GIÁO ÁN TIẾNG ANH 12 Unit 6: Future jobs Lesson 1: Reading Objectives: By the end of the lesson, students will: know more factors that can help them succeed in a job interview develop reading skill (reading for specific information, guessing meanig from context) as well as speaking skill Teaching aids: Textbooks, pictures Procedure: Time Teacher’s activities Warm up * Brainstorming Ss’ activities Look at the pictures and answer: 7’ worker List of jobs farmer - T asks Ss to work in two groups to list as many kinds of jobs as possible - T- Ss check - Lead-in the new lesson by asking Ss to look at the five pictures in the book and asks about their jobs - T asks Ss to imagine that they are interviewees, what would help them succeed in a job interview: * wearing casual clothes * giving clear, honest answers * feeling self-confident * having a great sense of humor * avoiding difficult questions Go to the board to list the kinds of jobs Check themselves Think and give their opinions Time 8’ 18’ 10’ 2’ Teacher’s activities Pre-reading * Pre- teach new vocabulary - vacancy (n) explanation - re’sume’ (n) translation - recommendation (n) translation - jot down (v) synonym - kneeness (n) synonym - qualification (n) explanation - T asks Ss to listen and repeat in chorus and individual - T asks Ss to read the text and Task as checking vocabulary - Read and Task (Multiple choice) B 3.A C B While-reading * T asks Ss to read the text again and task (T/ F statements) - Read, then decide if the statements are T or F (give evidence if necessary) 1.T 2.T F 4.T T T F T - T- Ss check * Task 3: Complete the table Job interview should shouldn’t - - Before interview - - - - During interview - - - - After interview - - Post-reading * Job interview - Ask Ss to work in pairs to make a job inerview One is an interviewee, the other is an interviewer - Call on some pairs to present in front of the class - Give comments Summary and homework - Summarise the main ideas of the text - Learn by heart vocab - Prepare for the new lesson Ss’ activities Listen Listen and repeat in chorus and individual Group work Whole class Pair work Whole class Unit – Future jobs lesson 2: Speaking Objectives: After the lesson, Ss will be able to: - talk about jobs and give their opinions about jobs Teaching aids: - Posters, pictures, handouts and textbooks Procedure: Time 5’ Teacher’s activities Warm - up Brainstorming - Ask Ss to make a list of jobs as many as possible Ss’ activities Whole class Jobs 10’ Pre - speaking - Listen to the teacher and repeat, take notes - Read the new words in chorus, individually - Make some sentences using the words Vocabulary - imaginary (adj) - irrigation (adj) - farming technique (np) - challenging (adj) Task 1: Matching - Ask Ss to work in pairs to match a job in A with at least two descriptions in B - Have them look through the words in Task and make sure that they know all the meaning of the words - Go around the class to check and offer help - Call on some pairs to present their work - Check the answers and give the feedback with the following structure A doctor is a person who… Model: A doctor is a person who takes care of people’s health - Match a job in A with two descriptions in B - Present the answers *Answers: + A farmer is a person who constructs irrigation systems and applies new farming techniques + A tourist guide is a person who finds good and safe hotels Individual work Whole class Pair work Individual work Pair work Individual work Time 10’ 10’ 8’ Teacher’s activities for customers and takes people to places of interest While - speaking Activity 1: Task 2: Discussion Now work in pairs to discuss the jobs and give your opinions about them - Divide class into groups, give each of them two jobs (hand outs) G1: pilot and waiter G2: taxi driver and electrician G3: policeman and journalist G4: singer and computer Model: T: Do you like to become a pilot? S: Yes/ No T: Why?/ Why not? S: Because …/ I think… - Go around the class to check and offer help, collect some common mistakes for later correction - Sts discuss the jobs and their opinions about them Sample: A: Do you like to become a waiter? B: No, I don’t A: Why not? B: Because It is very boring Activity 2: Reportation - Call on some representatives to talk bout their opinions of their jobs - Call on some others to give their comments, feedback Model: I would like to work as a doctor Working as a doctor would be a fascinating job because I would have chance to take care of people health - Sts present their opinions of the their jobs Sample: I would like to work as a tourist guide Working as a tourist guide would be a changelling and fascinating job because I have a chance to travel all over Vietnam and meet many interest people… Post - speaking Game: Who am I? - Guide the rules of the game - Ask Ss to use some questions in the game, such as: + Where will you work? Ss’ activities Pair work Whole class Group work Whole class Time 2’ Teacher’s activities + Who will you work with? + Will you get high salary? Homework - Learn by heart the new words - Write a short paragraph about their future job Ss’ activities Whole class Unit – Future jobs Lesson 3: Listening Objectives: - Practice listening skill - Listen to fill in missing information , and decide T or F statements - To know some of the recent changes in the USA’s jop market Teaching aids: - Teaching books , tape and cassette playe Procedure: Time Teacher’s activities warmer 3’ * Games: Who am I? Ex: I work with a lot of students and give them knowledge - T which is the most popular job in Vietnam? - T introduces the ways of doing and gives an example - Ss give answer - Ss work in whole class Pre listening Activity1 Vocabulary - T instructs some new words 10’ - Ss listen and repeat in chorus and individually and take notes - manufacturing job - service job - retail >< whole sale - category - workforce Activity Prediction - Fill in the missing word - T asks ss to look at task and predict - Ss work in group while- listening 25’ Activity Listen and check task Answer key: job service transportation comparison service 2.Activity True/ False statements Key: T- F- T- F - F - T plays the tape once time and asks ss to give answer first - Then plays the tape second time and ask ss check - T plays the tape last time and correct - T asks Ss to remember what they listened in task and choose first - T plays the tape once and calls Ss to give answer Ss’ activities Whole class Whole class Individual work Group work Individual work Whole class Time 5’ 2’ Teacher’s activities - Playing once more and correct Post - listening Which words/ expression appear in the listening: * business, workshop, service, procedure, transportation companies, economy - T gives handout in which content the words in the listening - Ss work in groups - Calls Ss to repeat to correct Wrapping - Summarize the main points - Give the home work Ss’ activities Group work Whole class Unit 6: future jobs Lesson Writing I Aims After this period, Ss can write a formal letter to apply for a job II Method: integrated, mainly communicative III Teaching aids: textbook, poster, hand-out IV Procedure: Teacher’s activities Students’ activities I Warm-up (5’) : Brain-storming Ask Ss to work in groups of to list out the - Work in groups to find as many factors as factors needed for a good tour guide they can - The secretary quickly write the ideas of knowledge the group * Some factors needed for a good tour guide may be: + good English factors + good knowledge of culture + good experience + beauty good English + intelligence + enthusiasm Ask them to write on the poster Hang on the poster and check - Look at the poster and check the factors - Lead Ss into the lesson: Today we’re - Listen to the teacher going to learn how to write a letter to apply for a job as a guide II New lesson Pre-writing (5’) Activity1 Complete the table - Give Ss a model letter to apply for a job - Receive the model letter and the hand-out as a receptionist with the table in it - Have them work in groups to complete - Read the model letter quickly the table by putting the sentences into the - Work in pairs to discuss and put the suitable rows sentences into their right places name of the sender name of the receiver Greeting Introduction body of the letter name of the sender name of the receiver greeting introduction body of the letter Nguyen Le Vy Manager of Sunlight Hotel Teacher’s activities Conclusion Closing - Give feedback - Have them tell the form of a letter to apply for job Activity Present vocab and grammar items(4’) + qualitification (n) + work as + willing (a) + would like to + appreciate (v) - Help Ss read the words and phrases Task (4’) - Ask Ss to read the advertisement in the book and answer T’s questions What is the kind of job? Which level of education is needed? How experienced must the guide be? What are the guide’s characters and interests? While-writing ( 16’) Task Write a letter - Ask them to work in groups of 6/7 to write the letter - Go around and offer help Post-writing (10’) - Have Ss self-correction among groups - Show a writing on the screen - Get the others to give feedback - Give comments III Homework (1’) - T assigns homework Students’ activities conclusion closing - Look and check - Look at the table and tell the form - Look at the board - listen to the teacher and take notes - Read the words in chorus after the teacher - Read individually - Some stand up and read - Read the advertisement and answer T’s questions Tour guide high school good manner, - Work in groups of 6/7 to write the letter - Ask the teacher if necessary - Do self- correction among groups (underline mistakes and correct them if they can) - Look at the description on the screen - Give feedback - Listen and take notes Homework: complete the writing at home Unit : Future Jobs Lesson 5: Language focus I Aims of the lesson: After the lesson, Ss will be able to: distinguish the weak and strong sounds of some conjunctions and prepositions revise the use of relative clause II Teaching aids: posters, pictures, handouts III Proceduce Teacher’ s activities Students’ activities I Pronunciation (7’) Presentation: - Ask Ss to listen to the tape/ teacher to - Listen to the tape/ teacher to distinguish the different sounds of prepositions distinguish the different sounds of and conjunctions prepositions and conjunctions I’ll see you at lunch What’s he looking at? He phones me from overseas everyday Where are you from? - Elicit some rules to pronounce the weak and strong sounds from Ss, present Ss how to pronounce the weak/ strong forms of - Take notes prepositions and conjunctions Practice Activity 1: Listen and repeat - Play the tape, ask Ss to listen and repeat - Call on some Ss to read aloud the sounds in front of the class - Correct the mistakes if necessary - Listen and repeat Activity 2: Practise reading the sentences - Read the sentences and ask Ss to underline the weak form or strong form of the prepositions and conjunctions - Ask Ss to practise the sentences individually - Ask some Ss to read the sentences and gives - Underline the weak form or strong the feedback form of the prepositions and Production conjunctions - Ask Ss to give more examples - Practise reading the sentences II Grammar Presentation: Review relative pronouns (10’) - Ask Ss to recall the relative pronouns they have learnt and recall the uses of them ( group work) - Divide the class into groups and ask them to - Give more examples Teacher’ s activities recall the function, the uses of the relative pronouns Group 1: Subjective pronouns Group 2: Objective pronouns Group 3: Possesive pronouns Group 4: Adverbial pronouns - Give comments and correct feedback Practice (15) Exercise 1: Filling in the blanks ( pair work) - Have Ss look through the statements and make sure that they know all the meaning of the words in the sentences - Go around the class to check and offer help if necessary - Ask Ss to exchange the answers with other pairs for peer – correction - Give feedback and correct answers Exercise 2: Matching ( individually) - Gives Ss handouts and ask Ss to match the sentences in colunm A with the sentences in colunm B - Go around the class to check and offer help if necessary - Ask Ss to exchange the answers with a partner for peer – correction - Call on some Ss to give their answers - Give feedback and correct answers Column A Column B I read the book… a who were playing In the street, there football in the school were several yard people… b who had been Britain imports wounded by an many cars… arrow The cowboy……fell c that were written of his horse by a friend of mine The children d which were made …….were my in Japan students e who was waiting for the shop to open Production: Sentence completion (12’) - Give Ss handouts and ask Ss to complete the Students’ activities - Recall the relative pronouns they have learnt and recall the uses of them - Groupwork - Pair work - Exchange and share the answers - Individual work - Exchange the answers with a partner for peer – correction Teacher’ s activities sentences with correct relative clauses - Call on some Ss to give their answers - Give feedback a I admired the teacher… b The man……….is my brother c I’ve lost the new pen……… Homework: (1’) - Fulfill Ex ( 2,5,7,8,10) Students’ activities - Group work Take notes and at home Test yourself B I Objectives: Educational aim: - According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 4, and - Students can improve their techniques of doing passive voice and relative clauses Knowledge: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening and writing - Improve their knowledge through the test yourself - Language: Students can improve their techniques of doing the simple tests Skill: After this lesson, students will be able to: - Check themselves their skills in reading, speaking, listening and writing - Improve their knowledge through the test yourself II Method: - Integrated, mainly communicative III Teaching aids: - Textbook, board, hand-outs, cassette tape and player IV Procedure: Time Teacher’s activities - Ask Ss questions 3’ 10’ 10’ - Ask S to read the statements carefully before listening - Ask Ss to listen to the passage about children’s education and complete the sentences - Call on some Ss to answer in front of the class - Give feedback and correct answers - Introduce some new words Content A Warm- up: Chatting: Are there any changes in children’s education? How has it changed? B Listening Answers: sorts of things learn at all things for themselves make them certain age C Reading I Vocabulary - equivalent (adj) [i'kwivələnt] : tương đương - intensive (aqdj) [in'tensiv] : tập trung, chuyên sâu Students’ activities - Answer the teacher’s questions - Read the statements carefully before listening - Listen to the passage about children’s education and complete the sentences - Some Ss answer in front of the class - Do the task individually 10’ - assessment (n) [ə'sesmənt] : đánh giá - Read some words in - Advanced Supplementary English and ask Ss to (AS) [əd'vɑ:nst read them out in ,sʌpli'mentri] : Bằng A trình Vietnamese độ chuyên sâu - Have Ss work in pairs II Checking vocabulary to fill in each blank with a suitable word III Fill in each blank with a from the box suitable word from the box - Call on some pairs to Answers: ask and answer in front final of the class requirements - Give feedback and when correct answers courses - Ask Ss to work in pairs subjects to discuss the answers qualification - Call on some Ss to graded explain the answers in equivalent front of the class count - Give feedback and 10 who correct answers D Grammar I Finish each of the following sentences in such a way that it is similar in meaning to the original sentence Answers: The windows have been - Have Ss play the cleaned game Lucky number A supermarket is going to be - Check the answers built in this area with the whole class Lan is said to have won a - Give feedback and special prize correct answers If you listen carefully, you will know what to - Ask Ss to work If I had a car, I could/ would individually give you a lift - Go around the class to If we had brought a city map, provide help if we wouldn’t/ couldn’t have got necessary lost - Call some Ss to read their writing in front of II Join the sentences, using the class relative clauses - Work in pairs to fill in each blank with a suitable word from the box - Some pairs ask and answer in front of the class - Work in pairs to discuss the answers - Some Ss explain the answers in front of the class - Play the game Lucky number - Work individually - Some Ss read their writing in front of the class - Comment 10’ 2’ - Summarize the main points - assign homework Answers: The girl who answered the phone told me you were out The chair that was broken two days ago has now been repaired I saw some people whose car had broken down I recently went back to my home town where I was born D Writing F Wrapping - Prepare for the written test