School:

Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

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
- Phần mềm tương tác hoclieu.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a large - Encourage students to work in pairs and in
number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.
Have excessive talking students’ practice.
- Continue to explain task expectations in small
chunks (before every activity).

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:
- Miming game: Students guess the word using the clue given. The results are the words that they
have learnt in 2 units.
c. Expected outcomes:
- Students can recall the important new words that they have learnt.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

MINI GAME: CATCH A WORD - Students raise hands and Answers:
- Divide 2 teams and tell students the answer the questions in their Automate, adapt, go in for,
rules of the game team. bullying, live up to, brush up,
- T shows the pictures to students adult education, complex
- Introduces the lesson

e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)
a. Objectives:
- To check if Ss can identify different sounds and provide further pronunciation practice.
- To check if Ss can identify word stress and provide further pronunciation practice.
- 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:
- Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the other
three in pronunciation. (p. 140)
- 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)
- Underline the stressed words in the sentences. Listen and check. Then practise saying the
sentences with a natural rhythm. (p. 140)
- 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

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, pay - Follow the instructions and Key: 1. B; 2. A;
attention to the underlined sounds. do the tasks.
- If there is any word whose
pronunciation Ss are not sure about, tell
them to skip it and focus on others. If any
two words share the same underlined
sounds, they cannot be the correct
answers. If not, one of them is the correct
answer.
- Have Ss compare their answers in pairs.
- Check the answers with the whole class.
- Have Ss work in pairs to practise saying
these words.
Underline the stressed words in the sentences. Listen and check. Then practise saying the sentences with
a natural rhythm. (3 mins)
- Ask Ss to read the sentences 5-6 and - Follow the instructions and Key + Audio script:
underline the stressed words in each one. do the tasks. 5. I’ve been taking online classes
for more than three months.
- In weaker classes, review what stressed 6. Lifelong learning is the key to
words in a sentence are and how to success for people of all ages.
identify them.
- Have Ss compare their answers in pairs.
- Play the recording for Ss to listen,
pausing after each sentence for Ss to
check their answers.
- Have Ss work in pairs to practise saying
these sentences. Remind them to say
these sentences with a natural rhythm.
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 7-8 and - Follow the instructions and Key:
identify the type of each question (e.g., 7. do the tasks. 7. A; 8. B
Yes/No question; 8. tag question).
Audio script:
- Tell Ss to listen and circle the correct 7. Do you want to become a
intonation pattern in each question. teacher or a businessman?
8. A: Working as a firefighter is
- Have Ss compare their answers in pairs.
very dangerous, isn’t it?
- Play the recording for Ss to listen, B: Yes, but I got used to it.
pausing after each sentence to check the
answers with the whole class.
- Ask Ss to work in pairs to practise
saying these 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:
- 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)
- Mark the letter A, B, C, or D to indicate the word OPPOSITE in meaning to the underlined
word. (p.140)
- 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
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. - Follow the instructions and Answer key:
Tell them to read and try to understand do the tasks. 1- A; 2- C; 3- D; 4- A
the meaning of each sentence.
- Tell Ss to replace the underlined word
with each of the words from four options.
If they are not sure about the meaning of
any word, tell them to skip it and focus
on the others. The words that change the
meaning of the sentence cannot be the
correct answers.
- Ask Ss to share their answers with the
whole class.
- Confirm the correct answers.
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. - Follow the instructions and Answer key:
Tell them to read and try to understand do the tasks. 1- B; 2- C; 3- D; 4- A
the meaning of each sentence.
- Tell Ss to replace the underlined word
with each of the words from four options.
If they are not sure about the meaning of
any word, tell them to skip it and focus
on the others. The word that makes the
meaning of the sentence opposite can be
the correct answer.
- Ask Ss to share their answers with the
whole class.
- Confirm the correct answers.
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 read the text to get an - Follow the instructions and Answer key:
overview of the text. do the tasks. 1- A; 2- A; 3- C; 4- D; 5- A; 6-
- Have Ss read each sentence more B; 7- D; 8- C
carefully and look through four options.
Tell them to put each word from four
options into the gap.
- Tell Ss to eliminate the words that can
be grammatical incorrect among them
and choose the word that makes the
sentence meaningful.
- Have Ss compare their answers in pairs
and share their answers with the whole
class.
- Confirm the correct answers.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
 - To help Ss revise the uses of phrasal verbs consisting of a verb, an adverb and a preposition as
well as reported speech to report orders, requests, offers, and advice.
b. Content:
- Mark the letter A, B, C, or D to indicate the underlined part that needs correction in each of the
following sentences. (p. 141)
- Mark the letter A, B, C, or D to indicate the correct answer. (p.141)
- 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)
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 - Follow the instructions and Answer key:
focus on the underlined words/ phrases. do the tasks. 1-A → to;
- Check whether these underlined words/ 2-C → with;
phrases are grammatically correct or not 3-B → to give;
by studying both the underlined parts, the 4-C → put;
phrases and the sentences that contain 5-C → up;
these parts. 6-D → on
- If you're not sure about a choice, tell Ss
to skip it 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 - Follow the instructions and Answer key:
check the meaning. do the tasks. 1.B; 2.A; 3. D; 4.A; 5. B; 6. C
- Tell Ss to identify the grammar point
needed for the gap by studying four
options.
- Tell Ss to eliminate the options that can
be grammatically incorrect.
- In weaker classes, categorize these
sentences into 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 - Follow the instructions and Answer key:
identify the grammar points that can be do the tasks. 1. C; 2.A; 3. B; 4. D
used to rewrite the original sentence.
- Tell Ss to read four options and choose
the option that:
- is grammatically correct; and
- 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 observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.

b. Homework
- Do exercises on workbook.
- Prepare for Review 4. Lesson 2. Listening and Speaking.

Board Plan
 Date of teaching
REVIEW 4
Lesson 1: Language
*Warm-up
Mini game
* Pronunciation
- Mark the letter A, B, C, or D to indicate the word whose underlined part differs from the
other three in pronunciation. (p. 140)
- 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)
- Underline the stressed words in the sentences. Listen and check. Then practise saying
the sentences with a natural rhythm. (p. 140)
- Circle the correct intonation pattern in the following questions. Listen and check. Then
practice saying them in pairs. (p. 140)
* Vocabulary
- 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)
- Mark the letter A, B, C, or D to indicate the word OPPOSITE in meaning to the
underlined word. (p.140)
- 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)
* Grammar
- Mark the letter A, B, C, or D to indicate the underlined part that needs correction in each
of the following sentences. (p. 141)
- Mark the letter A, B, C, or D to indicate the correct answer. (p.141)
- 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)
*Homework
 School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

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 skill.
- 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
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the class. - Explain expectations for each task in detail.
Have excessive talking students’ practise.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. . ACTIVITY 1: LISTENING (20 mins)
 a. Objectives:
- To practise listening for main ideas
- To 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 understand the 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? (10 mins)
- Focus Ss’ attention on three options. - Follow the instructions and Answer key:
Tell them that here can be the reasons for do the tasks. B
lifelong learning.
- Tell Ss that they are going to hear a talk
about lifelong and choose the one that is
NOT mentioned in the talk.
- 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 - Follow the instructions and Answer keys:
underline the key words. Tell them to do the tasks. 1) pursuit of knowledge; 2) AI 3)
decide which part of speech needed to fill obsolete 4) high-skilled jobs 5)
in each blank (e.g.: 1. noun/noun phrase; new things quickly 6) lifelong
2. noun/noun phrase; 3. adjective; 4.
noun/noun phrase; 5. noun/noun phrase; learning
6. noun/noun phrase)
- Play the recording again and have Ss
listen and write down their answers in
their notebooks.
- Have Ss work in pairs to compare their
answers.
- Check the answers as a class.
- In weaker classes, play the recording
again, pausing after the sentences
containing the missing words.

Audio script
Good afternoon, everyone.
Last time, we talked about people who continued learning and updating their knowledge and
skills throughout their lives. This continuous pursuit of knowledge is called lifelong learning. So,
let’s discuss now why we need it.
First, as you’re aware we are living in the age of advanced technology and AI. Technology is
developing rapidly and as a result, millions of jobs could be lost as companies cut down on the
number of employees. Some jobs may even become obsolete as processes, systems and whole
factories become fully automated. However, technology has also increased the demand for some
other high-skilled jobs. That is why gaining new skill sets through lifelong learning enables
people to shift from working in the jobs of yesterday to the jobs of tomorrow.
In addition, the job market is becoming more and more competitive. You’ll be left behind and
find it hard to get a job if you don’t keep your knowledge and skills current. The first question a
hiring manager may ask you is ‘What did you learn last week?’ They may also wonder if you
have the ability to learn new things quickly and are aware of the new trends in your industry. If
you’re committed to lifelong learning, you’ll be the most valuable employee.
So, if have just left school or graduated from university, remember that the knowledge and skills
you’ve gained so far are not enough for you to succeed at work. You need to become a lifelong
learner. …
e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

2. ACTIVITY 2: SPEAKING (20 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 understand the skills and solve the exercises successfully.
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. (10 mins)
- Have Ss read some ways to keep - Follow the instructions and Students’ performance
learning throughout life. Make sure they do the tasks.
can understand the ideas. Draw the table
on the board if necessary.
- Ask Ss to work in pairs to discuss and
rank the ways in the table in order of
importance (1 = the least important way
and 5 = the most important). Encourage
them to tell the reasons for their choice.
- Walk around the class to offer help if
necessary.
- Invite some pairs to share the answers.
- Confirm the answers as a class.
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 to - Follow the instructions and Students’ performance
think about other ways of maintaining do the tasks.
learning throughout life.
- Have Ss work in groups and add their
ideas to the table from 1 in Speaking.
- Walk around the class to offer help if
necessary.
- Invite some groups to present summary
of their group discussion to the class.

e. Assessment
- Teacher observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

3. 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

Date of teaching
REVIEW 4
Lesson 2: Skills (1) - Listening & Speaking
* Listening
- 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)
* Speaking
- 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)
*Homework
School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)

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
- Computer connected to the internet
- Pictures, A0 paper
- Projector/ TV
- sachmem.vn

Assumptions

Anticipated difficulties Solutions

Students may find the lesson boring due to a - Encourage students to work in pairs and in
large number of language exercises. groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in
class. detail. Have excessive talking students
practise.
- Continue to explain task expectations in
small chunks (before every activity).

III. PROCEDURES
1. ACTIVITY 1: READING (20 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. Choose the correct answer A, B, C, or D (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 five headings (A-E) first - Follow the instructions and Answer keys:
and check their understanding. do the tasks. 1-A; 2-E; 3-B; 4-C
- Then ask Ss to read the whole text once.
For each paragraph, tell Ss to read the
first and the last sentences of the
paragraph, which can possibly help them
get the main idea. After that, Ss look
through the headings again and match the
paragraph with the heading containing
most relevant/ suitable information.
- Put Ss into pairs to do the activity.
- Check answers as a class. Explain why
option D is wrong. For example,
paragraph 4 also mentioned “university
degree”, but it just one detail or an
example of the paragraph, not the main
idea.
Task 2. Read the article again. Choose the correct answer A, B, C, or D. (13 mins)
- Have Ss read through the questions and - Follow the instructions and Answer keys:
the options. Make sure Ss understand the do the tasks. 1-D; 2-A ;3-C; 4-A; 5-B
questions.
- Ask Ss to underline the key words in
each question.
- Then have Ss read the text. For each
question, tell Ss to locate the key words
as well as the paraphrases of these key
words in the text and decide the best
option 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.
For question 1, the article is organised
into four themes including (1) exploring
career options, (2) getting to know
yourself, (3) reaching out for guidance,
and (4) taking action to turn goals into
reality.
For question 2, in the last sentence of
paragraph 2, the writer mentioned
matching your career options to your
personalities and interests to identify the
suitable job.
For question 3, in the last sentence of
paragraph 3, the writer mentioned
researching the companies you are going
to meet in advance.
For question 4, the writer asks those
questions in paragraph 4 as a way of
engaging readers and encouraging them
to think about the answers to these
questions.
For question 5, Ss can replace the word
“monitor” by the other words from four
options. The one that has the closest
meaning to “monitor” is “check
regularly”.

e. Assessment
- Teacher checks students’ work and gives feedback.
- Students in class listen and give feedback on their friends’ performance.

3. ACTIVITY 2: WRITING (20 mins)

a. Objectives:
 - To help Ss practise writing a CV which matches the 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
Write your proposal (150–180 words). Use the idea in 1 and the outline below to help you. (20 mins)
- Tell Ss to imagine that they are going to - Follow the instructions and Sample answer
apply for the position of a fashion do the tasks.
assistant. Have Ss read through the job
advert. Make sure that they understand it.
- Ask them to work in pairs to discuss the
qualifications, qualities and experience
they may need if they apply for the job.
- Have Ss to share their ideas with the
whole class.
- 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 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.

Suggested ideas:
Qualification(s)  Have a diploma in arts and fashion design, but a degree is not required
 Have knowledge of clothing, textile, or fashion trends
Qualities
 Have creative and artistic skills
  Have experience of working as a fashion assistant. If not, on-the-job training
Experience
will be offered.

Sample outline:
CURRICUMUM VITAE
Personal details
Name: Phuong Mai Vu
Phone: 0382461357
Email: [email protected]
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.
(1) Education
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………
(2) Work experience
…………………………………………………………………………………………………
…………………………………………………………………………………………………
…………………………………………………………………………………………………
………………………………………………
(3) Skills

…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………
(4) Hobbies and interests
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
…………………………………………………………………………………………………………
………………………
References
Available upon request

Sample answer:
CURRICUMUM VITAE
Personal details
Name: Phuong Mai Vu
Phone: 0382461357
Email: [email protected]
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.
(5) Education
Nguyen Hue senior secondary school, Hanoi 20… - present
Le Loi junior secondary school, Hanoi 20… - 20XX
Subjects and grades: Arts – 9.5
Awards: the winner of the city design contest of book covers
Extracurricular activities: Founding member of the school arts club, the organising team
member of the design contest every year.
(6) Work experience
The school arts club 20 - present
 Organise the school fashion exhibition
 Found the school arts club
The design contest every year 20 - present
 The organising team
 The winner of the design contest 20XX
(7) Skills
Good creative and artistic skills (drawing and painting)
Digital skills: Good understanding of common digital software and platform, basic design
sketches
Effective communication

(8) Hobbies and interests

Drawing, painting, and singing
References
Available upon request

e. Assessment
- Teacher 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.

Board Plan
 Date of teaching
REVIEW 4
Lesson 3: Skills (2) – Reading and Writing
*Warm-up
Watch videos.
* Reading
- 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. Choose the correct answer A, B, C, or D (p.143)
- Extension.
* Writing
- 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)
*Homework