WEEK 12 UNIT 5 (cont) pps

Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School
WEEK 12
UNIT 5 (cont)

D. WRITING
The 29
th
period

Date: 09 / 11 / 2008

I. Objectives:
By the end of the lesson students are able to
- learn how to write a letter of request to UCAS to ask for the information about the admission
requirements to the university
II. Anticipated problems
- Students may have limited linguistic resources for writing
III. Teaching aids: Textbook, board markers
IV. Procedure:
Stages Teacher’s activities Students’ activities
I. Warm-up :(3
minutes)



II. Pre-writing: (15
minutes)

- Ask students some questions about
how to write a letter of request.
- Give feedback and lead Ss to new
lesson.


- Teacher introduces the task: You want
to apply for an undergraduate
programme in a university in England.
Write a letter of request (about 150
words) to UCAS to ask for the
information about the admission
requirements to the university, using
information in the Reading and
Speaking section on page 52 & 56. You
may follow the outline below:
- Guide Ss to write outlines.
a) Introduction:
- State the reasons why you are writing,
your interest in tertiary study in England
(mention the name of the

programme/the universities/ )
b) Request:
- State what information you would like
them to provide: tuition fee,
accommodation, exams,
Further information:
- Say you would be happy to supply
further information about yourself such
as your English proficiency and record
of secondary education study,
c) Conclusion:
- Work in pairs, discuss and
find out the answers.
1- 3
2- Primary: 5 years/
Lower secondary- 4 years/
upper secondary - 3 years
- Understand the aim of the
lesson.
- Study the task carefully.






- Work in pairs to give
outlines
a) Introduction:
- State the reasons why you are

writing, your interest in tertiary
study in England (mention the
name of the programme/the
universities/ )
b) Request:
- State what information you
would like them to provide:
tuition fee, accommodation,
exams,
Further information:
- Say you would be happy to
supply further information
about yourself such as your
Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School



III. While-writing: (20
minutes)

IV. Post- writing: (5
minutes)
V. Homework: (2
minutes)

- End with a polite closing.
- Walk round the class to give Ss
assistance.

- Ask Ss to write
- Call on some Ss to read out their
writing in front of the class.



- Ask Ss to exchange their writings for
peer correction
- Correct mistakes.
Suggested answer.
475/57 Le thanh Ton St. District 1
Ho Chi Minh City
March 15
th
, 2008
Dear sir/madam,
I’ve read a lot about tertiary study in the
UK and very impressed by the
reputation of many famous universities
there. Now I am tin last year of the high
school and will finish secondary
education in 3 months. I am very much
interested in an undergraduate course in
economics in Birmingham University.
Could you please send me some
information about the admission
requirements, tuitions fees,
accommodation and details of the
course? I am ready to supply any

information about myself if necessary.
I look forward to hearing from you
soon.
Yours faithfully,
Hoang Thanh Nam.
- Ask Ss to read the letter again.
- Give remarks on the writing
- Rewrite the letter at home.
- Prepare the section D (The Language
focus part of Unit 4).
English proficiency and record
of secondary education study,

c) Conclusion:
- End with a polite closing.
- Walk round the class to give
Ss assistance.
- Use main ideas in the outline
to write a letter of request
(about 150 words) to UCAS to
ask for the information about
the admission requirements to
the university
- Exchange their writings for
peer correction
- Correct mistakes.

- Read the letter again
- Correct mistakes
- Rewrite the letter at home.
-
Prepare the section D (The
Language focus part of Unit
5).

V. Remarks

Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School


UNIT 5 (cont)

E. LANGUAGE FOCUS
The 30
th
period

Date: 09 / 11 / 2008

I. Objectives:
After the lesson students are able to
- know how to pronounce and mark the stress in words more than three-syllable.
- earn some information to fill in a form
- revise conditional sentences
II. Anticipated problems
- Students may have limited linguistic resources for writing
III. Teaching aids: Text books,
IV. Procedures:

Stages Teacher’s activities Students’ activities
I. Warm-up: (4
minutes)

II. Pronunciation
(10 minutes)










- Write some more than three-syllable
words on the board, and then pronounce
those words aloud.
- Pay attention to its stress.
- Ask Ss to read after
o economics
o psychology

o philosophy
o engineering
o sociology
o mathematics
o geographical
o archeology
-How do we pronounce these words?
- Read again these words and lead to the
lesson

- Today, we learn how to pronounce more
than three-syllable words.
a. Give Ss some rules of word stress in more
than three-syllable words
- Help students how to pronounce those
words correctly by reading first as model
b. Practice:
- Read the words first: clearly, correctly
- Listen and correct their pronunciation if
it’s needed
- Let students read the sentences and work
in groups
- Listen to teacher
- Read aloud
- Pay attention to its stress.
- Understand the aim of the new
lesson.
- Listen and repeat from 2-3
times
- Some of them stand and read

words aloud
- Practise in groups
- Some groups compare with their
results and read the words in
sentences aloud
- The answers can be various
- Listen and give more questions
in pairs
- Read the sentences in chorus
aloud











Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School

III. Grammar: (30
minutes)

IV. Homework: (2
minutes)


- Listen and remark each group
a) Review some grammar structures:
conditional sentences
- Give some examples
- Ask Ss to make sentences with the
structures.
b. Practice:
* Exercise 1: (10m’)
- Introduce the task: Complete the sentences
using conditional sentence type I.
- Guide Ss to do
- Ask Ss to complete the sentences using
conditional sentence type I.
- Correct mistakes.
* Exercise 2: (10m’)
- Introduce the task: Express these situations
using conditional sentence type II.
- Guide Ss to do

- Ask Ss to express these situations using
conditional sentence type II.
- Correct mistakes.










Exercise 3. (10m’)
- Introduce the task: Complete the sentences
with the correct form of the verbs in
brackets.
- Guide Ss to do.
- Ask Ss to complete the sentences with the
correct form of the verbs in brackets.
- Correct mistakes.
Answers:
1. would have been
2. might have called
3. had installed
4. would have made
5. would have given
6. had had
-Assign homework
- Do exercise ‘part E-language focus in

work book.
- Prepare Unit 6: FUTURE JOBS


- Understand the task
Answers:
1. you will not be allowed to
take the entrance examination to
the university.
2. You won't be able to get into
the exanimation room.
3. you will not be able / allowed
to take the entrance exam.
4. you won't be able / allowed to
submit your application form.
5. you won't be able / allowed to
get into the examination room.

- Understand the task
- Do the exercise.
- Correct mistakes
Answers:
1. If she had a car, she would go
out in the evening.
2. If Sarah liked school, she
would study hard.
3. I would/ could do the test if it
was/were not too difficult.
4. Peter would read a lot if he
found the time/had more time.

5. If I spoke Korean, I could
translate this.
6. If they weren't afraid of flying,
they would travel far a lot.

- Understand the task
- Do the exercise.




- Correct mistakes






- Do exercise ‘part E-language
focus’ in work book.
- Prepare Unit 6: FUTURE
JOBS

Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School

V. Remarks

UNIT 6: FUTURE JOBS

A. READING

The 31
st
period

Date: 02 / 11 / 2008

I. Objectives:
By the end of the lesson students are able to
- know about preparing for a job interview.
- know about future jobs
- know words related to future jobs
- guessing meaning from context
- Read for specific information
II. Anticipated problems
- Students may have limited linguistic resources for reading.
III. Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc.
IV. Procedure:
Stages Teacher’s activities Students’ activities
I. Warm-up: (5
minutes)



II. Before you read : (7
minutes)

III. While you read :
(23 minutes)
- Ask Ss some questions:
1. Tell the class some jobs you know?
2. Which job would you like to be in
the future? Why?
- Get feedback
- Lead Ss to the new lesson: future jobs

- Ask Ss to work in groups. Tick ()
the factors that they think would help
them succeed in a job interview.
• wearing casual clothes
• giving clear, honest answers
• feeling self-confident
• feeling nervous

• having a good sense of humour
• avoiding difficult questions
- Get feedback.
- Give Ss suggested answers.
- Ask students to look through the
passage and read in silence
- Help students read the passage
- Explain pronunciation and meaning of
new words which appear in the passage
Task 1 : (7 minutes)
- Introduce the task: These words are
- Work in pairs, discuss and
answer the questions
- Stand up and tell the class the
answers.
- Understand the aim of the
lesson: Unit 6: future jobs
- Work in groups. Tick () the
factors that they think would
help them succeed in a job
interview.
E.g.
- avoiding difficult questions
- giving clear, honest answers
- feeling self-confident



- Read the text in silence.
- Find out new words.

- Understand the aim of the
text.
- Do the tasks that follow.

Task1:
Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School





















IV. Post reading (8
minutes)

V. Home work: (2
minutes)

from the passage. Look back to the
text and circle the best meanings A, B
or C.
- Ask Ss to circle the best meanings A,
B or C.
- Go around class and help Ss if they
need.
- Call on Ss to give their answers.
- Correct mistakes.



Task 2: (10minutes)
- Introduce the task: Work in pairs.
Decide whether the following
statements are true (T) or false (F).
- Go around class and help Ss if they
need.
- Call on Ss to give their answers.
- Correct mistakes.

- Introduce the task: Work in groups.
Discuss the question: Which pieces of
advice given in the passage do you
find most useful 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
- Ask students to read the passage
again.
- Ask students to do Reading exercise
of Unit 5 in workbook and prepare
Part B : Speaking at home
- Study the task carefully.
- Choose the right option to
finish the task.
- Exchange their answers for
peer correction.


- Tell the class the answers.
1. B
2. C
3. A
4. B

- Look at the task, read the text

again to give the answers.
- Understand the task.
- Read the text again, decide
whether the statements are
true (T) or false (F).
- Answers: 1-F; 2-T; 3-F; 4-T;
5-T; 6-F; 7-F; 8-T
- Answer the following
questions:
1. What do you prepare for a
job interview?
2. What should we do and
shouldn’t do before,
during and after an
interview?


-Do Reading exercise of Unit 5 in
workbook and prepare Part B :
Speaking at home

V. Remarks

Ngày 03 / 11 / 2008

Kí duyệt
Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School


WEEK 13
UNIT 6 (cont)

B. SPEAKING

The 32
nd
period

Date: 09 / 11 / 2008

I. Objectives:
By the end of the lesson students are able to
- know to giving opinions about jobs
- learn about opinions about jobs
- talk about opinions about jobs.
II. Anticipated problems
- Students may have limited linguistic resources for speaking.
III. Teaching aids: pictures, textbook.
IV. Procedure:

Stages Teacher’s activities Students’ activities
I. Warm-up: (5

minutes)




II. Pre-speaking: (12
minutes)




















- Ask Ss some questions about jobs:
1. Would you like to work as a teacher?
2. What do you think about teaching

job?
- Get feedback.
- Lead Ss to new lesson.
Task 1
- Introduce the task: Work in pairs. Match a job in A
with at least two descriptions in B.
A B
- a doctor
- a farmer
- a tourist
guide
- a writer
• take care of people's health
• create imaginary characters and
events
• find good and safe hotels for
customers
• take people to places of interest
• construct irrigation systems
• apply new farming techniques
• 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.

- Listen to the
questions.
- Discuss the question.
- Stand up, answer the
questions.


- Work in pairs.













- Match a job in A with at
least two descriptions in
B.
Example:
A: a doctor
B: • take care of people's
health
Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School

III. While-speaking:
(15 minutes)























IV. Post-speaking :
(10 minutes)

V. Homework: (3
minutes)




Task 2
- Introduce the task: Work in pairs. Discuss which of the
jobs in column A you would/would not like to do.
Explain why/why not? You can use the cues in column
B.
A B
pilot
waiter
taxi driver
electrician
policeman
journalist
hotel receptionist

computer programmer
boring
rewarding
difficult
interesting
fascinating
dangerous
challenging
fantastic
- Guide students how to practise.
- Ask students to work in pairs.
- Help the students with new structures.
- Walk around and help them.
- Call some student to stand up and report before the
class.
- 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.
Task 3
-Teacher introduces the task: Task3. Work in groups.
Talk about a job you may do after you finish school,
using the following cues.
• Where you will work
• Who you will work with
• The salary you may get paid
• The working conditions
- Let them work in groups
- Ask some students to stand up and tell loudly

- Walk round and help them
- Listen and correct mistakes


- Assign homework.
- Ask students to prepare Part C- Listening and do
homework
• help save people's lives
- In turn, stand up and
practice.

- Understand the task
- Work in pairs. Discuss
which of the jobs in
column A they
would/would not like to
do. Explain why/why
not? use the cues in
column B.



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.

- Work in groups. Talk
about a job they may
do after they finish
school.
Example: I would like to
work as a tourist guide. It
would be a challenging
and fascinating job
because I would have a
chance to travel all over
Vietnam and meet many
interesting people. If I
work for …………
- Listen to the teacher
- Write down the homework

V. Remarks



Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School

UNIT 6 (cont)

C. LISTENING

The 33
rd
period

Date: 09 / 11 / 2008

I. Objectives:
By the end of the lesson students are able to
- know about future jobs and recent changes in job market.
- learn more about jobs
- know new words: words related to future jobs
- fill in missing information
- decide on True or False statements
II. Anticipated problems
- Students may have limited linguistic resources for listening
III. Teaching aids: Student’s book, tape and cassette player
IV. Procedure:

Stages Teacher’s activities Students’ activities
I. Warm-up: (5
minutes)




II. Pre-listening: (7
minutes)

III. While-listening:
(20 minutes)











-Give Ss a question to discuss: Which is
the most popular job in Vietnam?
- Get feedback
- Lead Ss to new lesson.
E.g. Accountant
nurse lawyer
teacher computer programmer….
- Ask students to look at the part: Before
listening
- Read loudly the words:
workforce

manufacturing retail
service category goods job market
economy wholesale
- Walk round, listen and help students
- Ask students to repeat loudly the words
- Listen and check pronunciation
Task 1
- Introduce the task: Task 1. Listen to the
passage and fill in the missing words in
the boxes.
- Ask students to read the questions
quickly.
- Guide students the requests of the task.
- Call some students to give their answers.
- Read the passage the third time for Ss
to correct.
Key:
1- manufacturing
2- service
- Discuss and answer the questions
- E.g. Accountant nurse
lawyer teacher
computer programmer….



- Read loudly the words:
workforce manufacturing retail

service category goods job

market economy
wholesale



- Understand those words.


- Read the questions quickly.

- Listen to the listening script.
- Answer the questions.

Answer:
1- manufacturing
2- service
3- transportation
Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School

IV. Post-listening:
(5 minutes)



V. Homework: (3
minutes)

3- transportation
4- finance
5- service
Task 2
- Introduce the task: Task 2. Listen again
and decide whether the statements are true
(T) or false (F).

1. American workers have changed from
manufacturing jobs to service jobs.
2. Manufacturing jobs are jobs in which
workers make something.
3. Personal services are one of the five
service jobs.
4. 70% of workers produced goods one
hundred years ago.
5. 80% of workers will work in the service
sector by the year 2020.
- Read the passage again.
- Ask Ss to decide whether the statements
are true (T) or false (F).
- Go round the class, give help to Ss if
they need.
- Call some Ss to give the answers.
- Read the passage the last time to check
their answers.
Suggested answers:
1- T 2- T 3- T 4- F 5- F
- Work in groups. Summarize the passage
using the information in Tasks 1 and 2.
- Guide Ss to do.
- Call some Ss to summarize the
passage
- Assign homework.
- Prepare the section C (The Writing part
of Unit 6).
4- finance
5- service

- Read the statements quickly.
- Listen to the listening script.
- Answer the questions.
Answers:
1- T 2- T 3- T 4- F 5- F


















- Work in groups. Summarize the
passage using the information in Tasks 1
and 2.

- Prepare the section C (The Writing
part of Unit 5).

V. Remarks













Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School
UNIT 6 (cont)

D. WRITING
The 34
th
period

Date: 09 / 11 / 2008

I. Objectives:
By the end of students are able to
- learn how to understand a formal letter

- write a formal letter of job application
II. Anticipated problems
- Students may have limited linguistic resources for writing
III. Teaching aids: Textbook, board markers
IV. Procedure:
Stages Teacher’s activities

Students’ activities
I. Warm-up :(3 minutes)








II. Pre-writing: (15
minutes)

III. While-writing: (20
minutes)










- Raise a picture of a beauty spot (
Keo Pagoda in Vu Thu Thai Binh)
and ask Ss some questions:
- 1. Where is it?
- 2. What is it famous for?
- 3. Do you want to work as a tourist
guide here?
- 4. What qualification do you need?
- Get feedback.
- Lead Ss to the new lesson: “Writing
a formal letter of job application”
- Teacher introduces the task: Task 1.
Work in pairs. Read the following
advertisement and fill in the notes.
• Type of job: …………………
• Level of education needed: ………
• Work experience: …………………
• Character and interests: …………

- Guide Ss to fill in the notes.
- Walk round the class to give Ss
assistance.
- Teacher introduces the task: Task 2
Write a letter to Vinatour, applying for
the job mentioned in the advertisement
in Task 1. Your letter should include
the following details.
• Your name, address and date of
writing
• Name and address of the company
• Greeting
• Introduction: say where you saw the
advertisement and why you are writing
the letter of application
- Work in pairs, answer the
questions.
- Understand the aim of the
lesson.
- The new lesson: “Writing a
formal letter of job application”





- Work in pairs. Read the
following advertisement and
fill in the notes.

Answers:
1. Tour guide
2. high school diploma
3. experience as a tour guide,
fluent English
4. a good manner, willing to
work hard for long hours

- Study the task carefully.
- Work in pairs to give outlines
- Base on the outline write a letter
to Vinatour, applying for the job
mentioned in the advertisement in
Task 1.
- Exchange their writing for peer
correction.
- Read out the letter.
- Correct mistakes.

Flat
3,324,
Ly Thuong Kiet
Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School

IV. Post- writing: (5
minutes)

V. Homework: (2
minutes)

• Body: mention your education, work
experience and your character /
interests
• Conclusion: express your willingness
to work for the company and when
you are available for interview
• Closing
- Guide Ss to write outlines.
- Ask Ss to write
- Call on some Ss to read out their
writing in front of the class.
- Ask Ss to exchange their writings for
peer correction
- Correct mistakes.
Suggested answer.
- Ask Ss to read the letter again.
- Give remarks on the writing

- Rewrite the letter at home.
- Prepare the section
D (The
Language focus part of Unit 6).
Street, Hanoi
16, October,
2004.
Hanoi Vinatour
250, Nguyen Du Street, Hanoi
Dear Sir or Madam,
I am writing in reply to your
advertisement in the Vietnam
News for experienced English-
speaking local guides to
accompany foreign visitors on
trips throughout Vietnam.

I think I meet all of the
qualifications that you specify. I
was awarded High School
Certificate two years ago. After
leaving high school, I worked as
an accountant in a small travel
agency for one year, where I was
given a training course on
tourism. Then I had one year of
experience as a tour guide so I
know many tourist areas in
Vietnam arid have a basic
knowledge of Vietnamese culture,
history and geography. I speak
English fluently. In addition, I am
a sociable and confident person
and can work hard for long hours.
I would like to work for you and
would appreciate the opportunity
to discuss this position with you in
person.
I am looking forward to
hearing from you at your
convenience.
Yours faithfully,
Nguyen Quoc Anh
- Rewrite the letter at home.
-
Prepare the section D (The
Language focus part of Unit 6).

V. Remarks


Ngày 03 / 11 / 2008

Kí duyệt