REVIEW 4:

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 9 and 10.
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 4
- Computer connected to the Internet
- Projector / TV/ pictures and cards
Assumptions
Anticipated difficulties
Students may find the lesson boring due to a large
number of language exercises.

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.
Have excessive talking students' practice.
- Continue to explain task expectations in small
chunks (before every activity).

Some students will excessively talk in the class.

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To revise the vocabulary related to the topic of Unit 9 and Unit 10.
b. Content:
- Game: Catch a word
c. Expected outcomes:
- Students can recall the important new words that they have learnt.
d. Organisation
TEACHER'S ACTIVITIES
GAME: CATCH A WORD (PPT
slides)
- Divide 2 teams and tell students the
rules of the game
- T shows the pictures to students
- Introduces the lesson

STUDENTS' ACTIVITIES
- Students raise hands and
answer the questions in their
team.

1

CONTENTS

Key:
1. automate
2. adapt
3. go in for
4. bullying
5. live up to
6. brush up

7. adult education
8. complex
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To check if Ss can review different sounds and provide further pronunciation practice.
- To check if Ss can review word stress and provide further pronunciation practice.
- To help Ss review stressed words in a sentence.
- To check whether Ss can identify the appropriate intonation pattern in different types of questions.
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. 140)
- 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. 140)
- Task 3: Underline the stressed words in the sentences. Listen and check. Then practise saying the
sentences with a natural rhythm. (p. 140)
- Task 4: Circle the correct intonation pattern in the following questions. Listen and check. Then practice
saying them in pairs. (p. 140)
c. Expected outcomes:
- Students understand the knowledge and do the task successfully.
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. (3 mins)
- Have Ss pronounce all words, paying attention - Follow the instructions and
Key:
to the underlined sounds.
do the tasks.
1. B
- Explain that if any two words share the same
- Pronounce all the words.
2. A
underlined sound, neither of them can be the
- Compare the answers in
correct answer. If they don't, one of them is the
pairs.
correct answer.
- Have Ss compare their answers in pairs.
- Check answers as a class.
- Have Ss work in pairs to practise saying the
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. (3 mins)
- Have Ss pronounce all words, paying attention - Pronounce all words and
Key:
to the word stress.
identify the word stress.
1. C
- Explain that if any two words share the same
- Check the answers in pairs
2. D
stress pattern, neither of them can be the correct
and with the whole class.
answers. If they don't, one of them is the correct
answer.
- Have Ss compare their answers in pairs.
- Check answers as a class.
- Have Ss work in pairs to practise saying the
words.
Task 3: Underline the stressed words in the sentences. Listen and check. Then practise saying the
2

sentences with a natural rhythm. (3 mins)
- Ask Ss to read the sentences and underline the
- Follow the instructions and
Key:
stressed words in each one.
do the tasks.
1. I've been taking online
- In weaker classes, review the kind of words
- Underline the stressed
classes for more than three
usually stressed in connected speech, i.e. content words in each one.
months.
words.
- Compare the answers in
2. Lifelong learning is the
- Have Ss compare their answers in pairs.
pairs.
key to success for people
- Play the recording, pausing after each sentence
of all ages.
for Ss to check their answers.
- Have Ss work in pairs to practise saying the
sentences.
Task 4: Circle the correct intonation pattern in the following questions. Listen and check. Then practice
saying them in pairs. (3 mins)
- Ask Ss to read the questions and identify the
- Follow the instructions and
Key:
type of question, e.g. 1. Yes/No question; 2. tag
do the tasks.
1. A
question.
- Read the questions and
2. B
- Tell Ss to circle the correct intonation pattern in identify the type of each
each question.
question.
- Have Ss compare their answers in pairs.
- Listen and circle the correct
- Play the recording, pausing after each sentence intonation pattern in each
for Ss to check their answers.
question.
- Confirm the correct answers as a class.
- Ask Ss to work in pairs to practise saying the
sentences.
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 help Ss review topic-related words and phrases from Units 9-10, and provide further vocabulary
practice.
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 or phrase. (p.140)
- Task 2: Mark the letter A, B, C, or D to indicate the word OPPOSITE in meaning to the underlined
word. (p.140)
- 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.141)
c. Expected outcomes:
- Students understand the knowledge and do the task successfully.
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 or phrase. (4 mins)
- Ask Ss to do the activity individually. Tell
- Follow the instructions and do
Answer key:
them to read and try to understand the meaning
the tasks.
1. A
of each sentence.
- Replace the underlined word
2. C
- Tell Ss to replace the underlined word with
with each of the words from four
3. D
3

each of the words from four options. If they are
options.
4. A
not sure about the meaning of any word, tell
- Some ss share their answers with
them to skip it and focus on the others. The
the whole class.
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.
Task 2: Mark the letter A, B, C, or D to indicate the word OPPOSITE in meaning to the underlined
word. (4 mins)
- Ask Ss to do the activity individually. Tell
- Follow the instructions and do
Answer key:
them to read and try to understand the meaning
the tasks.
1. B
of each sentence.
- Replace the underlined word
2. C
- Tell Ss to replace the underlined word with
with each of the words from four
3. D
each of the words from four options. If they are
options.
4. A
not sure about the meaning of any word, tell
- Some ss share their answers with
them to skip it and focus on the others. The word the whole class.
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. (4 mins)
- Ask Ss to read the text to get an overview of
- Follow the instructions and do
Answer key:
the text.
the tasks.
1. A
- Have Ss read each sentence more carefully and - Read the sentences.
2. A
look through four options. Tell them to put each - Eliminate the words that can be
3. C
word from four options into the gap.
grammatically incorrect among
4. D
- Tell Ss to eliminate the words that can be
them and choose the word that
5. D
grammatically incorrect among them and choose makes the sentence meaningful.
6. B
the word that makes the sentence meaningful.
- Some ss share their answers with 7. D
- Have Ss compare their answers in pairs and
the whole class.
8. C
share their answers with the whole class.
- Confirm the correct answers.
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 review three-word phrasal verbs and reported speech to report orders, requests, offers, and
advice, and provide exam practice.
b. Content:
- Task 1: Mark the letter A, B, C, or D to indicate the underlined part that needs correction in each of the
following sentences. (p. 141)
- Task 2: Mark the letter A, B, C, or D to indicate the correct answer. (p.141)
- Task 3: Mark the letter A, B, C, or D to indicate the reported sentence that is closest in meaning to each
of the following direct speech sentences. (p.141)
4

c. Expected outcomes:
- Students understand the knowledge and do the task successfully.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1. Mark the letter A, B, C, or D to indicate the underlined part that needs correction in each of the
following sentences. (4 mins)
- Tell Ss to read the whole sentence and focus on
- Follow the instructions and
Answer key:
the underlined words/ phrases.
do the tasks.
1. A → to
- Check whether these underlined words/ phrases
- Check whether these
2. C → with
are grammatically correct or not by studying both
underlined words/ phrases are
3. B → to give
the underlined parts, the phrases and the sentences
grammatically correct or not.
4. C → put
that contain these parts.
- Compare the answers in pairs 5. C → up
- If you're not sure about a choice, tell Ss to skip it
and with the whole class.
6. D → on
and focus on the others to see if you can find the
mistake in these choices or not.
- Then have them compare answers and correct the
mistakes in pairs, before confirming answers as a
class.
Task 2. Mark the letter A, B, C, or D to indicate the correct answer. (4 mins)
- Ask Ss to read each sentence first and check the
- Follow the instructions and
Answer key:
meaning.
do the tasks.
1. B
- Tell Ss to identify the grammar point needed for
- Eliminate the options that can 2. A
the gap by studying four options.
be grammatically incorrect.
3. D
- Tell Ss to eliminate the options that can be
- Share their answers in pairs
4. A
grammatically incorrect.
and with the whole class.
5. B
- In weaker classes, categorize these sentences into
6. C
groups corresponding to the grammar points Ss
learnt in Units 9-10 and quickly review the uses of
the grammar points on the board or go back to
Language sections in these Units.
- 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.
Task 3. Mark the letter A, B, C, or D to indicate the reported sentence that is closest in meaning to each
of the following direct speech sentences. (5 mins)
- Have Ss work in pairs. Tell them to identify the
- Follow the instructions and
Answer key:
grammar points that can be used to rewrite the
do the tasks.
1. C
original sentence.
- Read four options and choose 2. A
- Tell Ss to read four options and choose the option the option.
3. B
that:
- Some ss share their answers
4. D
- is grammatically correct
with the whole class.
- does not change the meaning of the original
sentences
- Have Ss compare their answers in pairs.
- Confirm the correct answers with the whole class.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
5

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 Review 4: Lesson 2 – Listening and Speaking.
Board Plan
REVIEW 4
Lesson 1: Language

*Warm-up
Catch a word
* Pronunciation
- Task 1 + 2: Choose the correct answer.
- Task 3: Underline the stressed words.
- Task 4: Circle the correct intonation.
* Vocabulary
- Task 1: Choose the synonyms.
- Task 2: Choose the antonyms.
- Task 3: Choose the correct answers.
* Grammar
- Task 1: Find the mistakes.
- Task 2+3: Choose the correct answers.
*Homework

6

REVIEW 4

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

By the end of this lesson, students will be able to:
1. Knowledge
- Review the Listening and Speaking skills they have learnt in Unit 9 and 10.
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 4
- Computer connected to the internet
- Projector/ TV
Assumptions
Anticipated difficulties
Students may find the lesson boring due to a
large number of language exercises.

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).

Some students will excessively talk in the class.

III. PROCEDURES

1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic of the unit.
- To set the context for the listening and speaking part.
b. Content:
- Video watching
c. Expected outcomes:
- Students have an overview of the lesson's topic.
TEACHER'S ACTIVITIES
Video watching
- Tell Ss that they are going to watch a video
about lifelong learning.
As stated in the video:
1. People normally think they no longer need
to learn when they begin working.
2. Many students are eager to finish school
life to go to work.
3. The skills required in jobs are similar to

STUDENTS' ACTIVITIES
- Follow the instructions and do
the tasks.
- Read the questions and identify
key words.
- Watch the video and try to
choose true or false.

7

CONTENTS
Answer key:
1. True
2. True
3. False (They are
different.)

what people learnt at school.
- Encourage Ss to work in groups and find the key
words in the sentences.
- Play the video.
- Confirm the correct answer. Ask Ss to give the
clues that help them work out the answer.
e. Assessment
- Teacher observes students' work and gives feedback.
2. ACTIVITY 1: LISTENING (17 mins)
a. Objectives:
- To help Ss practise listening for the main idea.
- To help Ss practise listening for specific information.
b. Content:
- Task 1: Listen to a talk about lifelong learning. Which of the following is NOT mentioned as a reason
for lifelong learning? (p.142)
- Task 2: Listen again and complete the following notes with no more than THREE words for each gap.
(p.142)
c. Expected outcomes:
- Students can practice listening skills and solve the exercises successfully.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Listen to a talk about lifelong learning. Which of the following is NOT mentioned as a reason
for lifelong learning? (7 mins)
- Focus Ss' attention on three options. Tell them
- Follow the instructions and do
Answer key:
that here can be the reasons for lifelong learning.
the tasks.
B
- Tell Ss that they are going to hear a talk about
- Listen to the talk.
lifelong and choose the one that is NOT
- Some Ss share information
mentioned in the talk.
with the class.
- 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 options that are mentioned in
the talk.
- Confirm the correct answer. Ask Ss to give the
clues that help them work out the answer.
Task 2: Listen to the talk show again. Choose the correct answers A, B, or C. (10 mins)
- Ask Ss to look at the sentences and underline the - Follow the instructions and do
Answer keys:
key words. Tell them to decide which part of
the tasks.
1. pursuit of
speech needed to fill in each blank (e.g.: 1.
- Underline the keywords.
knowledge
noun/noun phrase; 2. noun/noun phrase; 3.
- Work in pairs and find out the
2. AI / artificial
adjective; 4. noun/noun phrase; 5. noun/noun
answers.
intelligence
phrase; 6. noun/noun phrase)
3. obsolete
- Play the recording again and have Ss listen and
4. high-skilled jobs
write down their answers in their notebooks.
5. new things quickly
- Have Ss work in pairs to compare their answers.
6. lifelong learning
- Check the answers as a class.
- In weaker classes, play the recording again,
pausing after the sentences containing the missing
8

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 (18 mins)
a. Objectives:
- To help Ss develop ideas for the speaking task.
- To give Ss an opportunity to take part in a group discussion, then report their discussion to the whole
class.
b. Content:
- Task 1: Work in pairs. Below are some ways to keep learning throughout life. Discuss and rank them in
order of importance. (p.142)
- Task 2: Work in groups. Think about other ways to keep learning through life and add them to the table
in 1. Share your group's ideas with the class. (p.142)
c. Expected outcomes:
- Students can practise speaking skills and talk about lifelong learning.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Work in pairs. Below are some ways to keep learning throughout life. Discuss and rank them in
order of importance. (8 mins)
- Have Ss read some ways to keep
- Follow the instructions and do
Suggested answers:
learning throughout life. Make sure
the tasks.
1. a
they can understand the ideas. Draw
- Discuss and rank the ways and 2. b
the table on the board if necessary.
give reasons.
3. d
- Ask Ss to work in pairs to discuss
- Some Ss share the answers with 4. c
and rank the ways in the table in order the class
5. e
of importance (1 = the least important
Discussion:
way and 5 = the most important).
A: Today we'll discuss five ways
Encourage them to tell the reasons for
to engage in lifelong learning. We
their choice.
also need to rank them in order of
- Walk around the class to offer help
importance. Which one do you
if necessary.
think is the most important way?
- Invite some pairs to share the
B: Well, I think attending training
answers.
courses and professional seminars
- Confirm the answers as a class.
is essential especially after we
leave school and join the
workforce. This is the best way to
keep our knowledge and skills
current.
A: Yes, I agree. Let's give it the
top ranking. How about the
second one – researching topics
of interest and gathering
information? I think this way of
learning is also very important
because it'll help us develop
research skills.
B: I agree with you. Let's rank it
9

as the second most important way
of learning. Now, moving to the
third one in the table. ...
Task 2: Work in groups. Think about other ways to keep learning through life and add them to the
table in 1. Share your group's ideas with the class. (10 mins)
- Ask Ss to work in groups. Tell them - Follow the instructions and do
Suggested answer:
to think about other ways of
the tasks.
Summary: Our group came up
maintaining learning throughout life.
- Some Ss share the answers with with three additional
- Have Ss work in groups and add
the class
opportunities for lifelong learning
their ideas to the table from 1 in
provided by the Internet. First, we
Speaking.
can access many online platforms
- Walk around the class to offer help
and learn from user-created
if necessary.
content and how-to videos. Video
- Invite some groups to present a
content is especially useful
summary of their group discussion to
because online videos are usually
the class.
short and very focused on a
particular topic or skill. Second,
we can join learning communities
on the Internet, where we can
share knowledge, interact with
peers and build teamwork skills.
Third, there are many open online
courses that are freely available
for people interested in expanding
their knowledge and can help us
meet our lifelong learning needs.
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (5 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 4: Lesson 3 - Reading and Writing.
Board Plan

*Warm-up
Video watching

REVIEW 4
Lesson 2: Skills (1) - Listening & Speaking

* Listening
- Task 1: Listen and choose the correct answer.
- Task 2: Listen and complete the notes.
* Speaking
10

- Task 1: Discuss and rank ways to keep learning throughout life.
- Task 2: Discussion.
*Homework

11

REVIEW 4

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

By the end of this lesson, students will be able to:
1. Knowledge
- Review the Reading and Writing skills they have learnt in Unit 9 and 10.
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 4
- 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 stir up the atmosphere.
b. Content:
- Video watching
c. Expected outcomes:
- Students can have an overview of the lesson's topic.
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
Video watching
- Follow the instructions and do
- Tell Ss that they are going to watch a video the tasks.
about lifelong learning.
- Read the questions and identify
As stated in the video:
key words.
1. People are changing jobs more
- Watch the video and try to
frequently.
choose true or false.
2. Jennifer's jobs are consistent and
related.
3. The video gives a detailed description
12

CONTENTS
Answer key:
1. True
2. False (She does many
different unrelated
jobs.)
3. False (It provides a
general picture of
career.)

of how to develop your career.
- Encourage Ss to work in groups and find
the key words in the sentences.
- Play the video.
- Confirm the correct answer. Ask Ss to give
the clues that help them work out the answer.
e. Assessment
- Teacher observes students' work and gives feedback.
2. ACTIVITY 1: READING (17 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 article below. Match each section (A-D) with a heading (1–5). There is one extra
heading that you do not need to use. (p.143)
- Task 2: Read the article again. Mark the letter A, B, C, or D to indicate the correct answer.
(p.143)
c. Expected outcomes:
- Students can understand the main ideas as well as specific information of the reading passage.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Task 1: Read the article below. match each section (A-D) with a heading (1–5). There is one extra
heading that you do not need to use. (7 mins)
- Have Ss read the five headings and check
- Follow the instructions and do the Answer keys:
understanding.
tasks.
A. 1
- Then ask Ss to read the whole text once. Remind Ss - Read the whole text once, and
B. 5
to pay particular attention to the first and the last
find the main idea.
C. 2
sentence of each paragraph, which is usually the topic - Work in pairs and do the
D. 3
sentence expressing the main idea.
matching.
- Put Ss in pairs to do the activity.
- Check answers as a class. Explain why option 4 is
the extra heading, e.g. Although 'a university degree'
is mentioned in paragraph D, it is just one specific
detail and an example of a goal, not the main idea of
the paragraph.
Task 2: Read the article again. Mark the letter A, B, C, or D to indicate the correct answer.
(10 mins)
- Have Ss read through the questions and the options. - Follow the instructions and do the Answer keys:
Make sure Ss understand the questions.
tasks.
1. D
- Ask Ss to underline the key words in each question. - Underline the keywords.
2. A
- Then have Ss read the text. For each question, tell Ss - Find the best options.
3. C
to locate the key words as well as the paraphrases of
- Work in pairs to compare
4. A
these key words in the text and decide the best option answers.
5. B
for each question.
- Have Ss work in pairs to compare their answers.
- Check the answers as a class and ask Ss to explain
their choice.
1. the information is organised into four themes
including (A) exploring career options, (B) getting to
13

know yourself, (C) reaching out for guidance, and (D)
taking action to turn goals into reality;
2. in the last sentence of Section B, the writer
mentions matching career options to personality type
and interests to help identify a suitable job;
3. in the last sentence of Section C, the writer
mentions researching companies taking part in job
fairs in advance;
4. the writer asks the questions in section D as a way
of engaging readers and encouraging them to
think about the answers to these questions;
5. the word 'monitor' means 'check regularly' and
both verbs are often used with the noun 'progress'.
e. Assessment
- Teacher checks students' work and gives feedback.
3. ACTIVITY 2: WRITING (18 mins)
a. Objectives:
- To help Ss practise writing their own CVs to match a job description.
b. Content:
- Look at the job advert below. Imagine that you want to apply for the job. Write your own CV. Try to
match it with the job description. (p. 143)
c. Expected outcomes:
- Students develop writing skills on the given topic.
d. Organisation
TEACHER'S ACTIVITIES
STUDENTS' ACTIVITIES
CONTENTS
Look at the job advert below. Imagine that you want to apply for the job. Write your own CV. Try to
match it with the job description. (18 mins)
- Tell Ss to imagine that they are going to
- Follow the instructions and do Sample answer below
apply for the position of a fashion assistant.
the tasks.
Have Ss read through the job advert. Make
- Discuss the qualifications,
sure that they understand it.
qualities and experience they
- Ask them to work in pairs to discuss the
may need if they apply for the
qualifications, qualities and experience they job.
may need if they apply for the job.
- Come back to the writing
- Have Ss to share their ideas with the whole section in Unit 9.
class.
- Write a CV
- Review the outline by asking Ss to come
back to the writing section in Unit 9. Tell Ss
to use the information above to complete
each part in the CV.
- Give Ss enough time to write a CV which
matches the job description. Set a time limit
depending on the Ss' ability level.
- Walk around the class and offer help.
- If time allows, ask Ss to swap their CVs
with a partner for peer review. Encourage
them to make revisions based on peer
feedback and then proofread it carefully for
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any mechanical mistakes such as spelling,
punctuation, and capitalisation.
- Collect Ss' CVs to mark and provide
written feedback in the next lesson. In
weaker classes, give Ss the outline below.
Sample answer:

CURRICULUM VITAE
Personal details
Name: Phuong Mai Vu
Phone: 0382461357
Email: vuphuong@webmail.com
Personal statement
Enthusiastic and outgoing senior secondary school student, currently studying towards a school
graduation diploma. Interested in fashion design, with excellent drawing skills. Eager to find an
entry position to help me gain work experience and prepare for a career in fashion design.
Education
Nguyen Hue Senior Secondary School, Ha Noi
20XX - present
Le Loi Junior Secondary School, Ha Noi
20XX - 20XX
Subjects and predicted grades: Arts – 9.5, English – 8, Maths - 7
Awards: the winner of the Young Fashion Designers' Contest
Extracurricular activities: Founding member of the school art club, organising monthly art
exhibitions
Work experience
Part-time shop assistant at a clothing store
20XX - present
• Help create clothing window displays
• Greet and assist customers
Skills
Good creative and artistic skills, good at drawing
Digital skills: Good understanding of common digital software and platforms, digital sketching
Effective communication skills
Hobbies and interests
Drawing, painting, and singing
References
Available upon request
e. Assessment
- Teacher's observation on Ss' performance.
- Teacher's feedback and peers' feedback.
4. CONSOLIDATION (5 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 end-of-term test.
Board Plan
REVIEW 4
Lesson 3: Skills (2) – Reading and Writing
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*Warm-up
Video watching
* Reading
Task 1: Match the sections with the headings.
Task 2: Choose the correct answer.
* Writing
Write your own CV
*Homework

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