Giáo án Tiếng Anh 12 unit 6: Future jobs

GIÁO ÁN TIẾNG ANH 12
Unit 6: Future jobs
Lesson 1: Reading
1. 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.
2. Teaching aids:
Textbooks, pictures
3. 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 do Task 1 as checking
vocabulary.
- Read and do Task 1 (Multiple choice)
1. B
3.A
2. C
4. B
While-reading
* T. asks Ss to read the text again and do task 2 (T/ F
statements)
- Read, then decide if the statements are T or F (give
evidence if necessary).
1.T
2.T
3. F
4.T
5. T
6. T
7. F

8. 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 6 – Future jobs
lesson 2: Speaking
1. Objectives:
After the lesson, Ss will be able to:
- talk about jobs and give their opinions about jobs.
2. Teaching aids:
- Posters, pictures, handouts and textbooks.
3. 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.
1. Vocabulary
- imaginary (adj)
- irrigation (adj)
- farming technique (np)
- challenging (adj)
2. 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 1 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 4 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 6 – Future jobs
Lesson 3: Listening
1. 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.
2. Teaching aids:
- Teaching books , tape and cassette playe
3. 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
1. 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
2. Activity 2. Prediction
- Fill in the missing word
- T. asks ss to look at task 1 and predict
- Ss work in group.
while- listening
25’
1. Activity 1. Listen and check task 1
Answer key:
1. job 2.
3.
4.
5.
service
transportation comparison
service
2.Activity 2. True/ False statements
Key: 1. T- 2. F- 3. T- 4. F - 5. 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 1 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 4. 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 4 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 2. 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 1. (4’)
- Ask Ss to read the advertisement in the
book and answer T’s questions
1. What is the kind of job?
2. Which level of education is needed?
3. How experienced must the guide be?
4. What are the guide’s characters and
interests?
While-writing ( 16’)
Task 2. 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 do 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
1. Tour guide
2. high school
3. 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 6 : 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 4 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
1. I read the book…
a. who were playing
2. In the street, there football in the school
were several
yard.
people…
b. who had been
3. Britain imports
wounded by an
many cars…
arrow.
4. The cowboy……fell c. that were written

of his horse.
by a friend of mine
5. 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 ( 2,5,7,8,10)

Students’ activities
- Group work

Take notes and do at home.


Test yourself B
I. Objectives:
1. 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, 5 and 6.
- Students can improve their techniques of doing passive voice and relative clauses.
2. 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
3. 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:
1. sorts of things.
2. learn at all.
3. things for themselves.
4. make them do.
5. 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] :
sự 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 1. final
of the class.
2. requirements
- Give feedback and
3. when
correct answers.
4. courses

- Ask Ss to work in pairs 5. subjects
to discuss the answers.
6. qualification
- Call on some Ss to
7. graded
explain the answers in 8. equivalent
front of the class.
9. 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:
1. The windows have been
- Have Ss play the
cleaned.
game Lucky number.
2. A supermarket is going to be
- Check the answers
built in this area.
with the whole class.
3. Lan is said to have won a
- Give feedback and
special prize.
correct answers.
4. If you listen carefully, you will

know what to do.
- Ask Ss to work
5. If I had a car, I could/ would
individually.
give you a lift.
- Go around the class to 6. 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:
1. The girl who answered the
phone told me you were out.
2. The chair that was broken
two days ago has now been
repaired.
3. I saw some people whose
car had broken down.
4. I recently went back to my
home town where I was born.
D. Writing
F. Wrapping

- Prepare for the
written test.