề nghiệp,
professional (adj)
- apprenticeship (n) thời gian học nghề, apprentice (n) người học nghề
-Assessment of student work: Ss' activeness, spirit and accuracy
* self-learning; workforce; full-time; life long; textbooks; self-directed
-Assessment of student work:
Ss' agility and accuracy.
C. PRACTICE ACTIVITIES (5 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
- To help Ss use some words they have learnt correctly

- To let Ss practice using compound words
Item 1:
- Has Ss work in pairs to do this task
- Lets Ss collate their results and other pairs' results
- Asks them to give their results
- Gives feedback
Item 2:
- Asks Ss to work in groups of 5 to complete the sentences with these compound nouns.
- Has all groups to stick their results on the board
- Corrects Ss' mistakes

* Pair work to complete the sentences and discuss to compare the results
1. careers 2. apprenticeship
3. pursue 4. professional
5. flexible 6. options
-Assessment of student work: Ss' activeness, spirit and accuracy
* Groups' result:
1. full-time 2. self-learning
3. textbooks 4. life long
5. self-directed 6. workforce
-Assessment of student work:
Groups' agility, activeness and accuracy.
D. APPLICATION AND EXTENSION ACTIVITIES (2 ms)
*Multiple choices of phrasal verbs
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To make Ss apply phrasal verbs to do entrance test
- Provides the following exercise and asks Ss to do it

*Expected answers:
1. C hold on (chờ)
2. A put you through (nối điện thoại cho ai)
3. D. live up to ( Xứng đáng với)
4. A broke up (tan vỡ)
5. C looking for (tìm kiếm)
-Assessment of student work:
Ss' activeness and accuracy.
PART 2: PRONUNCIATION - B. KNOWLEDGE FORMATION ACTIVITIES (2 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To enable Ss to recognize the unstressed words
- Has some students remind unstressed words

- Provides some more (If necessary)

*Expected answers:
- Articles: a, an, and the
- Prepositions: for, of,…
- Subject pronouns: I, you, we, they, he, she, it
- Possessive adjectives: my, your, our, their, her, his, its
- Forms of the verb be
- The expressions there is, there are
- The to before a verb
The relative pronouns: who, which, when,…
-Assessment of student work:
Ss' agility and at least four cases from the above list.
C. PRACTICE ACTIVITIES (3 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To let Ss improve their listening skill by determining the unstressed words.
-Asks Ss to do the task then exchange the result with their partners
- Lets Ss listen to the sentences twice
- Calls on some students to read their results.
- Gives feedback


Assessment of student work:
Ss' spirit when they exchange their results with partners and accuracy.
D. APPLICATION AND EXTENSION ACTIVITIES (2 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To enable students to make sentences having the unstressed words
- Have some more sentences having the unstressed words written by students.

Students can give more sentences having the unstressed words EXPECTED ANSWER
There are many students in our class. A book is on the table.
PART 3: GRAMMAR - B. KNOWLEDGE FORMATION ACTIVITIES (6 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
- To revise some phrasal verbs

- To have Ss remind the use of unless, so …that, as…as, as if, if, than


- To recall three types of conditional sentences
Item 1:
- Explains how to do the task
- Asks Ss to remind the meanings of these phrasal verbs

Item 2:
- Shows Ss how to do this task
- Asks Ss to remind the ways of using unless, so…that, as…as, as if, if, than



Item 3:
- Explains how to do the task and asks Ss to remind the structures of three types of conditional sentences.



* Ss' attention
- drop out of: bỏ học - drop in on: ghé thăm
- go on with: tiếp tục - get on with: hòa hợp
- talk back to: trả treo - cut down on: cắt giảm
- keep up with: bắt kịp - come up with: nảy ra
- run out of: cạn kiệt - Think back on: nhớ lại
- put up with: chịu đựng
-Assessment of student work:
Ss' ability of learning by heart these phrasal verbs
*Tell the structures and make some examples of using these words
+ so adj/adv+that + clause
+….as if (cứ như thể là) + clause
+…..comparative + than…
-Assessment of student work:
Ss' ability of remembering the use of these words
* Three types of conditional sentences:
Type 1: If + S+V(S.present), S+will/can+V1
Type 2: If + S+V(S.past), S+would/could+V1
Type 2: If + S+V(had+ V3/Ved), S+would/could+ have V3/Ved
-Assessment of student work: Ss' ability of remembering the structures of conditional sentences
C. PRACTICE ACTIVITIES (7 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
- To practice using phrasal verbs


- To have Ss make complex sentences using
unless, so …that, as…as, as if, if, than


- To use conditional sentences in making sentences
Item 1: Complete the sentences using the correct form of the phrasal verbs in the box. You don't need to use all the verbs.
- Has Ss to work in groups of 5 to do the task
- Asks these groups to stick their results on the board.
- Gives feedback and remarks the groups' results
Item 2: Make a complex sentence from each pair of sentences. Use the words provided and make any necessary changes.
- Has Ss do this task individually
- Calls on some students to read the sentences
- Gives feedback

Item 3: Use your own ideas to complete the sentences below
- Lets Ss work in pairs to do it
- Asks some pairs to read their sentences



* Expected answers:
1. to cut down on 2. will think back on
3. to talk back to 4. dropping out of
5. come up with 6. keep up with
-Assessment of student work: Groups' agility, activeness and accuracy.
* Expected answers:
1. A person will not be able to adapt to changes in life and work unless he or she becomes a lifelong learner.
2. Lifelong learning has become so important in our lives that various courses and programs have been designed and developed to meet our needs.
3. Minh doesn't read as many books as Kieu (does)
4. He acts as if he were/ was a career adviser.
5. If you don't keep up with new technology, you'll be left behind at work.
6. Tom studies harder than Jane (does)
-Assessment of student work:
Ss' agility and accuracy.
* suggested answers:
1. … if you could help me to plan my career.
2. …, he couldn't/ wouldn't have done so many things in his life
3. …he will earn more money.
4. … she wouldn't have achieved this level of success.
5. … he would make his lessons more interesting.
6. … he would now be able to work with new technologies.
-Assessment of student work: Ss' creativity, cooperation and accuracy of the meaning and the structures.
D. APPLICATION AND EXTENSION ACTIVITIES (3 ms)
Game “Making the sentences with if…..”
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To help Ss use conditional sentences in reality.
- Asks Ss to work in pairs (one makes the half of if. The other makes the half of the main clause)
* If they had joined the party last night, they would have eaten this kind of food.
- If it rains, I won't go out with you.
-Assessment of student work:
Ss' creativity, activeness and accuracy of the meaning and the structures.
IV. Homework (5 ms) + Learn the new words by heart, do the tasks again.
+ Prepare the next lesson (SKILLS).
V. Self-Evaluation:……………………………………………………………………………………………………………….

Lesson 2. SKILLS
Date of preparation: …./…../2021 Date of teaching: …./…../2021
Classes: 12A1, 12A3, 12A4, 12A7
I. Objectives:
1. Knowledge, skills, attitude:
- Knowledge: To help Ss recall words and phrases related to the topic of lifelong learning and choosing career, apply the available language to solve the tasks of for skills: reading, speaking, listening, writing.
- Skills: Collate and extract information from the reading passage to answer the questions; Prepare and perform conversations about the career planning steps; Listen and collate information to decide whether the statements are True, False or Not given; Operate and arrange information to compose a covering letter of applying for the job
- Attitude: To help Ss acknowledge how lifelong learning is so that they attempt to learn, encourage themselves to care for their strength and weakness
2. Orientation towards students' competency development: Ss can involve themselves in critical thinking, managing information, communication, creativity and innovation,
II. Preparation of teacher and students:
1. Teacher's part: textbook, lesson plan, handout
2. Students' part: Read through the lesson 2 (Skills) of Review 4
III. Teaching procedures:
1. Stabilization (1m)
2. Check-up (0m) (Carried out through procedure)
3. Classroom activities:
A. START/ WARM UP ACTIVITY (5 ms)
Aims of the activity
Lesson content & techniques for organizing students' learning activities
Expected products & assessment of student work
To help Ss brainstorm about the generation gap
- T asks Ss some questions about vocabulary, communicative content and grammar mentioned in unit 9 and unit 19
Needn't you learn something when you are an adult? What do you learn for?
What would you have become if you hadn't learnt before?
After you leave the school, what are your plan?
- T leads into the Review 4, lesson 2 (Skills)
Of course, not.
I learn for life, for job, for happiness.
I would have become a good-for-nothing guy.
I will apply for a job, a position in university/ I will get married.
-Assessment of student work: Ss' interest,
PART 1: READING - B. KNOWLEDGE FORMATION ACTIVITIES (3 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To provide Ss some necessary vocabulary to complete the Reading Task
- T provides learners some new words which are useful for them to complete the task in Reading
Astonishing /əs'stɔniʃiɳ/ (adj) = amazing: kinh ngạc
Accumulation /ə,kju:mju'leiʃ/ (n): sự tích lũy
Gain /gein/(n) (v) lợi lộc, lợi ích/ thu được, giành được
Acquire /ə'kwaiə/(v): đạt được, lấy được, thu được
Enhance /in'hɑ:ns/ (v): nâng cao, làm cao
- T checks Ss' understanding of vocabulary by asking them to give the Vietnamese meaning of words by memory
Astonishing (adj) = amazing: kinh ngạc
Accumulation (n): sự tích lũy
Gain (n) (v) lợi lộc, lợi ích/ thu được, giành được
Acquire (v): đạt được, lấy được, thu được
Enhance (v): nâng cao, làm cao
-Assessment of student work: Ss' memory and understanding
Why, learn new skills, keep improving
What, LLL
Formal learning, include
How, non-formal learning, different, informal learning
Benefits, individuals
Communities, countries benefit from
C. PRACTICE ACTIVITIES (4 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To practise skills of scanning and skimming to get information
- T asks Ss to work in groups of four, read the text and answer the questions
- Ss work in groups
- T goes around for help
- T calls Ss to give their answers
- Ss give their answers
- T give feedback and assessment
Answer keys:
1. Because of the astonishing speed of technological development.
2. LLL means the continuous accumulation of an individual's knowledge and skills.
3. It includes learning that happens in formal and organized settings like schools and universities, and very often leads to certificates or degrees.
Answer keys:
4. Non-formal learning is learning gained in planned activities, whereas informal learning is learning acquired from daily life activities.
5. Apart from knowledge, skills, and learning experiences, it builds up systems of values necessary for all individuals.
6. With their skills, abilities, and ideas knowledgeable individuals make communities more productive and creative, and contribute to their country's development and prosperity.
-Assessment of student work: Ss' ability of scanning and skimming for information and accuracy
PART 2: SPEAKING - B. KNOWLEDGE FORMATION ACTIVITIES (2 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
To introduce Ss to the way to express their own opinions, express their agreement or disagreement
- T helps Ss recall how to express their own opinions, express their agreement or disagreement
+I think/ feel/ believe….
+In my opinion….. +For me…..
+I don't agree…. +It's not true…
- T has Ss make some sentences with structures above
+ In my opinion, rose is queen of flowers.
+ It's not true that women should do household chores only.
-Assessment of student work: Ss' agility and accuracy.
C. PRACTICE ACTIVITIES (3 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To give Ss opportunity to talk about the career planning steps
- T asks Ss work in pairs to do the task with suggestions in the textbook
- T goes around for help
- T calls some pairs of Ss to act out their conversation
- Ss present their talking
- T give feedback and assessment

Student A: Now, let's have a look at the career planning steps. What do you think of the very first step: knowing yourself?
Student B: Well, I think it means that we have to understand our strengths and weaknesses, as well as our values and ambitions.
Student A: Yes, I agree. Getting to know yourself well when you're choosing a career or looking for a job can help you make the right decision. How about the next step?
-Assessment of student work: Ss' interaction, collaboration and influence
PART 3: LISTENING - B. KNOWLEDGE FORMATION ACTIVITIES (2 ms)
Aims of the activity
Lesson content & techniques for organising students' activities
Expected products & assessment of student work
To explain the way to complete the task of T/F/NG
- T helps Ss how to listen and get information from the tape and then collate, determine the given statements true, false or not given
- T explains some vocabulary if necessary
-Assessment of student work:
Ss' attention
D. APPLICATION AND EXTENSION ACTIVITIES (2 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
To make Ss broaden their view about suitable future job
- T provides the table consist of personalities and careers and asks Ss to match them
- Ss work in groups of four
Handout

Personalities
Careers
Sociable
Teacher
Introvert
Scientist
Extrovert
Manager
Out-going
Journalist
Patient
Driver
Active
Actor
Careful
Doctor, Pilot
Humorous
Actor
-Assessment of student work:
Ss' attention and activeness.
C. PRACTICE ACTIVITIES (6 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
To give Ss opportunity to practice listening skill and complete the task
- T asks Ss to listen individually and complete the task in the textbook
- T goes around for help
- T has Ss compare their answer to find the best answers
- T calls some Ss to give their answers
- Ss present their working results
- T give feedback and assessment
Answer keys:
1. T 2. T 3. T
4. F 5. NG 6. NG
-Assessment of student work: Ss' accuracy and agility
PART 4: WRITING - B. KNOWLEDGE FORMATION ACTIVITIES (5 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
To teach Ss how to write a letter of application
- T gives Ss a sample of a letter of application
- Ss listen and brainstorm
- T helps Ss understand how to write the letter
• Say why you are writing, mentioning the job you are applying for and where you found the information.
• Give details of your skills or previous experience, which are considered a good fit for the job.
• Talk about your personal qualities and qualifications, and offer to provide references.
• Conclude by thanking the employer for considering you for the position. Mention when you are available for an interview.
-Assessment of student work:
Ss' attention
C. PRACTICE ACTIVITIES (7 ms)
Aims of the activity
Lesson content & techniques for organising students' learning activities
Expected products & assessment of student work
To give Ss opportunity to write a letter of application
- T asks Ss work in groups of five to write the letter of application with suggestions in the textbook
- T goes around for help
- T calls some Ss' writings to give comments
- T give feedback and assessment
Sample sentences:
Opening
- I am writing this letter to apply for the position of…(tôi viết thư này để ứng tuyển cho vị trí…)
- It is a pleasure to submit my resume in response to your ad seeking for…(tôi rất vinh hạnh được ứng tuyển cho vị trí…)
- I was referred to you by….(tôi biết đến vị trí này qua….)
- This opportunity is an excellent match to my qualifications and experience. (kinh nghiệm và trình độ của tôi hoàn toàn phù hợp cho vị trí này)
Explanation
- Key talents I can bring to your organisation include…(những thế mạnh mà tôi có thể đóng góp cho công ty là…)
- My capabilities include, but not limited to…(điểm mạnh của tôi gồm….)
- This experience has provide me with….that I can bring to the position. (kinh nghiệm trên đã giúp tôi có thêm kỹ năng….để có thể áp dụng vào vị trí này.)
- I am confident that my skills in….would be the key to solve…(tôi tin rằng kỹ năng về….sẽ là chìa khóa giúp tôi giải quyết…)
- Having worked at…allow me to…(thời gian làm việc tại…cho phép tôi…)
Conclusion
- Please take a moment to review my attached CV. (vui long xem thông tin trong CV đính kèm của tôi).
- I look forward to hearing from you soon. (tôi mong nhận được phản hồi sớm từ bạn)
- I would very much appreciate the opportunity to meet with you and discuss my candidacy further. (tôi mong được gặp bạn để trao đổi nhiều hơn về vị trí này)
- Thank you for your time and consideration. (cảm ơn bạn đã dành thời gian đọc thư) 
Dear Sir,
I am writing this letter to apply for the position of tour guide at your agency in Ho Chi Minh City advertised in the newspaper Viet Nam News.
The role is very appealing to me, and I believe that this opportunity is an excellent match to my qualifications and experience. My key strengths that would support my success in this position include:
I was well-known for my responsibility and patience when I was a student of history in the university. I really like social activities and often give plenty of energy and enthusiasm when participating these activities. I make use of all opportunities to travel many interesting places and make friends with a lot of people. I am indulged in historical sites, museums. I often take time to get information about them on the Internet.
I have got ielts certificate 6.5
I can be reached anytime via email at lam.donal@emailexample.com or by cell phone, 909-555-5555.
Thank you for your time and consideration. I look forward to speaking with you about this employment opportunity.

-Assessment of student work: Ss' making sentences, grammar accuracy, suitable form of letter
IV. Homework (5 ms) Learn the new words by heart, do the tasks again. Prepare the next lesson.
V. Self-Evaluation:……………………………………………………………………………………………………………….