REVIEW 2 Lesson 1: Language
I. OBJECTIVES

By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 4-5.
- Review the vocabulary and grammar they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS

- Grade 12 textbook, Review 2
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Assumption
Anticipated difficulties
Solutions
Students may find the lesson boring due - Encourage students to work in pairs and in groups
to a large number of language
so that they can help each other.
exercises.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
Some students will excessively talk in
- Continue to explain task expectations in small
the class.
chunks (before every activity).

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students' knowledge;
- To enhance students' skills of cooperating with teammates.
b. Content:
- Menti game
c. Expected outcomes:
- Students can recall the previous knowledge and develop interest in the lesson
d. Organisation
TEACHER'S ACTIVITIES
Menti Game
- Provide the link to the website
MENTI.COM and asks Ss to use
their smart devices to get access
to the link.
- T checks if the answers are
correct or incorrect and reviews
the meaning of the learning

STUDENTS' ACTIVITIES
- Ss do as required in the link:
Write down three types of
sentences you have learnt in
Unit 5.
- Ss share the answers with
each other.

CONTENTS

Answer key:
Simple sentence

methods. T draws Ss' attention to
three types of sentences and lets
them give more examples for each
type.

Compound sentence
Complex sentence

e. Assessment
- Teacher observes the groups, listens to Ss' answers and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (15 mins)
a. Objectives:
- To check if Ss can identify different sounds and provide further pronunciation practice;
- To check if Ss can identify word stress and provide further pronunciation practice.
b. Content:
- Task 1: Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the
other three in pronunciation. (p.72)
- Task 2: Mark the letter A, B, C, or D to indicate the word which differs from the other three in
the position of the main stress. (p.72)
- Task 3: Mark the letter A or B to indicate the stressed auxiliary or modal verb. Listen and check.
Then practice saying the sentences in pairs. (p.72)
- Task 4: Read the following sentences. Underline the unstressed words in each one. Listen and
check. Then practise saying the sentences in pairs. (p.72)
c. Expected outcomes:
- Students can revise different aspects of pronunciation learnt in Unit 4 and 5.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Mark the letter A, B, C, or D to indicate the word whose underlined part differs
from the other three in pronunciation. (4 mins)
- Have Ss pronounce all words, pay - Pronounce the words.
Answer key:
attention to the underlined sounds.
- Apply the tips to find the
1. D
- If there is any word whose words whose underlined part 2. B
pronunciation Ss are not sure about, tell differs from the other three in
them to skip it and focus on the others. If pronunciation.
any two words share the same underlined - Check the answers.
sounds, they cannot be the correct
answers. If not, one of them is the correct
answer.
- Have Ss compare their answers in pairs.
- Check the answers with the whole class.
- Have Ss work in pairs to practise saying
these in words.
Task 2: Mark the letter A, B, C, or D to indicate the word which differs from the other three
in the position of the main stress. (4 mins)
- Have Ss pronounce all words, pay - Pronounce the words.
Answer key:
attention to the word stress.
- Apply the tips to find the
1. A
- If there is any word whose stress Ss are words whose stressed part
2. C
not sure about, tell them to skip it and differs from the other three.
focus on the others. If any two words - Check the answers.
share the same stress, they cannot be the
correct answers. If not, one of them is the
correct answer.

- Have Ss compare their answers in pairs.
- Check the answers with the whole class.
- Have Ss work in pairs to practise saying
these in words.
Task 3: Mark the letter A or B to indicate the stressed auxiliary or modal verb. Listen and
check. Then practice saying the sentences in pairs. (3 mins)
- Ask Ss to read the sentences and - Read the sentences and
Answer key:
identify part of speech of the words in identify part of speech of the 1. B
bold e.g., auxiliary.
words in bold e.g., auxiliary.
2. B
- Tell Ss to circle the stressed auxiliary or - Circle the stressed auxiliary
modal verbs in each sentence.
or modal verbs in each
- In weaker classes, review the cases in sentence.
which auxiliary or modal verbs are - Check the answers.
stressed in a sentence on the board or go
back to Language sections in Unit 5.
- Have Ss compare their answers in pairs.
- Play the recording for Ss to listen,
pausing after each sentence for Ss to
check their answers.
- Have Ss work in pairs to practise saying
these sentences.
Task 4: Read the following sentences. Underline the unstressed words in each one. Listen
and check. Then practise saying the sentences in pairs. (4 mins)
- Ask Ss to read the sentences.
- Read the sentences.
Answer key:
- Tell Ss to underline the unstressed - Underline the unstressed
1. Life in the city is
words in each sentence.
words in each sentence.
very convenient and
- In weaker classes, review how to - Check the answers.
comfortable, but also
identify the unstressed words in a - Practice in pairs
expensive.
sentence on the board or go back to
2. It usually takes
Language sections in Unit 4.
thirty to eighty job
- Have Ss compare their answers in pairs.
applications to get a
- Play the recording for Ss to listen,
job offer.
pausing after each sentence for Ss to
check their answers.
- Have Ss work in pairs to practise saying
these sentences.
e. Assessment
- Teacher checks students' pronunciation and gives feedback.
3. ACTIVITY 2: VOCABULARY (12 mins)
a. Objectives:
- To check if Ss can understand and use topic-related words and phrases from Units 4 and 5 in
meaningful contexts.
b. Content:
- Task 1. Mark the letter A, B, C, or D to indicate the word or phrase CLOSEST in meaning to the
underlined word. (p.72)
- Task 2. Mark the letter A, B, C, or D to indicate the word or phrase OPPOSITE in meaning to
the underlined word. (p.72)
- Task 3: Read the following passage and mark the letter A, B, C, or D to indicate the correct
word or phrase that best fits each of the numbered blanks from 1 to 8. (p.72)

c. Expected outcomes:
- Students can complete the tasks on vocabulary.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1. Mark the letter A, B, C, or D to indicate the word or phrase CLOSEST in meaning
to the underlined word. (3 mins)
- Ask Ss to do the activity individually. - Do the activity individually. Answer key:
Tell them to read and try to understand - Replace the underlined 1. A
the meaning of each sentence.
word with each of the words 2. C
- Tell Ss to replace the underlined word from four options.
3. D
with each of the words from four options. - Check the answers.
4. A
If they are not sure about the meaning of
any word, tell them to skip it and focus
on the others. The words that change the
meaning of the sentence cannot be the
correct answers.
- Ask Ss to share their answers with the
whole class.
- Confirm the correct answers and ask Ss
to explain their choices.
Task 2. Mark the letter A, B, C, or D to indicate the word or phrase OPPOSITE in meaning
to the underlined word. (3 mins)
- Ask Ss to do the activity individually. - Do the activity individually. Answer key:
Tell them to read and try to understand - Replace the underlined
1. B
the meaning of each sentence.
word with each of the words
2. C
- Tell Ss to replace the underlined word from four options.
3. B
with each of the words from four options. - Check the answers.
4. A
If they are not sure about the meaning of
any word, tell them to skip it and focus
on the others. The word that makes the
meaning of the sentence opposite can be
the correct answer.
- Ask Ss to share their answers with the
whole class.
- Confirm the correct answers.
Task 3. Read the following passage and mark the letter A, B, C, or D to indicate the correct
word or phrase that best fits each of the numbered blanks from 1 to 8. (6 mins)
- Ask Ss to read and get an overview of - Read and get an overview of Answer key:
the text.
the text.
1. A 2. B 3. D
- Have Ss read each sentence more - Choose the word that makes 4. C 5. A 6. C
carefully and look through four options. the sentence meaningful and
7. A 8. B
Tell them to put each word from four grammatically correct.
options into the gap.
- Check the answers.
- Tell them to choose the word that
makes the sentence meaningful and
grammatically correct.
- Ask the individual to share their
answers with the class.
- Confirm the correct answers.
e. Assessment

- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. ACTIVITY 3: GRAMMAR (10 mins)
a. Objectives:
- To check if Ss can use present perfect, double comparatives to show changes, and compound
and complex sentences.
- To check if Ss can use gerunds and participle clauses.
b. Content:
- Task 1: Mark the letter A, B, C, or D to indicate the correct answer. (p.73)
- Task 2: Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to each
of the given sentences. (p.73)
c. Expected outcomes:
- Students can revise the learnt grammar points and do the tasks.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Mark the letter A, B, C, or D to indicate the correct answer. (5 mins)
- Ask Ss to read each sentence and four - Do the activity individually. Answer key:
options.
- Choose the correct answers. 1. A
- Remind Ss to identify the grammar - Check the answers.
2. B
points that are tested in the sentence.
3. C
- Recall the related grammar point in
4. B
each sentence. In weaker classes,
5. D
categorize these sentences into groups
6. A
corresponding to the grammar points Ss
learnt in Units 4-5 and quickly review the
uses of the grammar points on the board
or go back to Language sections in these
Units.
- Eliminate the option that can be
grammatically incorrect. The correct
answer should be grammatically correct
and make the sentence meaningful.
- Then have them compare answers in
pairs, before confirming answers as a
class.
Exam strategies
Grammar (MCQs): Choosing the best
answer to complete each sentence
1. Read the whole sentence and four
options. Identify the grammar points that
are tested in the sentence.
2. Recall the related grammar point.
3. Eliminate the option that can be
grammatically incorrect. The correct
answer should be grammatically correct
and make the sentence meaningful.
Task 2: Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to
each of the given sentences. (5 mins)
- Have Ss work in pairs. Tell them to - Work in pairs to do the task. Answer key:

identify the grammar points that can be - Check the answers.
used to rewrite the original sentence.
- Tell Ss to read four options and choose
the option that:
+ is grammatically correct
+ does not change the meaning of
the original sentences
- Have Ss compare their answers in pairs.
- Confirm the correct answers with the
whole class.

1. D
2. B
3. C
4. B
5. A
6. D

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Review 2 - Skills (1)
Board Plan
Date of teaching
Review 2
Lesson 1: Language

* Warm-up: Menti game
Pronunciation
Task 1: Choose the word whose underlined part differs from the other three in
pronunciation.
Task 2: Choose the word which differs from the other three in the position of the main
stress.
Task 3: Choose the stressed auxiliary or modal verbs.
Task 4: Underline the stressed words
Vocabulary
Task 1: Choose the synonym.
Task 2: Choose the antonym.
Task 3: Choose the best answer to complete the passage.
Grammar
Task 1: Choose the correct answer.
Task 2: Choose the sentence that is closest in meaning to each of the given sentences.
* Homework

REVIEW 2
Lesson 2: Skills (1) - Listening & Speaking
I. OBJECTIVES

By the end of this lesson, students will be able to:
1. Knowledge
- Practise listening for general ideas and specific information
- Use the learnt ideas and language to discuss and practise problem-solving skills
2. Core competence
- Develop critical thinking skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS

- Grade 12 textbook, Review 2
- Computer connected to the internet
- Projector/ TV
Assumptions
Anticipated difficulties
Students may find the lesson boring due to a
large number of language exercises.
Some students will excessively talk in the class.

Solutions
- Encourage students to work in pairs and in
groups so that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Video watching
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
d. Organisation:
TEACHER'S ACTIVITIES
Video watching
- Teacher asks Ss to watch a short
video and try to remember the
information in the video.
- After Ss listen, teacher shows the
question before playing the video.
- Ss raise their hands to grab the
chance to answer.
- T checks if the answers are correct or

STUDENTS' ACTIVITIES
- Watch a short video and try
to remember the information
in the video.
- Share the answers with the
whole class.

CONTENTS

Link:
https://www.youtube.com/watc
h?v=TiIFzV4d2NE
Questions:
What do cities of the future
look like?
Suggested answers:
The cities are smart with:
+ flexible transport

incorrect and leads in the lesson.

+ energy efficient buildings
+ accessible electricity
+ advanced AI
+ new business and services
+ AI-based mobility

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: LISTENING (18 mins)
a. Objectives:
- To practise listening for main ideas
- To practise listening for specific information
b. Content:
- Task 1. Listen to a talk about a city. What is it about? (p. 74)
- Task 2. Listen again and complete the note with no more than TWO words for each answer. (p.
74)
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and reorder the key information.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1. Listen to a talk about a city. What is it about? (8 mins)
- Focus Ss' attention on three titles and ask - Listen and do the task.
Answer keys: A
them which information they expected to listen - Share and check the answers.
to from each title.
- Tell Ss that they are going to hear a talk
about a city.
- Play the recording and encourage Ss to note
down as much information as possible in their
notebooks.
- Call on some Ss to share their information.
Ask Ss to eliminate the title that does not tell
them about the main idea.
- Confirm the correct answer. Ask Ss to give
the clues that help them work out the answer,
e.g. option B is only a part of the talk or option
C is NOT mentioned in the talk.
Task 2. Listen again and complete the note with no more than TWO words for each answer. (10
mins)
- Ask Ss to look at the sentences and underline - Listen and do the task.
Answer keys:
the key words and decide what part of speech - Share and check the answers. 1. old houses
of each word in the gap is (e.g.: 1. noun/noun
2. high-rise buildings
phrase; 2. noun/noun phrase; 3. noun/noun
3. traditional markets
phrase; 4. adjective; 5. noun/noun phrase)
4. frequent
- Play the recording again and have Ss listen
5. traffic jams
and write down their answers in their
notebooks.
- Have Ss work in pairs to compare their
answers.
- Check answers as a class.

- In weaker classes, play the recording again,
pausing after the sentences containing the
missing words.
e. Assessment
- Teacher checks students' work and gives feedback.
- Students in class listen and give feedback on their friends' performance.
3. ACTIVITY 2: SPEAKING (20 mins)
a. Objectives:
- To give Ss an opportunity to use the ideas and language from the Listening in a group discussion
and practise problem-solving skills.
b. Content:
- Task 1. Work in pairs. Discuss the impact of urban development on people's life and complete
the following table. (p.74)
- Task 2. Discuss in groups. Which change in 1 do you think has the most positive impact, and
which one has the most negative impact on urban life? Then report the group's answers to the
class. (p.74)
c. Expected outcomes:
- Students come up with good ideas and are able to talk about the positive and negative impacts of
urban development on people's life.
d. Organisation:
TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
CONTENTS
Task 1. Work in pairs. Discuss the impact of urban development on people's life and complete the
following table. (9 mins)
- Have Ss read through the - Work in pairs to discuss the Suggested answers:
instructions. Draw the table impact of urban development.
Urban
Positive
and/or
on the board if necessary.
- Present their completed table
development negative impact on
- Ask them to work in pairs to in front of the class.
urban people's life
discuss the impact of urban
1. Growing
Housing shortage,
development. Tell Ss to add
population
higher rents and
more ideas and complete the
home prices
table.
2. More people Higher
- Tell Ss that the impact on
looking for
unemployment
urban people's life can be
jobs
positive and/or negative.
3. More
More education
- Walk around the class to
schools and
opportunities
offer help if necessary.
universities
- Invite some pairs to present
4. Expanded
More convenient
their completed table in front
roads
traffic
of the class.
5. More shops, More convenient
restaurants,
shopping, but more
and
difficulties for
supermarkets
traditional markets.
Task 2. Discuss in groups. Which change in 1 do you think has the most positive impact, and which
one has the most negative impact on urban life? Then report the group's answers to the class. (11
mins)
- Have Ss work in groups and - Work in groups and discuss Suggested answers:
discuss the impacts of the impacts of urbanisation.
Discussion:
urbanisation using the table - Prepare a presentation to A: Today we'll be talking about which

from 1 in Speaking.
- Ask Ss to prepare a
presentation to report what
they have just discussed.
- Walk around the class to
offer help if necessary.
- Invite some groups to
present a summary of their
group discussion to the class.

report what they have just
discussed.
- Present a summary of their
group discussion to the class.

change has the most positive impact
and which one has the most negative
impact on urban life. Let's start with
the positive one.
B: Well, I believe that building more
schools and universities is the most
important change because it can have a
huge effect on young people. This
creates more education opportunities
for students in the area.
A: I agree, but most people want more
shops, restaurants and supermarkets so
they can have convenient shopping
experiences and enjoy eating out.
B: I see, if there are too many shops
and supermarkets, traditional markets
may struggle to survive ...
Group's report: Among all changes,
we believe that building more schools
and universities will have the most
positive impact on urban life because
this will create more education
opportunities for students and attract
more young people.

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (2 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 Review 1 - Skills (Reading & Writing).
Board Plan
Date of teaching
REVIEW 2
Lesson 2: Skills - Listening & Speaking

*Warm-up
Video watching
* Listening
- Task 1. Listen to a talk about a city. What is it about?
- Task 2. Listen and complete the notes.
* Speaking
- Task 1: Complete the table.
- Task 2: Discussion.

*Homework

REVIEW 2
Lesson 3: Skills (2) - Reading & Writing
I. OBJECTIVES

By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for the main idea and specific information;
- Practise writing an application letter.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS

- Grade 12 textbook, Review 2
- Computer connected to the internet
- Projector/ TV
Assumptions
Anticipated difficulties
Students may find the lesson boring due to a
large number of language exercises.
Some students will excessively talk in the
class.

Solutions
- Encourage students to work in pairs and in
groups so that they can help each other.
- Provide feedback and help if necessary.
- Explain expectations for each task in
detail.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Brainstorming
c. Expected outcomes:
- Students can describe a picture and discuss the benefits of having a job while at school.
d. Organisation:

TEACHER'S ACTIVITIES
Brainstorming
- Teacher shows a picture to all the
students.
- Teacher asks Ss to work in groups
and answer some questions:
+ What are the benefits of having a

STUDENTS' ACTIVITIES
- Look at the picture.
- Work in groups and answer
some questions
- Share the answer with the
whole class.

CONTENTS
Suggested answers:
- boost students' confidence
- build their professional
network for future career
- develop students' skills for

part-time job while at school?
- Teacher asks each group to report
their ideas.
- Teacher corrects the answers and
gives feedback.

future jobs
- have more work experience

e. Assessment
- Teacher observes the students and gives feedback.
2. ACTIVITY 1: READING (16 mins)
a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the text. Match each section (A–C) with a heading (1–5). There are TWO extra
headings. (p.75)
- Task 2. Read the text again. Mark the letter A, B, C, or D to indicate the correct answer. (p.75)
c. Expected outcomes:
- Students can identify the main ideas as well as specific information of the reading passage.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1. Read the text. Match each section (A–C) with a heading (1–5). There are TWO extra
headings. (7 mins)
- Have Ss read through the five headings and - Read through the five Answer keys:
check understanding.
headings.
A-4
- Then ask Ss to read the whole text once to - Read the whole text once to B - 1
acquire an overall idea.
acquire an overall idea.
C-2
- Put Ss into pairs to do the activity. Remind - Work in pairs to do the task.
them to pay attention to the first or the last - Check the answers.
sentence of each paragraph, which can help
them to find the answer. (e.g.: the first
sentence of the first paragraph is “To begin
with, students can gain and develop important
skills …”, so D can be the correct answer).
- Check answers as a class.
Task 2. Read the text again. Mark the letter A, B, C, or D to indicate the correct answer. (9 mins)
- Have Ss read through the questions and the - Read through the five Answer keys:
options. Make sure Ss understand the headings.
1. B
questions.
- Work in pairs to check.
2. C
- Ask Ss underline key words.
- Check the answers.
3. D
- Then have Ss locate the parts where the
4. B
relevant information appears in the passage.
5. A
- Have Ss work in pairs to compare their
answers.
- Check the answers as a class and ask Ss to
explain their choice.
+ For question 1, the writer mentioned
communication skills and teamwork skills in
paragraph 1;
+ For question 2, the word “equipped” is a

verb in passive to show that something was
provided for someone.
+ For question 3, the pronoun “they” refers to
people, not things and a plural noun.
+ For question 4, the writer mentioned “a
teaching assistant” as an example of how
having part-time jobs can boost students'
experience and confidence.
+ For question 5, the writer mentioned the
development of students' relationship through
having a part-time job in paragraph 3.
e. Assessment
- Teacher checks students' work and gives feedback.
- Students in class give feedback on their friends' performance.
3. ACTIVITY 2: WRITING (21 mins)
a. Objectives:
- To help Ss practise writing a letter of application.
b. Content:
Work in pairs. Read the advert below and write a letter of application (150–180 words) to the
Human Resource Department.
c. Expected outcomes:
- Students develop writing skills on the given topic. They are able to write a letter of application
and give feedback on their friends' work.
d. Organisation:
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Work in pairs. Read the advert below and write a letter of application (150–180 words) to the
Human Resource Department.
- Ask Ss to read the advert. Pre-teach - Read the advert.
Sample answer:
some vocabulary items if necessary.
- Work in pairs and examine 50 Hoang Quoc Viet Str, Hanoi
- Have Ss work in pairs. In stronger the sample.
The Human Resource
classes, ask Ss to discuss what - Write a letter of application Department, Language School
qualities and experience they need to using the information in the 1150 Hang Dau Str., Ha Noi
apply for the position of an English box.
Ha Noi, October 19, 20..
tutor and elicit the ideas from each
group and write them on the board if
Dear Sir or Madam,
necessary. In weaker classes, give Ss
I am writing to apply for the
some suggested ideas on the qualities
post of an English tutor that you
and experience they need to apply for
advertised on your website.
the position of an English tutor.
I am in my last year of
- Ask them to refer to the sample
secondary school.
Last
letter of application in Unit 5 and
summer, I worked as a
review the organization of a letter of
volunteer teaching assistant for
application.
the 'Education for All' project. I
- Give Ss enough time to write a letter
helped students learn English at
of application using the information in
a primary school.
My
the box. Set a time limit depending on
responsibilities
included
the Ss' ability level.
checking students' attendance
- Walk around the class and offer
and homework. I also organised

help.
- If time allows, ask Ss to swap their
letters of application with a partner for
peer review. Encourage them to make
revisions based on peer feedback and
then proofread it carefully for any
mechanical mistakes such as spelling,
punctuation, and capitalisation.
- Collect Ss' letters of application to
mark and provide written feedback in
the next lesson.

extracurricular activities to help
children practise their English.
I love working and interacting
with children aged 6-10. I
consider myself to be a sociable,
caring and patient person. I
understand that being a teaching
assistant is not an easy job, but I
will try my best.
I would be delighted to meet
you in person to discuss my
application. I am available for
an interview any afternoon
during the week. If my
application is successful, I will
be free to start working after the
30th of October.
I look forward to hearing from
you soon.
Yours faithfully,
Binh

e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
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 the next lesson: Unit 6 – Lesson 1.
Board Plan
Date of teaching
REVIEW 2
Lesson 3: Skills – Reading and Writing

*Warm-up
Brainstorming
* Reading
- Task 1: Read the text and match the headings
- Task 2: Choose the correct answer.
* Writing
Write a letter of application (150–180 words) to the Human Resource Department.
*Homework