Giáo án Tiếng Anh 12 unit 6: Future jobs

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 do 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

1. He is a waiter
2. He is a mechanic
3. She is a farmer
4. She is a teacher
5. 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 1 :
- 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.
1. B
- Ask Ss to circle the best meanings A, B or
2. C
C.
3. A
4. 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
1. 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

2. Find out as much information as you can
about the job and the vacancy.
3. Bring with you a letter of application and
your resumes to the interview.
4. Take all your certificates and letters of
recommendation with you.
5. Remember to dress neatly and formally.
6. Your voice should be clear and polite.
7. Tell the
shortcomings.

interviewer

about

your

8. Remember to say goodbye to the
interviewer before leaving the interview.
- Answer the following questions:
1. What do you prepare for a job interview?
- Go around class and help Ss if they need.
2. What should we do and shouldn’t do
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 5 in workbook


given in the passage do 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 do reading exercise of Unit
5 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.
1. Would you like to work as a - Discuss the question.
teacher?

- Stand up, answer the questions.
2. What do you think about
teaching job?
- Get feedback.


- Lead Ss to new lesson.
II. Pre-speaking :
Task 1
- 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 2

- 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 do. Explain why/why
column A they would/would not like to do.
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 3
- Teacher introduces the task: Task3. Work in - Work in groups. Talk about a job they may
do after they finish school.
groups. Talk about a job you may do 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 do 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 do 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

II. Pre-listening:
- Ask students to look at the part: Before
listening

market

economy

wholesale

- Understand those words.

- 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

- Read the questions quickly.

- Listen and check pronunciation

- Listen to the listening script.

III. While-listening:

- Answer the questions.

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 Expected answers:
correct.
1- manufacturing
Key:
2- service
1- manufacturing
3- transportation
2- service
4- finance
3- transportation
5- service
4- finance


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

- Listen to the listening script.
1. American workers have changed from
manufacturing jobs to service jobs.
- Answer the questions.
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 Answers:
hundred years ago.
1- T 2- T 3- T 4- F 5- F
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
IV. After-listening:


- 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

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

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:
1. Where is it?
2. What is it famous for?
3. Do you want to work as a tourist guide
here?
- The new lesson: “Writing a formal letter of


4. What qualification do 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 1. 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
1. Tour guide
guide, a good manner, speak fluent English
2. High school diploma
and are willing to work hard for long hours,
3. Experience as a tour guide, fluent
English
please contact: The Manager, Vinatour, 450
4. 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 1.
• 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 2 Write a
letter to Vinatour, applying for the job 250, Nguyen Du Street, Hanoi
mentioned in the advertisement in Task 1. 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
1. What are you looking at?
2. I want to go but I don't know when.
3. She bought a book and two pens.
4. Thanks for coming.
5. Where is it from?
6. I'm from Hanoi.
7. She's the one I'm fond of.
8. First of all, I want to thank you for coming.
9. 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 1 carefully and do
the task

b. Practice:
* Exercise 1:

-Ask T if there is any trouble

- Introduce the task: Exercise 1. Add who,
whoever, whose, whom or which to complete -Compare compare their answers with their
the following sentences.
friends’
- Guide Ss to do
- 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

1. whom 2. which 3. Whoever

2. which

7.whose

4. which 5. Which 6. Who

3. Whoever

8.who


7. Whose 8. who

9. which 10. whom

* Exercise 2:

4. which.

9.which

5. which

10.whom

- Introduce the task: Exercise 2. Join the
following sentences in two ways.
Example:
1. 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 2 carefully and do
the task
b) Look at the man teaching in the classroom.
- Guide Ss to do
- Ask Ss to rewrite the following sentences

using the passive voice.
- Correct mistakes.
1. I read a book that was written by a friend of
mine.
- I read a book written by a friend of mine.
2. 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.
1. I read a book that was written by a friend of
3. 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
2. A man who was carrying a lot of money in a
for the shop to open.
box got on the bus.
4. 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.

3. In the street there were several people who
5. 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.
4. Britain imports many cars which that were
6. 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.
5. There are a lot of people in your office who
want to talk to you.
7. 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.
6. The cowboy who had been wounded by an
arrow fell off his horse.

8. 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.
7. Most of the people who were injured in the
crash recovered quickly.
9. 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.
8. 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.
9. 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 do 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.
1. 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.
2. Today many teachers wonder if it is not

- Ask students to copy the answers
possible to make children learn at all.
themselves.
3. They say you must let students learn
and discover things for themselves.
4. Children are at school only because
their parents make them go.

II. Reading

5. 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 do 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