Tiêu đề KHBD_UNIT 10 - LIFELONG LEARNING.docx ✅

UNIT 10: LIFELONG LEARNING Lesson 1: Getting started – Learning for life I. OBJECTIVES By the end of this lesson, Ss will be able to: 1. Knowledge - Get an overview of the topic of Lifelong learning. - Use vocabulary related to the learning for life. 2. Competences - Develop communication skills and creativity. - Be collaborative and supportive in pair work and teamwork. 3. Personal qualities - Be aware of the importance of learning for their life. II. MATERIALS - Grade 12 textbook, Unit 10, Getting Started - Computer connected to the Internet - Projector / TV Language analysis Form Pronunciation Meaning Vietnamese equivalent 1. trouble (n) /ˈtrʌbl/ a problem, worry, difficulty, etc. or a situation causing this khó khăn 2. summary (n) /ˈsʌməri/ a short statement that gives only the main points of something, not the details bài tóm tắt 3. report (n) /rɪˈpɔːt/ a written or spoken account of an event, especially one that is published or broadcast báo cáo 4. attendee (n) /əˌtenˈdiː/ a person who attends a meeting người tham gia buổi họp Assumption Anticipated difficulties Solutions Students may lack knowledge and experience about the topic. - Encourage students to work in groups so that they can help each other. - Give short, clear instructions and help if necessary. III. PROCEDURES 1. WARM-UP (5 mins) a. Objectives: - To create a friendly and lively atmosphere in the classroom; - To lead into the unit. b. Content: - Watching a video c. Expected outcomes:
- Students can understand what the video is about and guess the unit’s topic. d. Organisation: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Watching a video - Teacher plays a video, has Ss watch the video and take notes. - Teacher asks what the video is about. - Teacher leads in the topic. - Students watch a video and answer the question. Suggested answer: Old people with technology 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 of Lifelong learning - To help students be well-prepared for the listening and reading tasks.   b. Content: - Vocabulary pre-teaching c. Expected outcomes: - Students can identify some vocabulary related to the topic. d. Organisation TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Vocabulary pre-teaching - Teacher introduces the vocabulary by: + showing the pictures illustrating the words + providing the word’s pronunciation + giving explanation + asking some elicit questions - Students listen to the teacher’s explanation and guess the words. - Students write new words into their notebooks. Vocabulary: 1. trouble (n) 2. summary (n) 3. report (n): 4. attendee (n): e. Assessment - Teacher checks students’ pronunciation & understanding and gives feedback. 3. ACTIVITY 2: PRACTICE (25 mins) a. Objectives: - To introduce some vocabulary and the grammar point to be learnt in the unit. - To check Ss’ comprehension of the conversation. - To introduce words and phrases related to lifelong learning. - To help Ss identify the reported speech with orders, requests, offers, and advice b. Content: - Task 1: Listen and read. (p.128-129) - Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F) (p. 129) - Task 3: Find three words and a phrase in Task 1 with the following meanings. (p. 129) - Task 4: Match the beginnings with the endings to make complete sentences. (p. 129) c. Expected outcomes: - Students can understand the conversation and know some collocations to describe jobs. d. Organisation
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Task 1: Listen and read. (7 mins) - Teacher sets the context for the listening and reading. - Teacher has Ss look at the photo and elicit the context of the conversation by asking a question. - Teacher plays the recording twice for Ss to listen and read along. Have Ss underline words and phrases related to the topic while they are listening and reading. - Teacher puts Ss in pairs and asks them to compare the words and phrases they have underlined and discuss their meaning. Then check comprehension as a class. - Call on two Ss to read the conversation aloud. - Students look at the photo and answer the question. - Students listen to the recording. - Students compare the words and phrases with their partner. - Students read the conversation aloud. Question: What is the woman in the photo doing? Task 2: Read the conversation again. Decide whether the following statements are true (T) or false (F) (7 mins) - Teacher puts Ss in pairs. Ask them to read the sentences carefully. - Ask them to identify and underline the key words and important information in the statements, then read the conversation and decide whether each of the statements is true (T) or false (F). - Teacher has Ss share their answers with the class. - Confirm the correct answers. - Students work in pairs to do the activity. - Students share the answers in front of the class and show where they can find them. - Check the answer with the whole class. Answer key: 1. F 2. T 3. F 4. T Task 3: Find three words and a phrase in 1 with the following meaning. (6 mins) - Ask Ss to work independently to do the exercise. - Ask Ss to read the definitions, then scan the conversation looking for words or phrases matching the meanings. - Encourage students to look at the given initials of the words and phrases so that they can find them more quickly. - Have Ss compare and share their answers with the class. - Have Ss play the game to check the answers - Confirm the correct answers. - Students read the conversation again and work independently to do the activity. - Share the answer with partners. - Ss play game to give the answers. - Check the answers with the class. Answer key: 1. boost 2. brush up 3. maintain 4. informed
Task 4: Match the beginnings with the endings to make complete sentences (5 mins) - Run through the task. - Tell Ss that they have to match the beginnings with their endings to make sentences in reported speech. - Have Ss work individually. Encourage them to try to match a beginning with an appropriate ending without referring to the conversation. Then ask them to check the information in the conversation. Tell Ss that sentence 4 has been changed from the direct speech in the conversation (I’ll put your name on the list of attendees then  offered) - Check answers as a class. First say the beginnings, then call on individual Ss to read the endings of these sentences. - Tell Ss that they will learn more about the grammar point in the following lesson. - Answer some eliciting questions. - Listen to the teacher. - Work individually to match the sentences. - Check the information in the conversation. - Some weak Ss can read the conversation again to find the information. - Ss share the answers. - Listen to the teacher. Answer key: 1. b 2. c 3. d 4. a e. Assessment - Teacher checks students’ exercises individually and gives feedback. 4. ACTIVITY 3: PRODUCTION (5 mins) a. Objectives: - To give Ss a chance to discuss the questions related to the topic. b. Content: - Discussion c. Expected outcomes: - Ss can get some ideas about the topic of lifelong learning. d. Organisation TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS Discussion - Ask Ss to work in groups of 4 - Have Ss to think and discuss about the questions - Call some students to share the answers. - Give feedback. - Work in groups of 4. - Discuss the questions and share the ideas in groups. - Share the ideas in front of class. Questions: ● What do you think lifelong learning is? ● Do people around you maintain their lifelong learning? ● How important do you think lifelong learning is? Why/why not? ● What is your learning journey ahead? e. Assessment - Teacher gives feedback on group’s presentation