unit 6 future jobs tiếng anh 12 nguyễn lý liên thư viện giáo án điện tử

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Tiết: 34,35,36,37,38,39,40,

Unit 6:

FUTURE JOBS

Ngày soạn: 17/8/2018

--- 
---A. AIMS:

1. Knowledge: After this unit, students are able to:
- Know about future job

- Review relative clauses
2. Skills:

- Guess meaning from context

- Giving opinions about jobs

- Listen for monologue in the text by doing T/F statements, and fill in missing information activities

- Write a formal letter of jobs application

- Recognize the differences in pronunciation of the weak and strong forms of some conjunctions and
prepositions

- Revise the uses of relative clauses

3. Attitude: After this unit, students will:

- Talk about their jobs

- Use the relative clauses above correctly in different situations

B. APPLICATION PLAN:
1. Teaching time:

- 2 weeks: 12 & 13

- Number of lessons per class:
+ 2 lessons: Reading
+ 1 lesson: Speaking
+ 1 lesson: Listening
+ 1 lesson: Writing

+ 2 lessons: Language Focus

2. Teacher’s and students’ preparation:
a. Teacher’s preparation:

- Lesson plans

- Posters, pictures, handouts, computer, speakers, a projector, videos

b. Students’ preparation:

- Vocabulary

3. The description of awareness levels:

Recognition Understanding Partly Application Fully Application

Reading

Know more about
vocabulary related
to jobs

Understand how to
skim and scan the
passage

Answer the

questions from the
reading passage
through using
necessary reading
skills.

Use the vocabulary
from the reading
passage and reading
skills to read more
articles and use these
words in different
situations correctly

Speaking

Know more about
structures used to
talk about giving
opinions about jobs

Understand how to
talk about their jobs

Make questions to
ask their friends’
jobs in the future.

Discuss and explain
which jobs students
would or would not
like to do and talk
about a job students
may do after

finishing school in
front of the class.

Listening Know more about
the most popular
jobs in Ameriaca

Understand what the
passage talks about
future jobs

Listen to the
passage, fill in the
missing

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information and
decide which
statements are true
or false

and Task 2 and
discuss what are the
most popular jobs in
US and Vietnamese

Writing

Know more about
the vocabulary and
structures used in
writing a formal
letter of job

application through
the advertisement

Understand how to
write a formal letter
of job application

Brainstorm the
ideas to write a
formal letter of job
application for
Vinatour

Write a letter to
Vinatour, applying
for the job mentioned
in the advertisement
in Task 1.

Language
Focus

Distinguish the
differences in
pronunciation of
the weak and strong
form of some
conjunctions and
prepositions.
Revise the use
relative clauses

- Understand how to
pronounce words
with the weak and
strong form of some
conjunctions and
prepositions.

- Understand the uses
and meanings of
relative clauses

- Practice reading
aloud the weak and
strong form of
some conjunctions
and prepositions.
- Use the correct
relative clause by
putting correct
relative pronouns in
the blank

- Practice reading
aloud the weak and
strong form of some
conjunctions and
prepositions.

- Use relative clauses
by joining the
sentences by two
ways.

C. TEACHING PROCEDUCE

A. Reading

Content Teacher & Students’ activities TeachingSources/

aids

Teacher’s activities Students’ activities

I. Warm-up: 5’
Guessing game

Possible questions:

Police, engineer, doctor, dentist, 
singer, farmer, teacher, football 
player…

+ ask Sts to look at the
pictures and give the
names of the jobs
some questions:

+ ask Sts look at the
picture to check.

- Ask Sts to look at the
pictures in their books and
work in pairs to answer the
question:

- What job would you like
to be in the future? Why?
Lead in: “Today we are 
going to read a passage 
about FUTURE JOBS”

- One S gets the picture
- All the students look at
the picture to check.

- Work in pairs and look
at the pictures in their
books to answer the
questions

Picture

II. Pre-reading: 13’

Work in groups. Tick () the factors 
that they think would help them 
succeed in a job interview.
Possible answers:



giving clear, honest answers]



feeling self-confident



having good sense of humor

- Ask Sts to work in
groups of 4 to tick the
factors that would help
them succeed in a job
interview and report their
answers

- Give T’s own comments

- 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

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Pre-vocabulary:

Interviewee(n) /,intəvju:'i:/

Interviewer (n) /'intəvju:ə/

an interview (n) / 'intəvju/
interview (v)/ 'intəvju/

ex: She is having a job interview.

a certificate:

résumé ['rezju:mei] (n) :

(to) dress neatly and formally

create a good impression

shortcoming (s) (n) ['∫ɔ:t,kʌmiη]:

Ex: I don’t speak English fluently.
It’s my shortcoming .

vacancy/ ‘veikənsi/(n): A job that is
available for somebody to do

Checking vocabulary: rub out and
remember

- Introduce some words by
showing some pictures,
video about factor,

- Guess the meanings of
the words

- Take notes of the
vocabulary on the
board.

- Answer all the

questions raised by the
teacher.

- Repeat after the
teacher.

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III. While-reading: 16’

Task 1: Look back to the text and
circle the best meanings A, B or C.

Suggested answers:

1. B
2. C
3. A
4. B

Task 2: Decide whether the
following statements are true (T)
or false (F).

1. Try to reduce the feeling of
pressure and make a good
impression on your interviewer.
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 interviewer about your
shortcomings.

8. Remember to say goodbye to the
interviewer before leaving the
interview.

Suggested answers:

1.F 2.T 3.F 4.T
5.T 6.F 7.F 8.T

- Ask students to look
through the passage and
read in silence

- Introduce the task: These
words are from the
passage.

- Ask Sts to circle the best
meanings A, B or C.
- Go around class and help
Sts if they need.

- Call on Sts to give their
answers.

- Correct mistakes.

- Introduce the task: Work
in pairs.

- Run through the questions
- Introduce the task and
give explanation.
- ask Sts to read the
reading passage again and
answer the questions
- explain some difficult
words if necessary
- observe students’ work
and give help if needed.
- ask students to exchange
their result when they’ve

finished.

- call students for answers.
- gives feedback

- Look through the
passage and read in
silence

- Read the task carefully.
- Choose the right option
to finish the task.

- Exchange their answers
for peer correction.
- Tell the class the
answers

- 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).

Board,

Textbooks,
Notebooks

III. Post-reading: 10’
Discuss the question:

Which pieces of advice given in
the passage do you find most
useful and least useful? Why? 
1. What do you prepare for a job
interview?

2. What should we do and shouldn’t
do before, during and after an
interview?

- Introduce the task:
- Guide Sts to answer.
- Go round the class to
help Sts if necessary.
- Call on some Sts to give
their answers.

- Correct mistakes

Work in groups and
answer the following
questions.

handouts

IV. Homework: 1’

- Read the passage again.

- Redo the task again

- Prepare Part B : Speaking at
home

- Ask Sts to read the
passage again.

- Ask students the task
again and prepare Part B :
Speaking at home

- Read the passage
again.

- Redo the task again
Prepare Part B : Speaking
at home

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Self- evaluation

………
…

………

………
………
………
………
………
………
………

B. Speaking

Content Teacher & Students’ activities

Sources/
Teaching

aids
Teacher’s activities Students’ activities

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Chatting

1. Would you like to work as a
teacher?

2. What do you think about
teaching job?

- Ask Sts some questions
about jobs:

- Get feedback.

- Lead Sts to new lesson.

- Listen to the
questions

- Discuss the question.
- Stand up, answer the

questions.

projector

II. Pre-speaking 10’

Task 1: 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

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:

- Ask Sts to match a job in
A with at least two
descriptions in B.

- Go around class and help
Sts if they need.

- Call on Sts to give their
answers.

- Correct mistakes.

- Work in pairs.

- Match a job in A with at
least two descriptions in
B.

Textbook
and
handouts

III. While-speaking: 20’

Task 2: 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

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.

- Introduce the task:

- Guide Sts how to practice
- Ask Sts to work in pairs.
- Help the Sts with new
structures.

- Walk around and help
them.

- Call some student to
stand up and report before
the class.

- Correct their mistakes

- Work in pairs

- Discuss which of the
jobs in column A you
would/would not like to
do. Explain why/why
not?

handouts

III. Post-speaking: 9’

Task3. 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

Example: I would like to work as a

- Introduces the task
- Let them work in groups
- Ask some Sts to stand up
and tell loudly

- Walk round and help
them, listen and correct
mistakes

- Work in groups.
- Talk about a job they

may do after they
finish school.

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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 a foreign tourist company, I can
get high salary and improve my
English speaking and listening
skills. Also, I am a sociable and
confident person and I can work
hard for a long time so I want to
work far away from home to know
more about the world around me.

IV. Homework: 1’

- Prepare Part C- Listening and do
homework

- Assign homework.
- Ask students to prepare
Part C- Listening and do
homework

- Prepare Part C-
Listening and do

homework NotebookTextbook

Self- evaluation

………
………
………
………
………
………
………
………

C.

Listening

Content Teacher & Students’ activities

Sources/
Teaching

aids
Teacher’s activities Students’ activities

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Chatting

Which is the most popular job in
Vietnam?

E.g. Accountant; nurse; lawyer; 
teacher; computer programmer….

- Give Sts a question to
discuss

- Get feedback

- Lead Sts to new lesson.

- Discuss and answer the

questions Textbook

II. Pre-listening: 5’

1. Pre-teaching vocabulary:
workforce

manufacturing
retail

service
category
goods
job market
economy
wholesale

- Introduce some new
vocabulary required in
the lesson.

- Elicit Sts’ meaning of
the words.

- Show Sts how to
pronounce the words.

- Ask students to read out
loud.

- Walk round, listen and
help students

- Ask students to repeat
loudly the words, listen and
check pronunciation

- Understand those
words.

- Listen to the
teacher.

- Take notes all the
vocabulary
presented on the
board.

- Give Vietnamese
meaning if possible.
- Repeat all the

words after the
teacher.

Synonym
Picture
Explanati
on

Example

III. While-listening: 24’

Task 1: Listen to the passage and
fill in the missing words in the
boxes.

Suggested answers:

1- manufacturing
2- service
3- transportation
4- finance
5- service

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.

- Introduce the task

- Ask Sts to read the
questions quickly.

- Guide Sts the requests of
the task.

- Call some Sts to give
their answers.

- Read the passage the
third time for Sts to
correct.

- Introduce the task

- Ask Sts to decide
whether the statements are
true (T) or false (F).

- Go round the class; give
help to Sts if they need.
- Call some Sts to give the
answers.

- Read the passage the last
time to check their
answers.

- Read the questions
quickly.

- Listen to the listening
script.

- Answer the questions.

- Read the statements
quickly.

- Listen to the listening
script.

- Answer the questions.

Answers:

1- T
2- T
3- T
4- F
5- F

Board,
Textbooks,
Notebooks

,
Computer

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Suggested answers:

1- T
2- T
3- T
4- F
5- F

III. Post-Listening: 10’

Summarize the passage using the
information in Tasks 1 and 2 by
filling in the blank the suitable
words/phrases

There are some of the recent changes in
the US…………....The American workforce
has changed from manufacturing jobs to
service jobs .

Manufacturing jobs are jobs in which
people make something or ………..things.
Service jobs are those in which workers
………….services or do something. 
Generally, service jobs are grouped into
……….. categories: Transportation
companies, wholesale companies, retail
companies, finance companies, and
personal services.

One hundred years ago, 80% of

workers produced goods. Today only
………do. Economists predict that by
the year 2020, nine out of every ten
workers will work in ………..jobs.

Suggested answers:

1- job market
2- produce
3- provide
4- five
5- 30%
6- services

- Guide Sts to do.

- Call some Sts to
summarize the passage
by filling in the blank

the suitable

words/phrases

- Go round the class;
give help to Sts if they
need.

- Call some Sts to give
the answers.

- Work in groups.
Summarize the passage
using the information in
Tasks 1 and 2 by filling
in the blank the suitable
words/phrases

- Answer the questions.

Notebook
Textbook

IV. Homework: 1’

- Redo all the tasks in
notebooks.

- Learn vocabulary.

- Prepare the section C (The
Writing part of Unit 6).

- Assign homework.
- Ask Sts to do the tasks
again in their notebooks.

- Ask Sts to learn

vocabulary and prepare

the section C

- Listen and raise
questions when
necessary

- Learn vocabulary at
home.

- Prepare the section C

Notebook
Textbook

Self- evaluation

………
………
………
………
………
………
D. Writing

Content Teacher & Students’ activities

Sources/
Teaching

aids

Teacher’s activities Students’ activities

I. Warm-up: 5’

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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?

spot (Keo Pagoda in Vu
Thu Thai Binh) and ask
Sts some questions:

- Get feedback.

- Lead Sts to the new
lesson: “Writing a formal
letter of job application”

- Work in pairs, answer
the questions.

- Understand the aim of
the lesson.

- The new lesson:

“Writing a formal letter
of job application”

A
projector
or a poster

II. Pre-writing: 15’

Read the following advertisement
and fill in the notes.

English-speaking Tour Guides Wanted
We are a travel company managing
holiday tours. We need English
-speaking local guides to accompany
foreign visitors on trips throughout
Vietnam. If you have a high school
diploma, have experience as a tour
guide, a good manner, speak fluent
English and are willing to work hard for
long hours, please contact: The Manager,
Vinatour, 450 Nguyen Du Street, Hanoi.
Telephone No: 04 824 0139.

• Type of job: ………

• Level of education needed: ………
• Work experience: ………
• Character and interests: ………

Suggested answer:

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

- Introduce the task

- Ask Sts to read the
following advertisement
and fill in the notes.

- Guide Sts to fill in the
notes.

- Walk round the class to
give Sts assistance.
- Give comments

- 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
A
projector
or Board,
Textbook,
Notebook
s

III. While-writing: 14’

. - 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
• 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

- Introduce the task.

- Read 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.

- Guide Sts to write
outlines.

- Pay attention to
what the teacher is
talking.

- each group receives a

poster from teacher to

write their letters

- Raise questions for

teacher if necessary.

- Hand in the writing to

the teacher.

Board,
Textbooks

,
Notebooks

III. Post-writing: 10’
Peer correction:

Flat 3,324,

- Sts choose the best

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Ly Thuong Kiet 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

- Ask Sts to stick their

writing on the board and
ask for correction from
the whole class.
- Elicit the correction

from the whole class.

- Give feedback.

and T gives feedback
- Exchange their

writing to correct
mistakes in their
groups’ writing

- Check and
self-evaluate.

Board
Highlighte

IV. Homework: 1’

- Rewrite the letter at home.
- Prepare the section E –
Language focus.

- Ask Sts to write their
letters in their notebooks
at home and prepare the
section E – Language
focus.

- Listen and raise
questions when
necessary

- Write their own letters
in their notebooks at
home.

Notebook
Textbook
Self- evaluation

………
…

………
………
………
………
………
………
………
………

E. Language Focus

Content Teacher & Students’ activities Sources/

Teaching

aids
Teacher’s activities Students’ activities

I. Warm-up: 5’

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the questions

1. Who write this letter?
2. Who did he write to?

3. What did he write the letter for?
Suggested answers:

1. Tran Ngoc Nam does.

2. He wrote to /tə/ the manager
of /əv/ Vinatour company.

3. He wrote it to /tə / apply for /fə /
the position of / əv/ a tour guide.
So this letter is from /frɔm/ Nam,
not to /tu:/ Nam.

- Stick the picture on the
board

- Ask Sts to answer the
questions

- Ask Sts pay attention to

its weak/strong forms.
- Ask Sts to read after
- Write some words on the
board, and then pronounce
those words aloud.

- Pay attention & listen
to teacher

- Answer the questions
- Pay attention to its
weak/strong forms.
- Read aloud

- Listen to the teacher’s

pronunciation and work in
groups and put the words I
to the correct columns

pictures

II. Pronunciation: 20’
1. Presentation

2. Practice:

Practice reading these sentences

- Ask Sts to look at this

table

- - Help students how to
pronounce those words
correctly by reading first
as model

- Explains the

pronunciation of the weak
form and strong form

- Reads the sentences on
page 18 (textbook)
- Ask Sts to repeat.

- Call on some Sts to speak
out loud.

- Gives feedback and
introduce some useful
language

-- Listen to the
teacher.

- Open the textbook,
look at the

sentences in
Pronunciation part.

- Repeat after the
teacher.

- Volunteer to read
the sentences out
loud.

- Check and
self-evaluate.

- Pay attention to its
weak/ strong forms.
- Understand the aim of
the new lesson.

- Listen and repeat from
2-3 times

- Some of them stand
and read words aloud
- Practice in groups
- Some groups compare
with their results and
read the words in
sentences aloud

Board,
Textbook

III. Grammar: 29’

a) Review some grammar
structures: Relative clauses

- Give some examples
- Ask Sts to make

- Whole class

- Paying attention to

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Ex: Shakespeare was an English
playwright. His plays are very
famous in the world.



Shakespeare, whose plays are
very famous in the world, was an 
English playwright.

b. Practice:

* Exercise 1: Add who, whoever,
whose, whom or which to
complete the following sentences.

unit 6 future jobs tiếng anh 12 nguyễn lý liên thư viện giáo án điện tử

<b>Unit 6: </b>

<b>FUTURE JOBS</b>

<b>A. Reading</b>

<b>C.</b>

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