SKKN some vocational guidance based activities applied in unit 5, unit 6 and unit 8 (tieng anh 12)

PART I: INTRODUCTION
I.

REASONS FOR CHOOSING THE TOPIC
As a high school teacher, I have ever been asked for counsel by my students
many times with some questions such as: “Should I apply for university or enroll
in a vocational school?”; “What tertiary institution should I apply for?”; “What
college major is suitable for me?”; “Should I take an undergraduate course abroad
with the aim of labor export?”; “What job is potential in the future?” and the
similar questions related to choosing a job in the future. It can be seen that our
students meet a lot of difficulties in choosing a career path. Therefore, what they
need at the end of school education system is not only the perfect preparation for
the coming exams but also the clear vocational guidance. In this situation, it is
impossible for us to give them a direct answer that what is the best for them. What
we can do is providing them with some guidance so that our students can realize
which option is the most suitable for them. It can be said that vocational guidance
plays an important role in assisting students, especially grade 12 students, to be
well-prepared for their future career.
Vocational guidance, which is considered as the responsibility of both families
and schools, is advised to be conducted as soon as possible. Vocational guidance
activities can be organized in many different ways in which giving vocational
guidance through school subjects is highly appreciated. As a teacher of English in
a high school, I always desire to contribute to guiding my students to choose right
future jobs. A question raised is how to provide students with vocational guidance
through English lessons which focus on language skills. Whereas, my students are
at the grade 12 when the GCSE exam is coming soon and the teachers try to teach
the knowledge that helps students to get good marks in their tests and exams. It
means I have to give them vocational guidance through teaching knowledge and
language skills.
Finding that Unit 5: Higher education, Unit 6: Future jobs and Unit 8: Life in
the future in textbook Tieng Anh 12 are the units containing the topics which relate

closely to students’ career path, I would like to make full use of teaching these
units to provide my students with some vocational guidance. With this solution, I
hope my students can obtain some necessary knowledge of future employment so
that they can make right decision on their future jobs.
For the reasons above, from the beginning of the school year 2018-2019, I have
carried out a study with topic “Some vocational guidance - based activities
applied in Unit 5, Unit 6 and Unit 8 (Tieng Anh 12)”. Hoping that the study can
contribute to assisting our students to prepare well for their future career.
Furthermore, with the activities suggested in the study, the ways of organizing
warm-up and post-stages may become more flexible and creative.
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II.

AIMS, SCOPE, OBJECTS AND METHOD OF THE STUDY
Aims of the study

1.

As mentioned above, the aim of the study is to contribute to assisting students
in making the best choice for their future jobs by designing activities that focus on
fulfilling students’ knowledge of future employment through practicing language
skills. The study also helps me to improve my teaching method and my students'
English skills as well.
Scope of the study

2.

The study focuses on the warm-up, post- reading and post- listening stages of

the lessons in Unit 5, Unit 6 and Unit 8 (Tieng Anh 12).
Objects of the study

3.

The objects of the study are the 144 students from the classes: K51A1, K51B2,
K51B4 and K51B8 at my Upper Secondary School.
Method of the study

4.
-

Sharing learning goals with students.

-

Carrying out the surveys to find out the effect of the activities.

-

Helping students know and recognize the standards to aim for.

-

Studying the documents dealing with the theme (mainly from the Internet,
books, newspapers).

-

Using analytic methods.

-

Observing and asking colleagues for ideas and experiences.

-

Practicing the application of the study.

-

Providing feedback that helps students to identify how to improve.

-

Believing that every student can improve in comparison with previous
achievement.

-

Both the teacher and students review and reflect on students’ performance and
progress

-

Students learn self-assessment techniques to discover areas they need to
improve.

2

PART II: CONTENT
I. THEORITICAL BACKGROUND
1. Vocational guidance
1.1. Definition of vocational guidance
Every young man requires advice as to what kind of work will be most suitable
for him keeping in view his abilities and aptitudes. When such an advice is given,
it is known as vocational guidance. The following are some definitions of
vocational guidance:
According to The National Vocational Guidance Association of America 1937,
“The vocational guidance is the process of assisting the individuals to choose an
occupation, prepare for it, enter upon and progress in it. It is concerned primarily
with helping individuals make decision and choices involved in planning a future,
and building a career decision, and choices necessary in affecting satisfactory
vocational adjustment”.
“Vocational guidance is a facilitative process, a service rendered to the
individual to aid him in choosing and adjusting to an occupation.” (John D. Crites)
“Vocational guidance refers to the inevitable direction given to the care of new
employees in the selection process and in their assignment to particular types of
work.” (Dale Yoder)
“Vocational guidance is the assistance rendered by an individual to another in
the latter’s solving of problems related to his progress and vocational selection
keeping in mind the individual’s peculiarities or special abilities and their relations
with his occupational opportunity”( International Labour Organisation.)
“Vocational guidance is fundamentally an effort to conserve the priceless native
capacities of youth and costly training provided for youth in the school. It assists
the individual to invest and use his capacities in those vocations which will bring
greatest satisfaction and success to himself and greatest benefit to society.” - Myers
(1941)
“Vocational guidance is the process of helping a person to develop and accept

an integrated and adequate picture of himself and of his role in the world of work,
to test this concept against reality and to convert it in to a reality with satisfaction
to himself and benefit to society.” — Super (1957)
1.2. Aims and objectives of vocational guidance
1.2.1. Aims of vocational guidance
-

To assist the student to acquire such knowledge of the characteristics and
functions, the duties and rewards of the group of occupation within which his
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choice will probably lie as he may need for intelligent choice.
-

To enable him to find what general and specific abilities, skills, etc., are required
for the group of occupations under considerations and what are the qualifications
of age, preparation, sex, etc., for entering them.

-

To give opportunity for experiences in school (try out courses) and out of school
(after school and vacation jobs) that will give such information about conditions of
work as will assist the individual to discover his own abilities and help in the
development of wider interests.

-

To help the individual develop the point of view that all honest labour is worthy
and that the most important bases for choice of an occupation are:



The peculiar service that the individual can render to society,



Personal satisfaction in the occupation,



Aptitude for the work required.

-

To assist the individual to acquire a technique of analysis of occupational
information and to develop the habit of analyzing such information before making
a final choice.

-

To assist him secure such information about himself, his abilities, general and
specific, his interests, and his powers as he may need for choice.

-

To assist the student to secure a knowledge of the facilities offered by various
educational institutions for vocational training and the requirements for admission
to them, the length of training offered, and the cost of attendance.

-

To help the workers to adjust himself to the occupation in which he is engaged ; to
assist him to understand, his relationships to workers in his own and related
occupations and to society as a whole.
1.2.2. Objectives of vocational guidance

-

To enable students to gain knowledge of the features, functions, scope, nature and
duty requirement of employment in which they want to be engaged.

-

To assist students to receive up-to-date and useful information about abilities and
skill as they possess in the context of related qualifications and competencies
required to accept a preferable job.

-

To help students to know their potentials, abilities and interests related to identify
vocation which they want to secure.

-

To enable students to develop capacities for analysing available vocational
information’s to have a better choice in relation to available information’s in this
regard.

-

To help students to avail information regarding scope and prospectus of various
4


educational training, apprenticeship schemes and different vocational training.
-

To assist students to choose the right type of employment according to their liking
and satisfaction.

-

To enable students to develop entrepreneurship abilities within them for keeping
feet in the kingdom of self employment.

-

To assist students to develop abilities and skills for achieving successful progress
and satisfactory performance in the occupation.

-

To enable students to gain maximum satisfaction out of his world of works.
2. Vocational guidance-based activities
Vocational guidance - based activities are the activities that focus on:

-

Assisting a student to acquire knowledge of the functions, duties, responsibilities,

and rewards of occupations that lie within the range of his choice.

-

Assisting students to discover his own abilities and skills and to fit them in to the
general requirements of the occupations under consideration.

-

Assisting the student to evaluate his own capacities and interests with regard to
their greatest worth to him and to society.

-

Helping the individual to develop an attitude towards work that will dignify
whatever type of occupation he may wish to enter. The important bases for choice
should be personally achieved satisfactions and the service that can be rendered.

-

Giving exploratory opportunities in different areas of school learning and
vocational exploration that will enable the learner to get the feel of several types of
activities.

-

Assisting the individual to think critically about various types of occupations and
to learn a technique for analysing information about vocations.

-

Instilling in the student a confidence in the teachers and other guidance personnel
that will encourage him when he confers with them on personal and vocational
problems.

-

Assisting the student to secure the necessary information about the facilities
offered by various educational institutions engaging in vocational training.

-

Providing information for the learner about admission requirements, the length of
training, and the cost of attending and institution of higher learning to which he
may wish to go after graduation from high school in order to continue his
vocational preparation.

-

Giving assistance during school years so that the individual will be able to adjust
on the job to work conditions and to other workers.

-

Assisting each student to appreciate his rightful place in a group of workers and to
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become a functional member of the team.
-

Alerting the student to the long range training needed to become proficient in most
lines of endeavor.

-

Cautioning each learner concerning fads and pseudo scientific short cuts to
vocational competency.

-

Helping the learner to realize that the success is purchased at the price of effort,
and that satisfaction on the job derives from doing his work conscientiously and
competently.
3. Benefits of applying vocational guidance - based activities in teaching
English

-

Attracting students’ more interests to the English lessons.

-

Students can be provided with some vocational guidance through practising
language skills.

-

Students recycle what they have obtained from the texts

-

Students go beyond the text and enter the real world, equipped with the newlyobtained information.

-

Updating the problems that are closed to the students' real life and future jobs

-

Students can prepare well for the future job.

-

From the activities, the students are developing themselves to achieve automaticity,
meaningful learning, autonomy, willingness to communicate, interlanguage, and
communicative competence.

-

An economical way to organize vocational guidance activities.
II. SITUATION ANALYSIS

1.

Situation of vocational guidance at my school.
It is considered that both families and schools take main responsibility for
guiding vocation for students. Annually, at the beginning of the school year, my
school’s Board of Directors always sets plan for vocational guidance. The
vocational guidance is high appreciated by both teachers and students and carried

out during every school year. However, the vocational guidance activities are still
quite formalistic. They are often organised by gathering the students of the whole
school or a grade at the school yard with the oral presentation of a teacher. This
way of organizing are not really effective because vocational guidance is a wide
subject while the lectures are often in general and the number of students is too
large, it is difficult for them to pay attention, and they seem to take no notice of
what the teacher is saying. That is why although our school and teachers have
made every effort, vocational guidance at my school has not brought about
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expected effect. What we need is some solutions to provide vocational guidance
as specific as possible so that our students can recognize which career path is the
best for them.
2. Situation of teaching and learning English at my school.
As far as I know, the students’ living conditions have a big effect on the way
students study. Many of them learn English with the only aim to pass the national
GCSE exam, so they mostly focus on studying pronunciation, vocabulary and
grammar. They even feel it hard to remember all the required knowledge for
different exams.
This way of thinking among students leads the teachers of English at my
school to nearly the same way of teaching the language. We always try to fulfill the
knowledge in textbooks to our students. Especially, the teachers who teach the 12 th
grade students often try to provide as many practice exercises related to the GCSE
exam as possible. With the help of modern technology, many lectures designed by
PowerPoint have been given to students. The teachers also use interesting activities
such as games, quiz, and role -play…to stimulate students. They have been trying
to apply new teaching methods to help students improve their language skills
consist of reading, listening, speaking and writing. The quality of the lectures has
been considerably raised and it plays an important role in the results of the students

in the exams.
3. The English Language syllabus
The textbook Tieng Anh 12, as well as Tieng Anh 10 and Tieng Anh 11 is
traditional textbook structured with a priority towards theme-based or topic-based
learning models. The textbook has desirable aim of providing students with a
foundational knowledge of numerous fields, a favorable attitude towards the
English Language, and the four skills generally recognized as building proficiency
in language study: Listening, Speaking, Reading, and Writing. In order to achieve
these objectives, the content of the book is designed to utilize themes with which
all students will be familiar. Included are topics related to the student’s social lives,
to sports, to work, and to leisure activities universal experiences. For each topic,
related vocabulary and word studies are presented communicatively. The textbook
contains sixteen units, with each unit presenting five lessons with four different
skills and a language focus. Reading is the first unit in each lesson, guiding
students to key words and phrases of the related topic which then become
“building blocks” that enable them to learn additional skills.
The book Tieng Anh 12 contains the topics which are familiar with the
students. Especially, there are some topics related to career path such as higher
education, future jobs, life in the future …but the activities designed are not focus
7


on vocational guidance. Therefore, although vocational guidance is necessary, it is
not compulsory.
III. SURVEY
1. Survey and the results
At the beginning of the school year 2018-2019, I have carried out the survey
containing 5 multiple choice questions for 144 students from four classes 12A1,
12B2, 12B4 and 12B8 of my school. The survey was done twice. One was at the
first semester of the twelfth form (before teaching Unit 5, Unit 6 and Unit 8 with

vocational guidance – based activities) and the other was at the end of the first
semester (after using these activities). The table below shows the result of the
survey for first time.
Questions

Answers

1. How important do you think about A. Normal
vocational guidance is?
B. Important
C. Very important
2. Do you find it necessary to be given A. Unnecessary
vocational guidance in the class?
B. Necessary
C. Very necessary
3. How much vocational guidance do A. Little
you get through your English lessons?
B. Normal
C. Much
4. How much do you know about future A. Little
employment?
B. Normal
C. Much
5. How do you feel about making A. Easy
decision on your future jobs?
B. Normal
C. Difficult

Before using
the activities

5%
43%
52%
6%
53%
41%
87%
23%
0%
56%
33%
11%
12%
34%
54%

2. Findings from the survey.
The survey shows that before using the adapted activities, most of students
find it very difficult to decide what majors and what jobs they should apply for
after leaving high school. Even though they know it is high time they gave decision
8


what to do in the future, they are not ready to decide. Most of them consider that
they should be given vocational guidance in the class. However, every English
lesson they learn often mainly focuses on knowledge and language skills. As a
result, little do they get about vocational guidance through English lessons.
IV.

SOLUTIONS AND IMPLEMENTATION

From the analysis above, it can be said that our students' understanding of
future employment is still limited. However, teaching in general and teaching
English in particular at my school is mainly focused on knowledge and language
skills. It is high time for us to provide our students' vocational guidance through
English lessons.
Warm-up and post- stage are the best choice for the solution because it is a good
chance for the students to connect English lessons with their real life without
changing the tasks designed in textbook and their standards of knowledge and
skills. Furthermore, based on the topics of the units we can create many different
activities to discuss different problems in vocation guidance. In addition, we also
can apply many different activities for each lesson depending on what vocational
problem we want our students to solve. In short, warm-up and post- stage are the
potential stages to create and apply the activities which help provide our students
with vocational guidance.
The topics of the three Units: 5, 6 and 8 in textbook Tieng Anh 12 are very
close to the students’ career path, so it will be a waste if we do not make use of
them to apply vocational guidance - based activities as the solution to the problem.
I have chosen warm-up and post- stages to carry out the following activities. These
are some suggested activities which I have applied to guide vocation for my
students.

1.1.

Suggested activities applied in Unit 5: Higher education
Sample application 1: A- Reading ( Warm-up)

•

Aim: Help students recognize the career options after leaving high school.

•

Suggested activity: Brainstorming: List the career options you can select after
leaving high school.

•

Time limit: 5 minutes

•

Preparation: - Students: Prepare posters and pens for group work; find out
career options.

1.

-

Teacher: Prepare a poster of expected answers
•

Procedure:
9


-

Divide class into groups of six or eight.

-

Ask students to list what they can do after finishing high school and write on
the posters.

-

After 3 minutes, the representative of each group shows their poster.

-

Which group has more right options will get higher points.

These are the imagines of students’ activities
•

Expected answer:
Applying for a tertiary
institution
Starting up

Finding a job
CAREER OPTIONS

Going abroad for
labor export

Enrolling in vocation
schools
•

Taking an
undergraduate
course abroad

Transition:

You may have a lot of choices after you finish high school. If you decide to apply
for a tertiary institution, it means you will continue with higher education. And the
topic of Unit 5 is Higher education
1.2.

Sample application 2: A- Reading (Post-reading)
•

Aim: Guide students to consider seriously whether they should apply for a
10


university or enroll in a vocational school after they finish high school.
•

Suggested activity: Discussion: Make a comparison between academic
education and vocational education.

•

Time limit: 10 minutes

Preparation:

•

-

Students: Prepare posters and pens for group work; find out the advantages and
disadvantages of academic education and vocational education.

-

Teacher: Prepare a poster of expected answers

•

Procedure:

-

Divide the class into groups of 6 or 8

-

Students discuss the advantages and disadvantages of academic education and
vocational education and make them in comparison.

-

After 5 minutes, call on the representatives of the groups to report their groups'
answers.

The imagines are about students’ activities

-

Ask other groups to give comments
-

Teacher gives feedback and shows the expected answers

•

Expected answer:
Academic education
A broad scope of learning - This
type of learning can be useful in
choosing between many
Scope of different careers.
learning

Vocational education
Limited scope of learning - your
area of expertise may be
restricted. Vocational courses
tend to be focused on one type of
career. If you decide to change
career paths, you may need
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additional education.
Employ
chances

Many employers still give You can get specialised training in
preference to job applicants with your industry. So, rather than
a university degree.
graduate with an academic
- It is not easy to find a job degree and then have to get
employment training, you are
suitable for your field of study
ready to start work immediately.

Time

Skills

Cost

-

Most university degree courses Most vocational courses
are four years long. To study for shorter than degree courses.
a master’s degree or doctoral
degree will take even more time.

are

Develop a wide range of Develop mainly the technical and
skills include critical thinking and practical skills.
communication skills. However,
university education is focused
on learning, so graduates often

lack the technical or practical
skills needed in the current job
market. So, you can leave with a
lot of theory but very few
employment skills.
Many graduates leave university The shorter time to graduate with
with debts because the high cost a diploma also means that
vocational learning is cheaper.
of university

Sample application 3: B- Speaking (Warm-up)

1.3.

•

Aims: - Help students acquire a few information about some tertiary institutions
in Vietnam.

•

Suggested activity: Game: What am I?

•

Time limit: 5 minutes

•

Preparation: - Students: Look for information about some tertiary institutions

before class

- Teachers: Prepare the pictures of 6 tertiary institutions
•

Procedure:
-

Divide the class into two teams

-

Each team chooses a leader

-

The leader of each team takes turn to choose the pictures (each team has 3
12


turns).
-

The leader has to explain the institution so that their member can guess what
university/ college it is. (The explanation mustn’t mention any words in its
name)

-

Ask the other members if there is anything else they know about the institution.

-

Which team has more correct answers will be the winner.

Example: The leader: “I am located in the city of Nghe An. I train nurses,
doctors… What am I?”
Other members: “ Vinh Medical University”
1.

2.

3.

4.

5.

6.

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•

Suggested answer:

Picture 1: The leader: “I am located in the capital city of our country. I’m famous
for training teachers. What am I?”
Other members: “ Hanoi National University of Education”

Picture 2: The leader: “I am one of the top universities in Vietnam. I’m famous for
training doctors, nurses... What am I?”
Other members: “Hanoi Medical University”.
Picture 3: The leader: “I am located in the city of Nghe An. I train teachers,
engineers, accountants …What am I?”
Other member: “Vinh University”
Picture 4: The leader: “I am located in the capital city of our country. I’m the first
choice for the students who want to become a policeman. What am I?”
Other members: “People’s Security Academy”
Picture 5: The leader: “I am located in the biggest city of our country. You should
apply to me if you dream of becoming an actor/actress or a film maker. What am
I?”
Other members: “Ho Chi Minh Academy of Cinema”
Picture 6: The leader: “I am located in the most peaceful city of our country. You
should apply to me if you are interested in business, marketing, accounting….
What am I?”
Other members: “ Hue College of Economics”

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The pictures above illustrate students’ activities
Transition:

•

You have explored a number of tertiary institutions in Vietnam. If you are
attempting to win a place in any tertiary institutions you should care about how to
apply to it. In the lesson today - Unit 5: Speaking, you will have chance to talk
about the process of applying to tertiary institutions.

1.4.

Sample application 4: C- Listening (Warm-up)

•

Aim: Help students realise the chances and challenges of studying abroad so
that they can make a right decision on taking an undergraduate course abroad
or in their country.

•

Suggested activity: Guessing: The suggestions below are about the chances
and challenges of an education path. Read the suggestions and try to guess
what it is.

•

Time limit: 5 minutes

•

Preparation:

-

Students: Think about the chances and challenges of studying abroad.

-

Teacher: Prepare a poster of suggestions.
Chances

Challenges

-

Good educational methods

-

High costs

-

Foreign language fluency

-

Language and cultural barriers.

-

Exposure to the latest trends in technology

-

Higher risks

-

Overall better lifestyle.

-

Longer travelling time
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-

Impress future employers

-

Improve communication skills

-

Explore a new culture

-

Better networking skills

-

Homesickness

•

Procedure:

-

Divide class into two teams.

-

Give students the suggestions

-

Ask students to read the suggestions and try to guess what the education path
is. Which team has the correct answer first will be the winner.

Teacher gives feedback

-

•
•

Suggested answer: Studying abroad

Transition: Studying abroad is a choice of many students these days. However
studying overseas is not really easy. Let’s listen to some difficulties and some
useful advice from an experienced student in the lesson today Unit 5: C-Listening.
The picture below describes the students’ participation in the activity.

1.5.

Sample application 5: C- Listening (Post-listening)

•

Aim: Guide students to consider studying abroad with the aim of labour export
seriously.

•

Suggested activity: Discussion: Nowadays, studying abroad for labour export
16


is becoming polpular. Discuss the benefits, difficulties and what they should
consider before making a choice.
•

Time limit: 10 minutes

•

Preparation: - Students: Search for the benefits and difficulties of studying
abroad with the aim of labour export and what they have to consider before
making decision.

- Teacher: Prepare a poster of expected answer
•

Procedure:

-

Divide the class into groups of 6 or 8

-

Students discuss to find out the benefits and difficulties of studying abroad as a
way of labour exports and what they should consider before making a decision.

-

After 5 minutes, call on the representatives of the groups to report their groups'
answers.

Students work in groups and then report their working
-

Ask other groups to give comments

-

Teacher gives feedback and shows the suggested answers

•

Expected answer :
Benefits
-

A legal way to work
in
a
developed
country.

Difficulties
-

Very expensive

Consideration
- Nations,

regions

Learners may be - Family’s financial ability
under a lot of - Admission requirements
- Have chance to get a
pressure.
high - paid job after - Language and culture - Fee, expenses
finishing university.
-

17


barrier

- One’s

health, attempt and

ability
- One’s

aims and objectives

- Possible
1.6.

risks

Sample application 6: D - Writing (Warm-up)
•

Aim: Help students to identify what information they need to find out before
making a decision on which tertiary institution to apply for.

•

Suggested activity: Discussion: What information do you need to explore
before choosing a tertiary institution to apply for?

•

Time limit: 5 minutes

•

Preparation: - Students: Prepare posters, pens for group work; think about the
necessary information of the tertiary institution they want to apply to.

- Teacher: Prepare a poster of expected answer.
•

Procedure:

-

Divide class into groups of 6 or 8.

-

Ask students to work in groups and discuss.

-

Ask the representatives of some groups to give the answer.

The imagines of students’ activities
-

Teacher gives feedback
•

Expected answer: Necessary information about a tertiary institution
-

Location

-

Enrollment

-

Entry scores

-

Admission criteria
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•

-

Tuition fee

-

Majors

-

Examinations

-

Accommodation

Transition:
You may have a lot of ways to find out the information. One of the ways is
writing a letter of request to the institution. If you want to apply for an
undergraduate programmed in a university in England, how can you write a
letter of request to UCAS to ask for the information about the admission
requirements to the university? You will have a chance to practice it in this
lesson: Unit 5: D- Writing.

Sample application 7: E: Language focus (Warm-up)

1.7.

•

Aim: Guide students to choose right college majors base on one’s ability,
interest and aptitude.

•

Suggested activity: Game: Where is my half? (Find out the left half to make a
conditional sentence).

•

Time limit: 5 minutes

Preparation: - Students: Think about how to choose a college major.

•

- Teacher: Prepare 16 cards of the halves of 8 conditional sentences (the 2 halves of
a sentence should be in two different colors)
Half 1

Half 2

1.

If you want to choose a right major,

2.

If a student is good at group Bb. he/she can consider studying medicine,
(Maths, Chemistry and Biology),
pharmacy or argriculture and forestry.

3.

If a student is good at drawing,

c.

he can apply to art or architecture.

4.

If you are interested in business,

d.

you should apply to economics,
marketing or business administration.

5.

If a student is good at mending thingse. he should study engineering.
and loves machines,

6.

If a student is good at group Cf. he/she
can
consider
choosing
(Literature, History and Geography) , psychology, journalism or sociology.

7.

If you are good at foreign languages, g. consider studying linguistics, tourism,
foreign economic relations.
8.

If

you

a.

you should base on your abilities, your
interests, your aptitudes and social
trend.

areh. you

should

choose

computer

and
19


interested
information
technology,
•

in information science or automation.

Procedure:

-

Choose 16 students to make two teams, (each team contains 8 members).

-

Give each of them a half of a sentence in the handouts, team A keeps the first
halves and team B keeps the other ones.

-

Ask the members of the two teams to go around and find their partner who
keeps another half of the sentences to make meaningful sentences.

-

After finishing, each pair reads aloud their sentences so that the whole class can
check if they are right or wrong.

-

Which pair completes correctly first will be the winner.

-

Teacher gives feedback
Expected answer:

•

Sentence 1: If you want to choose a right major, you have to base on your abilities,
your interests, your aptitudes and social trend.
Sentence 2: If a student is good at group B, he can consider studying medicine,

pharmacy or agriculture and forestry.
Sentence 3: If a student is good at drawing, he can apply for art or architecture.
Sentence 4: If you are interested in business, you should apply to economics,
marketing or business administration.
Sentence 5: If you a student is good at mending things and he loves machines, he
should study engineering.
Sentence 6: If you are good at group C, consider studying psychology, journalism
or sociology.
Sentence 7: If you are good at foreign languages, you should study linguistics,
tourism, foreign economics relations
Sentence 8: If you are interested in information technology, you should choose
computer and information science or automation.

20


The pictures are about students’ activities in the game
•

Transition:
What is the type of the sentences that have been made above? They are conditional
sentences, and in the lesson today Unit 5: Language focus, we will revise three
types of conditional sentences.
2.

2.1.

Suggested activities applied in Unit 6: Future jobs

Sample application 1: A- Reading (Warm- up)

•

Aim: Help students recognize the jobs they can get and the ones they can not
get without an undergraduate degree.

•

Suggested activity: Classification: Classify the jobs into two categories: the
jobs requiring a degree and the ones not requiring an undergraduate degree.

•

Time limit: 5 minutes

•

Preparation: - Students: Prepare posters and pens for group work; Think about
the jobs they can get and the ones they can not get without an undergraduate
degree.

-

Teacher: Prepare a poster containing a list of jobs and a poster of suggested
answer.
JOBS
1.

Doctor

11.

Mechanic

2.

Waiter

12.

Journalist

3.

Teacher

13.

Engineer

4.

Driver

14.

Salesman

5.

Lawyer

15.

Electrician

6.

Policeman

16.

Computer programmer

7.

Massage therapist.

17.

Financial manager
21


•
-

8.

Flight attendant

18.

Skincare specialist.

9.

Dentist

19.

Nail technician.

10.

Architect

20.

Insurance sale agent

Procedure:
Divide class into groups of 6 or 8

Give students the list of jobs

-

-

Ask them to discuss and classify the words into two groups: the jobs requiring

and not requiring an undergraduate degree.

-

Call on the representatives of the groups to show the answers.

The pictures illustrate students’ activities
•

Expected answer:
The jobs that require a degree
1.

Teacher

1.

Waiter

2.

Doctor

2.

Driver

3.

Journalist

3.

Mechanic

4.

Engineer

4.

Salesman

5.

Dentist

5.

Electrician

6.

Computer programmer

6.

Massage therapist.

7.

Lawyer

7.

Flight attendant.

8.

Architect

8.

Nail technician.

9.

Financial manager

9.

Skincare specialist.

10.
•

The jobs that don’t require a degree

Policeman

10.

Insurance sale agent

Transition:

You have based on the requirement of the undergraduate degree to classify types of
22


jobs. To understand more about future jobs and how to succeed in a job interview,
let’s start the new lesson- Unit 6: Future jobs - Reading
2.2.

Sample application 2: A- Reading (Post-reading)

• Aim: Help students recognise the job requirements for a certain job

position.
• Suggested activity: Discussion: What are the job requirements for a certain

job position?
• Time limit: 10 minutes
• Preparation:
- Students: Prepare posters and pens for group work; find out the job requirements

for a certain job position.
- Teacher: Prepare a poster of suggested answers
• Procedure:
- Divide the class into groups of six or eight

- Ask them to discuss the job requirements for a certain job position they

need equip.
- After 5 minutes, call on the representatives of the groups to report their groups'

production
- Ask other groups to give comments.
- Teacher gives feedback and shows the suggested answers.

The pictures describe students’ activities
23


•

Suggested answers: Some job requirements:
-

Good heath

- Work experience - types and amounts (years) of work experience
- Skills (soft skills and/or technical skills)
- Specific knowledge
- Education level and type
- Professional licenses, accreditations and certifications
- Personal qualities and attributes
- Languages
- Physical abilities.
-

Appearances (depend on types of job)

Sample application 3: B- Speaking (Warm-up)

2.3.

•

Aim: - Guide students to determine the criteria for choosing a future job.

•

Suggested activity: A survey (What is your expected future job like?)

•

Time limit: 5 minutes

•

Preparation: - Students: Think about the criteria for choosing a jobs

-

Teacher: Prepare handouts of a number of characteristics of jobs.

•

Procedure:

-

Give the handouts to every student.

-

Ask students to express their opinion by putting a tick in the column “yes” or
“no”
What is your expected future job like?
-

Yes

No

high-paid

-

steady

-

contracted

-

full time

-

demanding

-

safe

-

high-powered

-

stressful
24


-

suitable to your interests/ aptitude

-

suitable to your qualification

-

in a big city

-

in your hometown

-

challenging

-

rewarding

-

in a company

-

in an office

-

in a factory/firm

-

After one minute, ask students to compare their result to their partner.

-

Call on some students to present their result.

-

Teacher gives comments and draws a conclusion: “If you want your future job
to meet your expectation, you should set a number of criteria before choosing a
job. What are your criteria?”

-

Call some students to tell about their criteria for choosing a job.

-

Other students give comments
The pictures below illustrate students’ activity and product

•

Expected answer:
Criteria for choosing a job

•

-

Salary

-

Growth opportunities

-

Remuneration

-

Stability

-

Working condition

-

Passion

-

Working time (hours)

-

Job requirements

Transition:
25