TA12_Unit 1 (5)

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI
School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
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 quân địch
fighting a war against
4. soldier (n) /ˈsəʊldʒə(r)/ a member of an army, especially one người lính

who is not an officer
5. devote (sth to /dɪˈvəʊt/ to give an amount of time, attention, cống hiến

sth) etc. to something
Assumption
Anticipated difficulties Solutions
- Encourage students to work in pairs and in
Students are reluctant to work in groups. 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).
Students may lack vocabulary to deliver a
speech. - Provide vocabulary and useful language
before assigning tasks.
- Encourage students to work in groups so that
they can help each other.
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?
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 the topic;
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
- Students can identify some new words related to the topic.
d. Organisation

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

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 events of Dang Thuy Tram. 4. Do you know anything
underline words/phrases related to life - Students compare the words about her?
events (e.g. was born, join the army, and phrases with their
worked as a 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. 2. They are talking about the
Then check comprehension as a class. person in the picture.
- Call on two or three pairs of Ss to read 3. A woman called Dang
the conversation aloud. Thuy Tram.
- 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 activity. 2. operated on
in the statements first. Then have them - Students compare the 3. young
read the conversation again and locate answers in pairs. 4. more than three decades
the part 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
class, remind them that they are all verbs 5. kept
and verb phrases.
- 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:
- Design a poster to introduce the life events of Dang Thuy Tram.
- Ss can design a poster and make a short presentation about life events of Dang Thuy Tram.
d. Organisation

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
each group a big sheet of paper and colours. follow teacher’s instruction. creativity
- Give instructions to students. - Students perform in front of
- Ask students to draw a brief timeline of the class.
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
Board plan
Date of teaching
Unit 1: Life stories we admire
Lesson 1: Getting started
* Warm-up
* Vocabulary
1. surgeon (n)
2. resistance (n)
3. enemy (n)
4. soldier (n)
5. devote (sth to sth)
Task 1: Listen and read.

Task 2: Circle the correct answer.
Task 3: Find words and a phrase.
Task 4: Complete the sentences.
Poster design
*Homework

Lesson 2: Language
I. OBJECTIVES
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;
- Be proud and respectful of famous people in Vietnam and in the world;
II. MATERIALS
- Grade 12 textbook, Unit 1, Language
- Projector / TV
- hoclieu.vn
Language analysis
Past simple tense Past continuous tense

1. Describe something started and finished 1. Describe an action which was happening
in the past at a specific point of time in the past.
E.g. You did a great job yesterday. E.g: I was reading a good book at 10 p.m.
last night.
2. Describe main events in a story. 2. Describe the settings of a story.
E.g. Mary read a few pages of her book and E.g. It was raining heavily outside. Mary
went to bed. read a few pages of her book and went to
bed.
• When one action in the past happens in the middle of another, we use the past simple to
talk about the shorter action, and the past continuous for the longer action.
E.g. I was reading a book when the phone rang.
• When two or more actions in the past are happening at the same time, we use the past
continuous for both/all.
E.g. While I was reading a book, my mother was watching TV.
Assumption

Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if any
speaking and co-operating skills. necessary.
- Encourage students to work in pairs, in groups
so that they can help each other.
Some students will excessively talk in the - Define expectation in explicit detail.
class. - Continue to define expectations in small
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Game: Say a name
- Students can revise vocabulary related to famous people.
d. Organisation:

Game: Say a name - Students work in groups to do Suggested ideas:
- Divide the class into two teams. 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
- 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)
- Students can correctly pronounce diphthongs /eɪ/ and /əʊ/ in single words and in a complete
text.
d. Organisation

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 the
them pay attention to the highlighted /eɪ/ /əʊ/
letter(s) which contain the diphthongs words.
/eɪ/ (blue) and /əʊ/ (orange). age soldier
- 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/
- ‘a_e’ 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 words Answer key:
- Ask Ss to read quickly through the text
with the diphthongs /eɪ/ and In the first year when ‘The
to get a broad understanding.
- Have Ss work in pairs to underline the /əʊ/ first. Then listen to the Diary of Dang Thuy Tram’
words with the diphthongs /eɪ/ and /əʊ/ recording. was published, more than
in each sentence. - Students read the whole text 300,000 copies were sold.
- Ask them to listen to the recording and aloud. The book was also
check their answers. translated into more than
- Have Ss practise reading the whole text 16 different languages. A
aloud in pairs. film based on the diary was
- In weaker classes, ask Ss to read the made in 2009. Its name is
underlined words containing the ‘Don’t burn’.
diphthongs first before reading aloud the
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
- 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)
- Students understand the meaning of words, memorise them and are able to use them in
meaningful contexts.
d. Organisation

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.
- In weaker classes, do the first one as an
example before asking Ss to match the rest
individually or in pairs.
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
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)
- 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

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
- Ask Ss to circle the correct answers. Tell - Students explain their 3. finished, applied
them to pay attention to the meaning of each answers. 4. started, became
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 simple and past continuous. and marriage with my
pairs first. Tell them to pay attention to the - Present their ideas in front of grandmother. Then he
use of 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 class, allow he was fighting in the
them to write the sentences first before war, my grandmother
reading 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 army, he was
past continuous. awarded a medal for
Extension: Invite 3-4 pairs to read the bravery.
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
5. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for Lesson 3 - Reading.
Board plan
Date of teaching
Lesson 2: Language
* Warm-up
Game: Say a name
* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Underline the words.
* Vocabulary
- Task 1. Match the words/phrases with the words/preposition.
- Task 2. Complete the sentences.
* Grammar
- Task 1. Circle the correct answer.
- Task 2. Tell the life stories of people you know and admire.
* Homework

Lesson 3: Reading – A creative genius
I. OBJECTIVES
1. Knowledge
- Develop reading skills for general ideas and for specific information about a famous person.
2. Competences
- Develop presentation skills;
- Be respectful of a famous person – Steve Jobs and his achievements;
II. MATERIALS
- Grade 12 textbook, Unit 1, Reading
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. (to) bond /bɒnd/ to develop or create a relationship gắn bó
of trust with somebody
2. cutting-edge /ˌkʌtɪŋ ˈedʒ/ at the newest, most advanced stage tiên tiến
(adj) in the development of something
3. blockbuster (n) /ˈblɒkbʌstə(r)/ something very successful, phim bom tấn

especially a very successful book or
film
4. (to) diagnose /ˈdaɪəɡnəʊz/ to say exactly what an illness or the chẩn đoán
with cause of a problem is
5. visionary (adj) /ˈvɪʒənri/ original and showing the ability to có tầm nhìn
think about or plan the future with
great imagination and intelligence
Assumption
Students may lack knowledge about Provide students with the meaning and pronunciation
some lexical items. of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped
for students to speak.
reading, speaking and co-operating
- Encourage students to work in pairs, in groups so
skills.
that they can help each other.
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;
b. Content:
- Video watching
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:

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 mom do? (an
point for their team. accountant)
- The team with higher score will be 5. Where did he meet his best
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
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
- Students can identify some vocabulary related to the topic.
d. Organisation

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 with - Students write questions 2. He is famous for co-
the whole class. they want to know on the founding the Apple
- Ask what other information they want to board. company and inventing
know about him. Write their questions on products such as the
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 new teacher’s explanation and 1. (to) bond
vocabulary by pictures. guess the words. 2. cutting-edge (adj)
- Teacher checks students’ understanding - Students write down the 3. blockbuster (n)
with the “Rub out and remember” new words on their notebook. 4. (to) diagnose with
technique. 5. visionary (adj)
- 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 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)
- Students can thoroughly understand the content of the text and complete the tasks
successfully
d. Organisation

Task 2: Read the article. Choose the words or phrases with the closest meaning to 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 to 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 To read and understand the
sentences: His biological parents were meanings of words/phrases
not married and gave him up for in context, students
adoption. He was adopted by Clara and should:
Paul Jobs. 1. Locate the word or
- Encourage Ss to replace the word/phrase phrase in the text.
with each choice to see which one best 2. Study the context
replaces the word/phrase. (including the sentence
E.g. 1. His biological parents were not containing the word/phrase
married and gave him up for adoption. as well as neighbouring
He was given birth to / taken by another sentences) carefully.
family as their own child by Clara and 3. Try to replace the
Paul Jobs. The choice B. “taken by word/phrase with each
another by family as their own child” best choice to see which one
replaces the word ‘adopted’ because his best replaces the
biological parents gave him up. word/phrase.
- In weaker classes, check understanding
of the words by asking Ss 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, section. B-1
and choose the heading that covers the - Students choose the heading C-5
ideas 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 the
“irrelevant” (i.e., not mentioned in the explanations for their choice. main ideas of a text and
section), “incorrect” (i.e., not true select the best headings for
according to the text), “too narrow” (i.e., a section, students should:
only representing part of the section) or 1. Read the headings
“too general” (i.e., not specific to that carefully. Make sure you
section only). understand them.
- Check answers as a class. 2. Skim through each
- Have Ss explain why certain headings section, and choose the
are not needed, e.g. Heading 3 only heading that covers the
focuses on part of Section C so does not ideas of the whole section.
represent the main idea of the whole 3. Pay attention to the
section. Similarly, Heading 4 is also number of extra headings.
incorrect since it only covers part of Remember that incorrect
Section A. headings for a section are
often “irrelevant” (i.e., not
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 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.
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
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)
- Students can use the language and ideas from the unit to talk about their admiration for
Steve Jobs.
d. Organisation

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. feedbacks. 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
a. Wrap-up
b. Homework
- Write a short paragraph about life stories of Steve Jobs and what you admire most about
him.
- Prepare for the next lesson – Speaking.
Board plan
Date of teaching
Lesson 3: Reading
* Warm-up
Video watching
Vocabulary
1. (to) bond
2. cutting-edge (adj)
3. blockbuster (n)
4. (to) diagnose with
5. visionary (adj)
- Task 1: Discuss the questions.

- Task 2: Choose the words with the closest meaning to the highlighted.
- Task 3: Match each section with a heading.
- Task 4: Complete the diagram.

- Task 5: Discussion.
* Homework

Lesson 4: Speaking – National heroes of Viet Nam
I. OBJECTIVES
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 proud and respectful of national heroes of Viet Nam
II. MATERIALS
- Grade 12 textbook, Unit 1, Speaking
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. The Communist /ðə ˈkɒmjənɪst a political party that supports Đảng Cộng
Party pɑːti/ communism or rules in a communist sản
country
2. battle (n) /ˈbætl/ a fight between armies, ships or trận chiến

planes, especially during a war
3. campaign (n) /kæmˈpeɪn/ a series of planned activities that are chiến dịch
intended to achieve a particular social,
commercial or political aim
4. pass away / pɑːs əˈweɪ/ to die qua đời
Assumption

Students may lack - Provide vocabulary and useful language before assigning tasks.
vocabulary to deliver a - Encourage students to work in groups so that they can help each
speech. other.
- Give short, clear instructions and help if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To set the context for the speaking part.
b. Content:
- Guessing game
- Students join the game enthusiastically and gain knowledge on the topic.
d. Organisation:

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
e. Assessment
2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)

a. Objectives:
- To provide knowledge and language input for the main speaking task;
- 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)
- Students can identify and gain some vocabulary to complete speaking tasks.
- Students have an overview about the national heroes.
d. Organisation

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. 2. battle (n)
(pictures, actions, synonyms …) - Students write down the 3. campaign (n)
- Teacher checks students’ understanding new words on their notebook. 4. pass away
with the “Rub out and remember”
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)
- 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
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)
- 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

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
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
a. Wrap-up
b. Homework
- Write a paragraph about the life of a national hero that you admire.
- Prepare for the next lesson – Listening.
Board plan
Date of teaching
Lesson 4: Speaking
* Warm-up
Guessing game
* Vocabulary
1. The Communist Party
2. battle (n)
3. campaign (n)
4. pass away
Task 1: Read the cards.

Task 2: Ask and answer to fill in the blanks.
Task 3: Talk about the life story of General Vo Nguyen Giap or Vo Thi Sau.
* Homework

Lesson 5: Listening – The father of Mickey Mouse
I. OBJECTIVES
1. Knowledge
- Gain an overview about Walt Disney;
- Memorize vocabulary to talk about Walt Disney.
2. Competences
- Develop presentation skills.
- Be respectful of a famous person - Walt Disney and his achievements
- Develop self-study skills
II. MATERIALS
- Grade 12 textbook, Unit 1, Listening
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. profitable /ˈprɒfɪtəbl/ that makes or is likely to make money có lợi nhuận
(adj)
2. theme park /ˈθiːm pɑːk/ a large park where people go to enjoy công viên
themselves, for example by riding on giải trí
large machines such as roller coasters, and
where much of the entertainment is
connected with one subject or idea
3. dwarf (n) /dwɔːf/ (in stories) a creature like a small man, chú lùn
who has magic powers and who is usually
described as living and working under the
ground, especially working with metal
4. inspire (v) /ɪnˈspaɪə(r)/ to give somebody the desire, confidence truyền cảm
or enthusiasm to do something well hứng
Assumption
Students may lack vocabulary to deliver - Provide vocabulary and useful language before
a speech. assigning tasks.
- Encourage students to work in groups so that they
can help each other.
- Give short, clear instructions and help if necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key words in the
questions before they listen.
- Play more time if necessary.
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
- Students can join the game and gain knowledge on the topic.
d. Organisation

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;
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
- Students understand the meaning and know how to pronounce some words from the
recording.
d. Organisation
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.
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).
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
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)
- Students can catch the main idea as well as specific details of the recording and complete
the tasks successfully.
d. Organisation
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.
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
- Ask them to listen and pay attention to the 5. B
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.
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).
e. Assessment
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;
- 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)
- Students can use the language and ideas from the unit to talk about Walt Disney.
d. Organisation
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.
e. Assessment
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Prepare for the next lesson – Writing.
Board Plan
Date of teaching
Lesson 5: Listening
*Warm-up
Game: Lucky song
* Reading
- Task 1: Solve the crossword.
- Vocabulary
1. profitable (adj)
2. theme park (n)
3. dwarf (n)
4. inspire (v)
- Task 2: Listen and number.
- Task 3: Choose the correct answer.
- Task 4: Work in pairs and discuss.
*Homework

Lesson 6: Writing – A biography of Walt Disney
I. OBJECTIVES
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 proud and respectful of famous people in Viet Nam and in the world
II. MATERIALS
- Grade 12 textbook, Unit 1, Writing
- Projector / TV
- hoclieu.vn
Assumption
Students may have underdeveloped - Play the recording many times if necessary.
listening, writing and co-operating - Encourage students to work in pairs, in groups
skills. so that they can help each other.
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.
- Students can fill in the blanks to complete the lyrics of a Disney song and get ready for the
lesson.
d. Organisation

Listen to music - Students listen to the song Link:
- Teacher prepares the hand-out of and fill in the blanks. https://www.youtube.com/
the song lyrics and asks Ss to read - Students check their answers watch?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
Song: I see the light (Mandy Moore, Zachary Levi – Tangled OST)
All those days watching from the (1) ____ All those days (5) _____ down a daydream
All those years outside looking in All those years living in a blur
All that time never even knowing All that time, never truly seeing
Just how blind I've been Things the way they were
Now I'm here, blinking in the (2) _____ Now she's here, shining in the starlight
Now I'm here, suddenly I see Now she's here, suddenly I know
Standing here, it's all so clear If she's here, it's (6) ____ clear
I'm where I'm meant to be I'm where I'm meant to go
And at last I see the light And at last I see the light
And it's like the fog has (3) _____ And it's like the fog has (7) ____
And at last I see the light And at last I see the light
And it's like the sky is new And it's like the sky is new
And it's warm and real and bright And it's warm and real and bright
And the world has somehow shifted And the world has somehow shifted
All at once everything looks (4) _____ All at once, everything is (8) _____
Now that I see you Now that I see you
Now that I see you
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)
- Students can select the appropriate information and have ideas to write about Walt Disney’s
life in the next part.
d. Organisation
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 the films such as Snow
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 more - Students read the text and Answer key:
to find the answers to the NG questions in find information to answer 1. He was born 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
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)
- Students can write an article about the life of Walt Disney.
d. Organisation

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 draft Walt Disney is famous around the
synthesised and summarised in individually using the ideas in world for making a lot of successful
Activity 1 and 2. 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 to Walt Disney was born in Chicago in
help them know what 1901. During his childhood, he loved
information to include in each drawing and painting. He attended
part of the article. E.g. What Brenton Grammar School, but he left
should we write in the 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 weaker films such as Snow White and the
classes, put Ss in pairs or groups Seven Dwarfs. Throughout his
to help each other. Walk around career, Disney won or received 26
the class to provide help when Oscars, three Golden Globe Awards,
necessary. 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.
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece of Writing rubric
feedback on each other’s writing. Teacher 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.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
a. Wrap-up
- Summarise the main points of the lesson.
b. Homework
- Rewrite the paragraph in the notebooks.
Board Plan
Date of teaching
Lesson 6: Writing
*Warm-up
Listen to music and fill in the blanks
- Task 1: Answer the questions.

- Task 2: Read some facts about Walt Disney. Answer all the questions.
- Task 3: Write a biography of Walt Disney.
- Peer review
*Homework

Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
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 presentation skill;
- Be collaborative and supportive in pair work and teamwork.
- Be polite when expressing pleasure and happiness and responding;
II. MATERIALS
- Grade 12 textbook, Unit 1, Communication and Culture / CLIL
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
equivalent
1. kingdom (n) /ˈkɪŋdəm/ a country that has a king or queen vương quốc
as head of state
2. empire (n) /ˈempaɪə(r)/ a group of countries or states that are đế chế

controlled by one leader or
government
3. (to) rule /ruːl/ to control and have authority over a trị vì

country, a group of people, etc.
4. navy (n) /ˈneɪvi/ the part of a country’s armed forces hải quân
that fights at sea, and the ships that it
uses
5. (to) defeat /dɪˈfiːt/ to win against somebody in a war, đánh bại

competition, sports game, etc
Assumption
- Encourage students to work in pairs and in groups
Students are reluctant to work in
so that they can help each other.
groups.
- Explain expectations for each task in detail.
- Continue to explain task expectations in small
Students may lack vocabulary to
- Provide vocabulary and useful language before
deliver a speech.
assigning tasks
- Encourage students to work in groups so that they
can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Game: Who says it?
- Students can get knowledge about famous people in the world and their famous sayings.
d. Organisation

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 get 4. “If you want something said, ask
one point for their team. If the a man; if you want something done,
answer is incorrect, the chance is ask a woman.” - Margaret Thatcher
transferred to the other team. 5. “That’s one small step for a
- The team with higher score is man, a giant leap for mankind.” -
the winner. 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)
- Students can use appropriate language to express pleasure and happiness and respond in
certain situations.
d. Organisation
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 - Students listen to the recording. Answer key:
through the conversations. Use the - Students complete the 1. C
photos to illustrate the context of conversation with words in the 2. D
the conversation if necessary. E.g: box. 3. A
Mark looks excited about - Students practise the 4. B
something and he is sharing his conversation in pairs.
news with
Nam. Nam looks happy for Mark
too.
- 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 the task. * Expressing pleasure
expressions which are mixed - … is/was amazing/wonderful
together. Ss have to classify them /great.

into 2 groups: expressing pleasure - That was a(n) amazing/
and happiness, and responding. wonderful/great …
- Teacher asks Ss to classify the - It is/was (such) a pleasure to …
expressions into two groups. - I was so pleased to …
- Check as a class. - I’m on top of the world/on cloud
- T asks if Ss can add some more nine/over the moon.
expressions. * Responding
- 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 - Make plan for the role-plan Sample conversations:
to fill in the gaps in Activity 1 are - Practise the role-play 1. A: Yesterday, I saw the new
used to express pleasure and conversation, based on the two Disney movie, The Lion King. I
happiness and responding. situations. enjoyed it so much. It’s such a
- Put Ss in pairs and explain the - Swap the role and continue wonderful
task: to role-play conversations practising. animated movie.
similar to the one in Activity 1, - Perform in front of class. B: That’s great. I’m pleased to
but based on the two situations. Ss hear you like it.
should play the roles given in this 2. B: I’m on cloud nine! My
activity. article about Steve Job’s life and
- Give Ss a few minutes to plan achievements has just been
their conversations before they published in the local newspaper!
role-play it (e.g. who will be A: Wow! I’m so happy for you!
Student A, who will be Student B, You’ve worked so hard on it!
and have them underline key
words in the task question). Have
them write down some prompts to
help them. Encourage them to
swap roles.
- 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)
- 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

Task 1: Read the following text and complete the comparison table on page 18. (10 mins)
- Ask Ss some questions to find out what - Students answer the name of Suggested answers:
they already know about the topic, e.g. Do the people in the picture. 1. England
you know the people in the picture? Who - Students study the content of 2. Russia
were they? What made them famous? the table and complete the 3. 21
- Ask Ss what they want to know about missing information. 4. 34
the topic. Write their questions on the 5. saved her country from
board, e.g. Where were they from? (Egypt, becoming part of the
expanding Roman Empire
England and Russia), In which period/era
6. defeated the powerful
did they live? (69 BC –30 BC, 1533-1603,
Spanish Navy;
1729-1796) encouraged the
- Ask Ss to study the comparison table in development of arts
Activity 1. Make sure they understand 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.

- 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 examples front of class. military leaders who led
about famous women in Vietnam, such as the people against the
Hai Ba Trung, Queen Le Ngoc Han, colonial government of
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 is educated.
invited to the front of the class. He/she is Queen Mother Y Lan:
shown a picture of a famous female figure She was the wife of King
in history (preferably among those the Ss Ly Thanh Tong, and the
have talked or discussed about in the mother of King Ly Can
lesson/unit). Then the student talks about Duc. She knew a lot about
the figure until the whole class can guess Buddhism, and helped
the name of the figure. build hundreds of temples
around the country.
Queen Le Ngoc Han: As
the only daughter of King
Le Hien Tong, she helped
to improve education
and social status of
women by giving titles to
female scholars and
educating female
domestic servants.
e. Assessment
- Teacher corrects for students as a whole class.
a. Wrap-up
b. Homework
- Prepare for Lesson 8 – Looking back and project.
Board Plan
Date of teaching
Lesson 7. Communication and Culture / CLIL
*Warm-up
Game: Who says it?
*Everyday English
Task 1: Listen and complete the conversations
Task 2: Make similar conversations
*Culture
Task 1: Read the text and complete the table.
Task 2: Discussion
* Homework

Lesson 8: Looking back and project
I. OBJECTIVES
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 presentation skills;
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Be proud and respectful of famous people in Viet Nam and in the world
II. MATERIALS
- Grade 12 textbook, Unit 1, Looking back and project
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs and in groups so
speaking, writing and co-operating that they can help each other.
skills when doing the project. - Provide feedback and help if necessary.
Some students will excessively talk in - Explain expectations for each task in detail.
the class. - Continue to explain task expectations in small
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
b. Content:
- Game: Lucky number
- Students can recall the vocabulary they have learnt in Unit 1.
d. Organisation

Game: Lucky number (PPT slides) - Students join the game, Suggested words:
- Ss work in 2 teams. describe and guess the words. 1. determination
- There are 7 numbers, 2 of which are lucky ones. 2. animation
- 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 of
5. drop out
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)
- Students can use the knowledge they have learnt in this unit to complete the tasks
successfully.
d. Organisation
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 silently - Students join the game, Answer key:
and identify the words containg the describe and guess the words. 1. Cleopatra VII, a queen of
dipthongs /eɪ/ and /əʊ/. The should ancient Egypt, was famous for
underline and circle those words her beauty.
respectively. 2. I love Disney animated films
- Check answers as a class by playing like Snow White and the Seven
the recording. Dwarfs and The Little
- Ask Ss to read these sentences aloud Mermaid.
in pairs. Encourage them to pay 3. Vo Thi Sau attacked some
attention to the words containing the French soldiers when she was
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 time teacher is writing on the 1. devoted
(also known a slow reveal game, in board. 2. genius
which one letter of a word is given at - Ss pay attention on the 3. admired - achievements
a time from left to right until a student sentences and replace the 4. attending
can guess the whole word). Have words as required.
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.
- 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 lesson 4. B (was reading)
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
- Students practice giving a presentation.
d. Organisation

- 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- complete the evaluation sheet.
assessment. Explain that they will have to tick
appropriate 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.
- If most students are designing comics, ask them
to pass their comics around in a circle and read
them silently. Write down their comments or
questions on an attached sheet. Near the end of
the lesson, invite some groups to share their
answers to the questions they have received on
their comics.
- Give praise and feedback after each
presentation. You can also give Ss marks for

their presentation as part of their continuous
assessment.
e. Assessment
- Teacher gives comments and feedback to all presentations.
a. Wrap-up
b. Homework
- Prepare for Unit 2.
Board Plan
Date of teaching
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project: Visual stories
*Homework

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NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ NỘI

UNIT 1: LIFE STORIES WE ADMIRE

fighting a war against

4. soldier (n) /ˈsəʊldʒə(r)/ a member of an army, especially one người lính

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

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher gives instructions for the - Other students try to guess

2. ACTIVITY 1: PRESENTATION (5 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Vocabulary pre-teaching - Students listen to the New words:

3. ACTIVITY 2: PRACTICE (22 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Write the correct answers on the board.

4. ACTIVITY 3: PRODUCTION (10 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Listen and read.

UNIT 1: LIFE STORIES WE ADMIRE

Past simple tense Past continuous tense

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

For example, the card in box A Trump, Barack Obama

2. ACTIVITY 1: PRONUNCIATION (12 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- ‘ai’ as in aim, again

3. ACTIVITY 2: VOCABULARY (12 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Ss study them for half a minute, then turn

4. ACTIVITY 3: GRAMMAR (13 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Extension: Ask Ss to add 2-3 more sentences

UNIT 1: LIFE STORIES WE ADMIRE

3. blockbuster (n) /ˈblɒkbʌstə(r)/ something very successful, phim bom tấn

great imagination and intelligence

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

6. What do Steve Jobs and his

2. ACTIVITY 1: PRE-READING (9 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

4. ACTIVITY 3: POST-READING (8 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Task 1: Discuss the questions.

- Task 4: Complete the diagram.

UNIT 1: LIFE STORIES WE ADMIRE

2. battle (n) /ˈbætl/ a fight between armies, ships or trận chiến

4. pass away / pɑːs əˈweɪ/ to die qua đời

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: CONTROLLED PRACTICE (25 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (13 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Read the cards.

UNIT 1: LIFE STORIES WE ADMIRE

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRE-LISTENING (9 mins)

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

the information in the recording. Remind