Date of preparation: 08/9/2024

Date of teaching: 06/01/2025

Period 43
REVIEW 2
Lesson 1: Language
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Review the language they have learnt in Unit 4-5.
- Review the vocabulary and grammar they have learnt in Unit 4-5.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Review 2
- Computer connected to the Internet
- Projector / TV/ pictures and cards
- hoclieu.vn

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

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Menti game
c. Expected outcomes:
- Students can recall the previous knowledge and develop interest in the lesson
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Menti Game - Ss do as required in the link:
- Provide the link to the website Write down three types of
MENTI.COM and asks Ss to use sentences you have learnt in
their smart devices to get access Unit 5.
to the link. - Ss share the answers with
- T checks if the answers are each other.
Answer key:
correct or incorrect and reviews Simple sentence
the meaning of the learning Compound sentence
 methods. T draws Ss’ attention to Complex sentence
three types of sentences and lets
them give more examples for each
type.

e. Assessment
- Teacher observes the groups, listens to Ss’ answers and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (15 mins)

a. Objectives:
- To check if Ss can identify different sounds and provide further pronunciation practice;
- To check if Ss can identify word stress and provide further pronunciation practice.
b. Content:
- Task 1: Mark the letter A, B, C, or D to indicate the word whose underlined part differs
from the other three in pronunciation. (p.72)
- Task 2: Mark the letter A, B, C, or D to indicate the word which differs from the other three
in the position of the main stress. (p.72)
- Task 3: Mark the letter A or B to indicate the stressed auxiliary or modal verb. Listen and
check. Then practice saying the sentences in pairs. (p.72)
- Task 4: Read the following sentences. Underline the unstressed words in each one. Listen
and check. Then practise saying the sentences in pairs. (p.72)
c. Expected outcomes:
- Students can revise different aspects of pronunciation learnt in Unit 4 and 5.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Mark the letter A, B, C, or D to indicate the word whose underlined part differs
from the other three in pronunciation. (4 mins)
- Have Ss pronounce all words, pay - Pronounce the words. Answer key:
attention to the underlined sounds. - Apply the tips to find the 1. D
- If there is any word whose words whose underlined part 2. B
pronunciation Ss are not sure about, tell differs from the other three in
them to skip it and focus on the others. If pronunciation.
any two words share the same underlined - Check the answers.
sounds, they cannot be the correct
answers. If not, one of them is the correct
answer.
- Have Ss compare their answers in pairs.
- Check the answers with the whole class.
- Have Ss work in pairs to practise saying
these in words.
Task 2: Mark the letter A, B, C, or D to indicate the word which differs from the other three
in the position of the main stress. (4 mins)
- Have Ss pronounce all words, pay - Pronounce the words. Answer key:
attention to the word stress. - Apply the tips to find the 1. A
- If there is any word whose stress Ss are words whose stressed part 2. C
not sure about, tell them to skip it and differs from the other three.
focus on the others. If any two words - Check the answers.
share the same stress, they cannot be the
correct answers. If not, one of them is the
correct answer.
- Have Ss compare their answers in pairs.
- Check the answers with the whole class.
- Have Ss work in pairs to practise saying
 these in words.
Task 3: Mark the letter A or B to indicate the stressed auxiliary or modal verb. Listen and
check. Then practice saying the sentences in pairs. (3 mins)
- Ask Ss to read the sentences and - Read the sentences and Answer key:
identify part of speech of the words in identify part of speech of the 1. B
bold e.g., auxiliary. words in bold e.g., auxiliary. 2. B
- Tell Ss to circle the stressed auxiliary or - Circle the stressed auxiliary
modal verbs in each sentence. or modal verbs in each
- In weaker classes, review the cases in sentence.
which auxiliary or modal verbs are - Check the answers.
stressed in a sentence on the board or go
back to Language sections in Unit 5.
- Have Ss compare their answers in pairs.
- Play the recording for Ss to listen,
pausing after each sentence for Ss to
check their answers.
- Have Ss work in pairs to practise saying
these sentences.
Task 4: Read the following sentences. Underline the unstressed words in each one. Listen
and check. Then practise saying the sentences in pairs. (4 mins)
- Ask Ss to read the sentences. - Read the sentences. Answer key:
- Tell Ss to underline the unstressed - Underline the unstressed 1. Life in the city is
words in each sentence. words in each sentence. very convenient and
- In weaker classes, review how to - Check the answers. comfortable, but also
identify the unstressed words in a expensive.
sentence on the board or go back to - Practice in pairs 2. It usually takes
Language sections in Unit 4. thirty to eighty job
- Have Ss compare their answers in pairs. applications to get a
- Play the recording for Ss to listen, job offer.
pausing after each sentence for Ss to
check their answers.
- Have Ss work in pairs to practise saying
these sentences.

e. Assessment
- Teacher checks students’ pronunciation and gives feedback.

3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To check if Ss can understand and use topic-related words and phrases from Units 4 and 5
in meaningful contexts.
b. Content:
- Task 1. Mark the letter A, B, C, or D to indicate the word or phrase CLOSEST in meaning
to the underlined word. (p.72)
- Task 2. Mark the letter A, B, C, or D to indicate the word or phrase OPPOSITE in meaning
to the underlined word. (p.72)
- Task 3: Read the following passage and mark the letter A, B, C, or D to indicate the correct
word or phrase that best fits each of the numbered blanks from 1 to 8. (p.72)
c. Expected outcomes:
- Students can complete the tasks on vocabulary.
d. Organisation

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

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

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

4. ACTIVITY 3: GRAMMAR (10 mins)

a. Objectives:
- To check if Ss can use present perfect, double comparatives to show changes, and
compound and complex sentences.
- To check if Ss can use gerunds and participle clauses.
b. Content:
- Task 1: Mark the letter A, B, C, or D to indicate the correct answer. (p.73)
- Task 2: Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to
each of the given sentences. (p.73)
c. Expected outcomes:
- Students can revise the learnt grammar points and do the tasks.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Task 1: Mark the letter A, B, C, or D to indicate the correct answer. (5 mins)
- Ask Ss to read each sentence and four - Do the activity individually. Answer key:
options. - Choose the correct answers. 1. A
- Remind Ss to identify the grammar - Check the answers. 2. B
points that are tested in the sentence. 3. C
- Recall the related grammar point in 4. B
each sentence. In weaker classes, 5. D
categorize these sentences into groups 6. A
corresponding to the grammar points Ss
learnt in Units 4-5 and quickly review the
uses of the grammar points on the board
or go back to Language sections in these
Units.
- Eliminate the option that can be
grammatically incorrect. The correct
answer should be grammatically correct
and make the sentence meaningful.
- Then have them compare answers in
pairs, before confirming answers as a
class.
Exam strategies
Grammar (MCQs): Choosing the best
answer to complete each sentence
1. Read the whole sentence and four
options. Identify the grammar points that
are tested in the sentence.
2. Recall the related grammar point.
3. Eliminate the option that can be
grammatically incorrect. The correct
answer should be grammatically correct
and make the sentence meaningful.
Task 2: Mark the letter A, B, C, or D to indicate the sentence that is closest in meaning to
each of the given sentences. (5 mins)
- Have Ss work in pairs. Tell them to - Work in pairs to do the task. Answer key:
identify the grammar points that can be - Check the answers. 1. D
used to rewrite the original sentence. 2. B
- Tell Ss to read four options and choose 3. C
the option that: 4. B
+ is grammatically correct 5. A
+ does not change the meaning of 6. D
the original sentences
- Have Ss compare their answers in pairs.
- Confirm the correct answers with the
whole class.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Prepare for the next lesson: Review 2 - Skills (1)

Board Plan

Date of teaching
Review 2
Lesson 1: Language
* Warm-up: Menti game
Pronunciation
Task 1: Choose the word whose underlined part differs from the other three in
pronunciation.
Task 2: Choose the word which differs from the other three in the position of the main
stress.
Task 3: Choose the stressed auxiliary or modal verbs.
Task 4: Underline the stressed words
Vocabulary
Task 1: Choose the synonym.
Task 2: Choose the antonym.
Task 3: Choose the best answer to complete the passage.
Grammar
Task 1: Choose the correct answer.
Task 2: Choose the sentence that is closest in meaning to each of the given sentences.
* Homework
 Date of preparation: 08/9/2024
Date of teaching: 06/01/2025
Period 44
REVIEW 2
Lesson 2: Skills (1) - Listening & Speaking
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise listening for general ideas and specific information
- Use the learnt ideas and language to discuss and practise problem-solving skills
2. Core competence
- Develop critical thinking skills
- Be collaborative and supportive in pair work and team work
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Review 2
- Computer connected to the internet
- Projector/ TV
- hoclieu.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.
- Continue to explain task expectations in small
chunks (before every activity).

III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To give excitement to students and lead in the lesson.
b. Content:
- Video watching
c. Expected outcomes:
- Students can listen for comprehension and answer the given questions.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Video watching - Watch a short video and try Link:
- Teacher asks Ss to watch a short to remember the information https://www.youtube.com/watc
video and try to remember the in the video. h?v=TiIFzV4d2NE
information in the video. - Share the answers with the Questions:
- After Ss listen, teacher shows the whole class. What do cities of the future
question before playing the video. look like?
- Ss raise their hands to grab the Suggested answers:
chance to answer. The cities are smart with:
- T checks if the answers are correct or + flexible transport
incorrect and leads in the lesson. + energy efficient buildings
+ accessible electricity
+ advanced AI
+ new business and services
+ AI-based mobility

e. Assessment
- Teacher observes the students and gives feedback.

2. ACTIVITY 1: LISTENING (18 mins)

a. Objectives:
- To practise listening for main ideas
- To practise listening for specific information
b. Content:
- Task 1. Listen to a talk about a city. What is it about? (p. 74)
- Task 2. Listen again and complete the note with no more than TWO words for each answer.
(p. 74)
c. Expected outcomes:
- Students can understand the main ideas of the listening passage and reorder the key
information.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Listen to a talk about a city. What is it about? (8 mins)
- Focus Ss’ attention on three titles and - Listen and do the task. Answer keys: A
ask them which information they - Share and check the
expected to listen to from each title. answers.
- Tell Ss that they are going to hear a
talk about a city.
- Play the recording and encourage Ss to
note down as much information as
possible in their notebooks.
- Call on some Ss to share their
information. Ask Ss to eliminate the title
that does not tell them about the main
idea.
- Confirm the correct answer. Ask Ss to
give the clues that help them work out
the answer, e.g. option B is only a part
of the talk or option C is NOT
mentioned in the talk.
Task 2. Listen again and complete the note with no more than TWO words for each
answer. (10 mins)
- Ask Ss to look at the sentences and - Listen and do the task. Answer keys:
underline the key words and decide what - Share and check the 1. old houses
part of speech of each word in the gap is answers. 2. high-rise
(e.g.: 1. noun/noun phrase; 2. noun/noun buildings
phrase; 3. noun/noun phrase; 4. 3. traditional
adjective; 5. noun/noun phrase) markets
- Play the recording again and have Ss 4. frequent
listen and write down their answers in 5. traffic jams
their notebooks.
 - Have Ss work in pairs to compare their
answers.
- Check answers as a class.
- In weaker classes, play the recording
again, pausing after the sentences
containing the missing words.

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

3. ACTIVITY 2: SPEAKING (20 mins)

a. Objectives:
- To give Ss an opportunity to use the ideas and language from the Listening in a group
discussion and practise problem-solving skills.
b. Content:
- Task 1. Work in pairs. Discuss the impact of urban development on people’s life and
complete the following table. (p.74)
- Task 2. Discuss in groups. Which change in 1 do you think has the most positive impact,
and which one has the most negative impact on urban life? Then report the group's answers to
the class. (p.74)
c. Expected outcomes:
- Students come up with good ideas and are able to talk about the positive and negative
impacts of urban development on people’s life.
d. Organisation:

TEACHER’S STUDENTS’ CONTENTS

ACTIVITIES ACTIVITIES
Task 1. Work in pairs. Discuss the impact of urban development on people’s life and
complete the following table. (9 mins)
- Have Ss read - Work in pairs to Suggested answers:
through the discuss the impact of Urban Positive and/or
instructions. Draw the urban development. development negative impact on
table on the board if - Present their urban people’s life
necessary. completed table in 1. Growing Housing shortage,
- Ask them to work in front of the class. population higher rents and
pairs to discuss the home prices
impact of urban 2. More people Higher
development. Tell Ss looking for unemployment
to add more ideas and jobs
complete the table. 3. More More education
- Tell Ss that the schools and opportunities
impact on urban universities
people’s life can be 4. Expanded More convenient
positive and/or roads traffic
negative. 5. More shops, More convenient
- Walk around the restaurants, shopping, but more
class to offer help if and difficulties for
necessary. supermarkets traditional markets.
- Invite some pairs to
present their
completed table in
front of the class.
 Task 2. Discuss in groups. Which change in 1 do you think has the most positive
impact, and which one has the most negative impact on urban life? Then report the
group's answers to the class. (11 mins)
- Have Ss work in - Work in groups and Suggested answers:
groups and discuss discuss the impacts of Discussion:
the impacts of urbanisation. A: Today we’ll be talking about which
urbanisation using the - Prepare a change has the most positive impact and
table from 1 in presentation to report which one has the most negative impact
Speaking. what they have just on urban life. Let’s start with the positive
- Ask Ss to prepare a discussed. one.
presentation to report - Present a summary B: Well, I believe that building more
what they have just of their group schools and universities is the most
discussed. discussion to the class. important change because it can have a
- Walk around the huge effect on young people. This creates
class to offer help if more education opportunities for students
necessary. in the area.
- Invite some groups A: I agree, but most people want more
to present a summary shops, restaurants and supermarkets so
of their group they can have convenient shopping
discussion to the experiences and enjoy eating out.
class. B: I see, if there are too many shops and
supermarkets, traditional markets may
struggle to survive ...
Group’s report: Among all changes, we
believe that building more schools and
universities will have the most positive
impact on urban life because this will
create more education opportunities for
students and attract more young people.

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

4. CONSOLIDATION (2 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for Review 1 - Skills (Reading & Writing).

Board Plan

Date of teaching
REVIEW 2
Lesson 2: Skills - Listening & Speaking
*Warm-up
Video watching
* Listening
- Task 1. Listen to a talk about a city. What is it about?
- Task 2. Listen and complete the notes.
* Speaking
- Task 1: Complete the table.
- Task 2: Discussion.
*Homework
Date of preparation: 08/9/2024
Date of teaching: 06/01/2025
Period 45
REVIEW 2
Lesson 3: Skills (2) - Reading & Writing
I. OBJECTIVES
By the end of this lesson, students will be able to:
1. Knowledge
- Practise reading for the main idea and specific information;
- Practise writing an application letter.
2. Core competence
- Develop critical thinking skills;
- Be collaborative and supportive in pair work and team work;
- Actively join in class activities.
3. Personal qualities
- Develop self-study skills.

II. MATERIALS
- Grade 12 textbook, Review 2
- Computer connected to the internet
- Projector/ TV
- hoclieu.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.
- Continue to explain task expectations in
small chunks (before every activity).

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

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
 Brainstorming - Look at the picture.
- Teacher shows a picture to all - Work in groups and
the students. answer some questions
- Teacher asks Ss to work in - Share the answer with
groups and answer some the whole class.
questions:
+ What are the benefits of
having a part-time job while at
school?
- Teacher asks each group to
report their ideas. Suggested answers:
- Teacher corrects the answers - boost students’
and gives feedback. confidence
- build their professional
network for future career
- develop students’ skills
for future jobs
- have more work
experience

e. Assessment
- Teacher observes the students and gives feedback.

2. ACTIVITY 1: READING (16 mins)

a. Objectives:
- To help Ss practise reading for main ideas.
- To help Ss practise reading for specific information.
b. Content:
- Task 1. Read the text. Match each section (A–C) with a heading (1–5). There are TWO
extra headings. (p.75)
- Task 2. Read the text again. Mark the letter A, B, C, or D to indicate the correct answer.
(p.75)
c. Expected outcomes:
- Students can identify the main ideas as well as specific information of the reading passage.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Task 1. Read the text. Match each section (A–C) with a heading (1–5). There are
TWO extra headings. (7 mins)
- Have Ss read through the five headings - Read through the five Answer keys:
and check understanding. headings. A-4
- Then ask Ss to read the whole text - Read the whole text once B-1
once to acquire an overall idea. to acquire an overall idea. C-2
- Put Ss into pairs to do the activity. - Work in pairs to do the
Remind them to pay attention to the first task.
or the last sentence of each paragraph,
which can help them to find the answer. - Check the answers.
(e.g.: the first sentence of the first
paragraph is “To begin with, students
can gain and develop important skills
…”, so D can be the correct answer).
- Check answers as a class.
Task 2. Read the text again. Mark the letter A, B, C, or D to indicate the correct
 answer. (9 mins)
- Have Ss read through the questions - Read through the five Answer keys:
and the options. Make sure Ss headings. 1. B
understand the questions. - Work in pairs to check. 2. C
- Ask Ss underline key words. 3. D
- Check the answers.
- Then have Ss locate the parts where 4. B
the relevant information appears in the 5. A
passage.
- Have Ss work in pairs to compare their
answers.
- Check the answers as a class and ask
Ss to explain their choice.
+ For question 1, the writer mentioned
communication skills and teamwork
skills in paragraph 1;
+ For question 2, the word “equipped”
is a verb in passive to show that
something was provided for someone.
+ For question 3, the pronoun “they”
refers to people, not things and a plural
noun.
+ For question 4, the writer mentioned
“a teaching assistant” as an example of
how having part-time jobs can boost
students’ experience and confidence.
+ For question 5, the writer mentioned
the development of students’
relationship through having a part-time
job in paragraph 3.

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

3. ACTIVITY 2: WRITING (21 mins)

a. Objectives:
- To help Ss practise writing a letter of application.
b. Content:
Work in pairs. Read the advert below and write a letter of application (150–180 words) to the
Human Resource Department.
c. Expected outcomes:
- Students develop writing skills on the given topic. They are able to write a letter of
application and give feedback on their friends’ work.
d. Organisation:

TEACHER’S ACTIVITIES STUDENTS’ CONTENTS

ACTIVITIES
Work in pairs. Read the advert below and write a letter of application (150–180
words) to the Human Resource Department.
- Ask Ss to read the advert. Pre- - Read the advert. Sample answer:
teach some vocabulary items if - Work in pairs and 50 Hoang Quoc Viet Str,
necessary. examine the sample. Hanoi
- Have Ss work in pairs. In - Write a letter of The Human Resource
stronger classes, ask Ss to application using the Department, Language
discuss what qualities and School
 experience they need to apply for information in the box. 1150 Hang Dau Str., Ha
the position of an English tutor Noi
and elicit the ideas from each Ha Noi, October 19, 20..
group and write them on the
board if necessary. In weaker Dear Sir or Madam,
classes, give Ss some suggested I am writing to apply for the
ideas on the qualities and post of an English tutor that
experience they need to apply for you advertised on your
the position of an English tutor. website.
- Ask them to refer to the sample I am in my last year of
letter of application in Unit 5 and secondary school. Last
review the organization of a summer, I worked as a
letter of application. volunteer teaching assistant
- Give Ss enough time to write a for the ‘Education for All’
letter of application using the project. I helped students
information in the box. Set a learn English at a primary
time limit depending on the Ss’ school. My responsibilities
ability level. included checking students’
- Walk around the class and offer attendance and homework. I
help. also organised
- If time allows, ask Ss to swap extracurricular activities to
their letters of application with a help children practise their
partner for peer review. English.
Encourage them to make I love working and
revisions based on peer feedback interacting with children
and then proofread it carefully aged 6-10. I consider
for any mechanical mistakes myself to be a sociable,
such as spelling, punctuation, caring and patient person. I
and capitalisation. understand that being a
- Collect Ss’ letters of teaching assistant is not an
application to mark and provide easy job, but I will try my
written feedback in the next best.
lesson. I would be delighted to
meet you in person to
discuss my application. I
am available for an
interview any afternoon
during the week. If my
application is successful, I
will be free to start working
after the 30th of October.
I look forward to hearing
from you soon.
Yours faithfully,
Binh

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

4. CONSOLIDATION (3 mins)
a. Wrap-up
- T asks Ss to talk about what they have learnt in the lesson.
b. Homework
- Do exercises in the workbook.
- Prepare for the next lesson: Unit 6 – Lesson 1.

Board Plan

Date of teaching
REVIEW 2
Lesson 3: Skills – Reading and Writing
*Warm-up
Brainstorming
* Reading
- Task 1: Read the text and match the headings
- Task 2: Choose the correct answer.
* Writing
Write a letter of application (150–180 words) to the Human Resource Department.
*Homework