Tiếng Anh 12 – Giáo án Unit 6: FUTURE JOBS A: READING A Aims: To help students to practicse:  Guessing words’ meanings in contexts  Reading for details of information about job interview B Aids: Student’s book and pictures showing farmers’ daily routines, etc C Methods : Communicative approach and leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: Teacher’s activities Students’ activities I Warm-up: Guessing game - One S goes to the board, gets the picture and doesn’t let others see it - Call on an S to go to the board and give a picture to him/her Don’t let the others see it - The S leads the game by asking the others: - Tell the class the rules of the game - Which university is it in the picture? - Everybody makes yes/no questions to guess - The others make yes/no questions the answer of your friend’s question Possible questions: - Observer students playing game - Are students in this university trained to be teachers? + Lead-in: - Is the university in Hanoi? - Is it…university? - Ask students to look at the pictures in their books and work in pairs to answer the - The S answers the questions using only yes or question: no The game is over if an S guess the right university - What they do? - All the students look at the picture to check - Ask students to work in groups of four to tick the factors that they think would help - Work in pairs and look at the pictures in their them succeed in a job interview books to answer the questions - Ask some groups to report their answers Expected answers: - Give T’s own comments He is a waiter He is a mechanic She is a farmer She is a teacher He is a doctor - Form groups of four and tick the factors that they think would help them succeed in a job interview -Some groups report their answers; others listen and comment II Before you read : Possible answers: - Ask Ss to work in groups Tick () the giving clear, honest answers] factors that they think would help them  feeling self-confident succeed in a job interview • Wearing casual clothes  having good sense of humor • Giving clear, honest answers - Work in groups Tick () the factors that they think would help them succeed in a job interview E.g • Feeling self-confident • Feeling nervous • Having a good sense of humour • Avoiding difficult questions - Get feedback - Avoiding difficult questions - Giving clear, honest answers - Feeling self-confident - Give Ss suggested answers III While you read : - Ask students to look through the passage and read in silence - Read the text in silence - Find out new words - Help students read the passage - Understand the aim of the text - Do the tasks that follow - Explain pronunciation and meaning of new words which appear in the passage Task1: Task : - Read the task carefully - Introduce the task: These words are from - Choose the right option to finish the task the passage Look back to the text and circle - Exchange their answers for peer correction the best meanings A, B or C - Tell the class the answers B - Ask Ss to circle the best meanings A, B or C C A B - Go around class and help Ss if they need - Look at the task, read the text again to give the answers - Call on Ss to give their answers - Understand the task - Read the text again, decide whether the - Correct mistakes statements are true (T) or false (F) Task 2: - Introduce the task: Work in pairs Decide whether the following statements are true (T) Suggested answers: or false (F) 1.F 2.T Try to reduce the feeling of pressure and make a good impression on your 5.T 6.F interviewer 3.F 4.T 7.F 8.T Find out as much information as you can about the job and the vacancy Bring with you a letter of application and your resumes to the interview Take all your certificates and letters of recommendation with you Remember to dress neatly and formally Your voice should be clear and polite Tell the shortcomings interviewer about your Remember to say goodbye to the interviewer before leaving the interview - Answer the following questions: What you prepare for a job interview? - Go around class and help Ss if they need What should we and shouldn’t before, during and after an interview? - Call on Ss to give their answers - Correct mistakes IV Post reading: - Introduce the task: Work in groups Discuss the question: Which pieces of advice - Do reading exercise of Unit in workbook given in the passage you find most useful and prepare Part B : Speaking at home and least useful? Why? - Guide Ss to answer - Go round the class to help Ss if necessary - Call on some Ss to give their answers - Correct mistakes V Home work: - Ask students to read the passage again - Ask students to reading exercise of Unit in workbook and prepare Part B : Speaking at home Unit 6: FUTURE JOBS B: SPEAKING A Aims: To help students to:  Practise talking about characteristics of some future jobs: teachers, doctors, farmers…  Develop students’ ability through discussing and giving personal opinions on some kinds of jobs  Provide students with some knowledge about job interview and raise their awareness about future job B Aids: Textbooks, pictures, board, chalks C Methods : Communicative approach and leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: Teacher’s activities Students’ activities I Warm-up: - Ask Ss some questions about jobs: - Listen to the questions Would you like to work as a - Discuss the question teacher? - Stand up, answer the questions What you think about teaching job? - Get feedback - Lead Ss to new lesson II Pre-speaking : Task - Introduce the task: Work in pairs Match a job in A with at least two descriptions in B - Work in pairs A B - A doctor • Take care of people's health - A farmer • Create imaginary characters and events - A tourist guide • Find good and safe hotels for customers - A writer • Take people to places of interest • Construct irrigation systems • Apply techniques new farming • Help save people's lives • Tell stories through pictures - Ask Ss to match a job in A with at least two descriptions in B - Go around class and help Ss if they need - Call on Ss to give their answers - Correct mistakes III While-speaking : Task - Match a job in A with at least two descriptions in B Example: A: a doctor B: - Take care of people's health - Help save people's lives - In turn, stand up and practice - Introduce the task: Task2 Work in pairs - Understand the task Discuss which of the jobs in column A you - Work in pairs Discuss which of the jobs in would/would not like to Explain why/why column A they would/would not like to not? You can use the cues in column B Explain why/why not? use the cues in column A B B Pilot Boring Waiter Rewarding Taxi driver Difficult Electrician Interesting Example: Policeman Fascinating Journalist Dangerous Hotel receptionist Challenging I would like to work as a doctor Working as a doctor would be fascinating job because I would have a chance to take care of people health Computer programmer Fantastic - Guide students how to practise - Ask students to work in pairs - Help the students with new structures - Walk around and help them Possible discussion: S1: Do you like to be a journalist? S2: Yes, I would like to work as a journalist S1: Why? S2: Because I think that working as a - Call some student to stand up and report journalist would be a fascinating job, and I’d before the class like to have a chance to travel all over the world and meet many interesting people - Correct their mistakes Example: I would like to work as a doctor Working as a doctor would be fascinating job because I would have a chance to take care of people health IV Post-speaking : Task - Teacher introduces the task: Task3 Work in - Work in groups Talk about a job they may after they finish school groups Talk about a job you may after Example: I would like to work as a tourist you finish school, using the following cues guide It would be a challenging and • Where you will work fascinating job because I would have a chance to travel all over Vietnam and meet many • Who you will work with interesting people If I work for a foreign • The salary you may get paid tourist company, I can get high salary and improve my English speaking and listening • The working conditions skills Also, I am a sociable and confident - Let them work in groups person and I can work hard for a long time so I want to work far away from home to know - Ask some students to stand up and tell more about the world around me loudly - Walk round and help them - Listen and correct mistakes V Homework: - Assign homework - Ask students to prepare Part C- Listening and homework - Listen to the teacher - Write down the homework Unit 6: FUTURE JOBS C: LISTENING A Aims: To help students to practise:  Listening to a passage for missing words to fill in the boxes  Listening for gist and true/false exercises  Summarizing information in a job a job advertisement B Aids: Textbooks, cassettes, record, board, chalks C Methods : Communicative approach and leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: Teacher’s activities Students’ activities I Warm-up: - Give Ss a question to discuss: Which is the - Discuss and answer the questions E.g Accountant; nurse; lawyer; teacher; most popular job in Vietnam? computer programmer… - Get feedback - Lead Ss to new lesson E.g Accountant; nurse; lawyer; teacher; computer programmer… - Read loudly the words: workforce manufacturing retail service category goods job - Work in groups Summarize the passage using the information in Tasks and - Guide Ss to - Call some Ss to summarize the passage - Work in groups Summarize the passage using the information in Tasks and V Homework: - Assign homework - Prepare the section C (The Writing part of Unit 6) - Prepare the section C (The Writing part of Unit 5) Unit 6: FUTURE JOBS D: WRITING A Aims: To help students to  Understand the main information in job advertisement  Write a letter applying for the job in the advertisement B Aids: Textbooks, pictures, board, chalks C Methods : Communicative approach and leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: Teacher’s activities Students’ activities I Warm-up : - Raise a picture of a beauty spot ( Keo - Work in pairs, answer the questions Pagoda in Vu Thu Thai Binh) and ask Ss - Understand the aim of the lesson some questions: Where is it? What is it famous for? Do you want to work as a tourist guide here? - The new lesson: “Writing a formal letter of What qualification you need? job application” - Get feedback - Lead Ss to the new lesson: “Writing a formal letter of job application” II Pre-writing: - Work in pairs Read the following advertisement and fill in the notes - Teacher introduces the task: Task Work in pairs Read the following advertisement English-speaking Tour Guides Wanted and fill in the notes We are a travel company managing holiday tours We need English-speaking local guides to accompany foreign visitors on We are a travel company managing holiday trips throughout Vietnam If you have a tours We need English - speaking local high school diploma………… guides to accompany foreign visitors on trips throughout Vietnam If you have a high Answers: school diploma, have experience as a tour Tour guide guide, a good manner, speak fluent English High school diploma and are willing to work hard for long hours, Experience as a tour guide, fluent English please contact: The Manager, Vinatour, 450 A good manner, willing to work hard Nguyen Du Street, Hanoi Telephone No: 04 for long hours 824 0139 - Read the task carefully • Type of job: ………………… - Work in pairs to give outlines • Level of education needed: …………… - Base on the outline write a letter to Vinatour, applying for the job mentioned in the • Work experience: …………………… advertisement in Task • Character and interests: ………………… - Exchange their writing for peer correction English-speaking Tour Guides Wanted - Guide Ss to fill in the notes - Walk round the class to give Ss assistance - Read out the letter - Correct mistakes Flat 3,324, Ly Thuong Kiet Street, Hanoi III While-writing: 16, October, 2004 Hanoi Vinatour - Teacher introduces the task: Task Write a letter to Vinatour, applying for the job 250, Nguyen Du Street, Hanoi mentioned in the advertisement in Task Dear Sir or Madam, Your letter should include the following I am writing in reply to your advertisement details in the Vietnam News for experienced Englishspeaking local guides to accompany foreign • Your name, address and date of writing visitors on trips throughout Vietnam I think I meet all of the qualifications that • Name and address of the company you specify I was awarded High School • Greeting Certificate two years ago After leaving high school, I worked as an accountant in a small • Introduction: say where you saw the travel agency for one year, where I was given advertisement and why you are writing the a training course on tourism Then I had one year of experience as a tour guide so I know letter of application many tourist areas in Vietnam arid have a • Body: mention your education, work basic knowledge of Vietnamese culture, experience and your character / interests history and geography I speak English fluently In addition, I am a sociable and • Conclusion: express your willingness to confident person and can work hard for long work for the company and when you are hours I would like to work for you and would available for interview appreciate the opportunity to discuss this position with you in person • Closing I am looking forward to hearing from you at your convenience - Guide Ss to write outlines Yours faithfully, - Ask Ss to write Nguyen Quoc Anh - Call on some Ss to read out their writing in - Rewrite the letter at home front of the class - Prepare the section D - Ask Ss to exchange their writings for peer correction - Correct mistakes Suggested answer IV Post- writing: - Ask Ss to read the letter again - Give remarks on the writing V Homework: - Ask Ss to rewrite the letter at home - Prepare the section D (The Language focus part of Unit 6) Unit 6: FUTURE JOBS E:LANGUAGE FOCUS A Aims: To help students to  Pronunciation: Students practice pronouncing weak form and strong form words: and, but, at, for, of, to, from  Grammar: Students study the relative clauses  Vocabulary: Students learn to use words relating to the topic job application B Aids: Textbooks, board, chalks C Methods : Communicative approach and leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: Teacher’s activities Students’ activities I Warm-up: - Write some words on the board, and then pronounce those words aloud - Pay attention to its weak/strong forms - Ask Ss to read after - Listen to teacher II Pronunciation - Read aloud - Ask Ss to look at this table - Read the words and their weak and strong form - Ask Ss to read after - Call some Ss to read seats Conjunctions Prepositions Strong Weak form form And But / „nd/ /bΛt/ /ənd/; /ən/ /bət/ Strong form - Pay attention to its weak/ strong forms Weak - Understand the aim of the new lesson form At /„t/ /ət/ For /f / /f ə/ Of / v/ /əv/ To /tu:/ /tə/ From /fr m/ /frəm/ - Help students how to pronounce those words correctly by reading first as model - Practice: Practise reading these sentences What are you looking at? I want to go but I don't know when She bought a book and two pens Thanks for coming Where is it from? I'm from Hanoi She's the one I'm fond of First of all, I want to thank you for coming The letter was to him, not from him 10 I want to ask you a question - Listen and repeat from 2-3 times - Some of them stand and read words aloud - Read the words first: clearly, correctly - Practise in groups - Listen and correct their pronunciation if it’s - Some groups compare with their results and read needed the words in sentences aloud - Let students read the sentences and work in groups - Listen and remark each group III Grammar: - The answers can be various a) Review some grammar structures: Relative - Listen and give more questions in pairs clauses - Read the sentences in chorus aloud Whom; who; which; whoever; whose……… - Give some examples - Ask Ss to make sentences with the structures - Read the request of task carefully and the task b Practice: * Exercise 1: -Ask T if there is any trouble - Introduce the task: Exercise Add who, whoever, whose, whom or which to complete -Compare compare their answers with their the following sentences friends’ - Guide Ss to - Ask Ss to fill each blank with who, whoever, -Some students read out the answers; other whose, whom or which give corrections - Correct mistakes Suggested answers: Suggested answers: 1.whom 6.who whom which Whoever which 7.whose which Which Who Whoever 8.who Whose who which 10 whom * Exercise 2: which 9.which which 10.whom - Introduce the task: Exercise Join the following sentences in two ways Example: Look at the man He is teaching in the classroom a) Look at the man who is teaching in the classroom - Read the request of task carefully and the task b) Look at the man teaching in the classroom - Guide Ss to - Ask Ss to rewrite the following sentences using the passive voice - Correct mistakes I read a book that was written by a friend of mine - I read a book written by a friend of mine A man who was carrying a lot of money in a box got on the bus - Ask T if there is any trouble - Compare compare their answers with their friends’ - Some students read out the answers; other give corrections - A man carrying a lot of money in a box got on Answers: the bus I read a book that was written by a friend of In the street there were several people who mine were waiting for the shop to open - I read a book written by a friend of mine - In the street there were several people waiting A man who was carrying a lot of money in a for the shop to open box got on the bus Britain imports many cars which that were made in Japan - Britain imports many cars made in Japan - A man carrying a lot of money in a box got on the bus In the street there were several people who There are a lot of people in your office who were waiting for the shop to open want to talk to you - In the street there were several people - There are a lot of people in your office waiting for the shop to open wanting to talk to you Britain imports many cars which that were The cowboy who had been wounded by an made in Japan arrow fell off his horse - Britain imports many cars made in Japan - The cowboy wounded by an arrow fell off ms horse There are a lot of people in your office who want to talk to you Most of the people who were injured in the crash recovered quickly - There are a lot of people in your office wanting to talk to you - Most of the people injured in the crash recovered quickly The cowboy who had been wounded by an arrow fell off his horse John, who wished he hadn't come to the party, looked anxiously at his watch - The cowboy wounded by an arrow fell off ms horse - John, wishing he hadn't come to the party, looked anxiously at his watch Most of the people who were injured in the crash recovered quickly The children who were playing football in the schoolyard were my students - Most of the people injured in the crash recovered quickly - The children playing football in the schoolyard were my students John, who wished he hadn't come to the party, looked anxiously at his watch 10 Vietnam exports a lot of rice which is grown mainly in the south of the country - John, wishing he hadn't come to the party, looked anxiously at his watch - Vietnam exports a lot of rice grown mainly in the south of the country The children who were playing football in the schoolyard were my students IV Homework: - The children playing football in the schoolyard were my students - Assign homework - Do exercise ‘part E-language focus in 10 Vietnam exports a lot of rice which is work book grown mainly in the south of the country - Vietnam exports a lot of rice grown mainly in the south of the country - Do exercises again and prepare the new lesson TEST YOURSELF B A AIMS: To help students - To practise students’ listening, speaking, reading, and writing skills - To help students to be able prepare for the 45- minute test then the exercise given B AIDS: - Textbooks, pictures, colour chalks, hand-outs, tape, cassette player C Methods : Communicative approach and leaner- centered approach 1.Class organization: Class Teaching date Attendence Absentee(s) 2.Checking up: Checking during the new lesson 3.New lesson: Teacher’s activities I Listening Students’ activities Listening - Ask students to read the questions - Read the questions carefully then try to carefully then try to guess the answers and guess the answers and discuss the answers discuss the answers with their friends with their friends - Play the tape and asks students to listen to - Listen to the tape then answer the the the tape questions given - Ask students to listen to the tape then answer the questions given - Discuss the answers with their friends then correct the mistakes themselves - Ask some of them to give the answers Answers: orally In the past, teachers made students sit - Ask the others to give comments for hours and memorize all sorts of things - Give suggested answers if necessary Today many teachers wonder if it is not - Ask students to copy the answers possible to make children learn at all themselves They say you must let students learn and discover things for themselves Children are at school only because their parents make them go II Reading The law does not let them work until they reach a certain age Reading - Read the reading then find the words in - Ask students to read the reading then find the reading to the exercise given the words which mean: - Ask them to read the questions provided - Read the questions provided carefully carefully - Ask them to read the passage again then - Read the passage again then answer the questions answer the questions - Ask them to compare their answers with - Compare their answers with those of their friends’ those of their friends’ - Ask some of them to give the answers - Give the answers orally orally - Others to give comments - Ask the others to give comments - Take notes of the suggested answers if - Give suggested answers if possible possible Final III Grammar requirements when courses subjects qualification graded 10 who count equivalent - Ask students to read the open sentences carefully - Ask students to the exercise in pairs Grammar - Read the open sentences carefully - Ask students to compare the answers with their friends’ - Do the exercise in pairs - Ask students to give their answers - Compare the answers with their friends’ - Ask other students to give comments on the answers given - Give their answers, others give comments on the answers given - Correct the answers the give the suggested answers A The windows have been cleaned A supermarket is going to be built in this area Lan is said to have won a specail prize If you listen carefully, you will know what to If I had a car, I could give you a lift If we had brought a city map, we wouldn’t have got lost IV Writing: B The girl who answered the phone told me you were out - Ask Ss discuss the wring exercise then ask their teacher for help if possible in order to write the writing successfully at home The chair that was broken two days ago has now been repaired V Homework: - Discuss groups - Ask Ss to learn the structures by heart - Write the letter on the board - Review the three units 4-5-6 for the 45 minute-test - Learn the structures by heart I saw some people whose car had - Teacher can give some suggestion to help broken down students to organize their ideas, I recently went back to my hometown where I was born - Review the three units 4-5-6 for the 45 minute-test