UNIT 6: FUTURE JOBS (from period 28 to 33) ppt

Lexical items: words / phrases related to jobs Teaching aids: handouts Skills: Reading for gist and for specific information  METHOD: Integrated, mainly communicative  PROCEDURE:

UNIT 6: FUTURE JOBS

(from period 28 to 33)

A READING

 OBJECTIVES

Aims: Ways of applying for a job without being stressful before, during and after the job

interview

Lexical items: words / phrases related to jobs

Teaching aids: handouts

Skills: Reading for gist and for specific information

 METHOD: Integrated, mainly communicative

 PROCEDURE:

WARM-UP:

T gives the picture and asks some students some

questions:

Which following factors do you think would help you

succeed in a job interview?

1 wearing casual clothes

2 giving clear, hones answers

3 feeling self-confident

4 feeling nervous

5 having a good sense of humour

6 avoiding difficult question

BEFORE YOU READ:

 T asks Ss to give the Vietnamese equivalents to the

following words and then T reads these words and

Ss repeat (handout)

WHILE YOU READ:

Task 1:

 T reads loudly and slowly for Ss to check how to

pronounce the passage and rereads faster While

reading, T asks Ss to find answers in Task 1

- T divides the class into 4 groups to work in groups

- T calls on a representative of each group to

blackboard to give their keys

- When Ss finish their task, T calls on some Ss to

read the answers aloud in front of the class

- T gives feedback and correct answers if necessary

Task 2:

 T asks each student to skim the passage so as to

find answer of task 2

- When Ss finish their task, T calls on some Ss to

read the answers aloud in front of the class

- T gives feedback and correct answers if necessary

AFTER YOU READ:

 T asks Ss these questions:

- What pieces of advice given in the passage do

you find most useful and least useful?

- Why?

Students’ answers may vary

Whole class and individual work

Whole class

Work in groups

Take notes

Work individually

Take notes

Work individually

 T gives comments and assigns homework: Homework:

- learn new words

- do Task 1, 2 in the book

- Prepare for Unit 6 - Speaking

HANDOUT:

 Vocabulary and Expressions:

1 casual (adj.) ['kỉʒjuəl] = informal: bình thường -> casual clothes: quần áo bình thường

2 honest (adj.) ['ɔnist]: thành thực, thật thà

3 nervous (adj.) ['nə:vəs]: nóng nảy, hoảng sợ, lo lắng bồn chồn

4 humour (n) ['hju:mə]: hài hước, hóm hỉnh

5 stressful (adj.) ['stresfl]: gây căng thẳng

6 pressure (n) ['pre∫ə(r)]: sức ép, áp lực

7 impression (n) [im'pre∫n]: ấn tượng

8 vacancy (n) ['veikənsi]: một vị trí hay một chức vụ còn trống

9 a letter of application [,ỉpli'kei∫n]: thư xin việc

10 résumés (n) [ri'zju:m] = curriculum vitae: sơ yếu lý lịch

11 candidate (n) ['kỉndidit]: người xin việc, người ứng cử

12 certificate (n): giấy chứng nhận, bằng cấp, chứng chỉ

13 recommendation (n) [,rekəmen'dei∫n]: sự giới thiệu

14 to jot down (exp.) = to make a quick written not of: ghi lại tóm tắt

15 qualification (n) [,kwɔlifi'kei∫n]: phẩm chất, năng lực

16 technical (adj) ['teknikl]: thuộc kĩ thuật, chuyên môn

17 aspect (n) ['ỉspekt]: khía cạnh, vẻ bề ngoài, mặt

18 to dress (v) [dres]: mặc, ăn mặc

19 keenness (n) ['ki:nnis]: sự đam mê, tính sắc sảo

20 comment (n) ['kɔment]: lời bình luận, lời phê bình

B SPEAKING

 OBJECTIVES

Aims: by the end of the lesson, Ss will be able to give opinions about jobs

Lexical items: words / phrases related to jobs

Teaching aids: handouts

Skills: giving how to reply compliments in different situations

 METHOD: Integrated, mainly communicative

 PROCEDURE:

WARM-UP:

 T makes some questions to Ss:

- What is your mother’s job?

- What is it?

- What about your father?

BEFORE YOU SPEAK:

 T gives vocabulary and useful expressions :

* Vocabulary:

1 tourist guide ['tuərist gaid]: hướng dẫn viên du lịch

2 to take care (exp.): chăm sóc

3 character (n) ['kỉriktə]: nhân vật

4 construct (v) [kən'strʌkt]: làm xây dựng

5 irrigation (n) [,iri'gei∫n]: sự tưới nước

6 technique (n) [tek'ni:k]: kỹ thuật, kỹ xảo

Students’ answers may vary

Whole class

7 pilot (n) ['pailət]: phi công

8 receptionist (n) [ri'sep∫ənist]: người tiếp tân, tiếp

viên

9 computer programmer 'prougrỉmə]: lập trình viên

vi tính

WHILE YOU SPEAK:

Task 1:

 T asks Ss to work in pairs task 1 Ss should match

a job in A with at least two descriptions in B

- T goes around class to help Ss when necessary

- T calls on some pairs to practice in front of the

class

Task 2:

 T asks Ss to work in pairs task 2 Ss ask and

answer which of the jobs they would/would not

like to do Explain why/why not? (handout)

- T goes around to control and give help if necessary

- T calls on a pair of students displaying in front of

the class

- T gives comments and makes necessary corrections

Task 3:

 T asks Ss to work in pairs task 3 Ss practice

responding about a job they may do after you

finish school (handout)

- T goes around to control and give help if necessary

- T calls on a pair of students displaying in front of

the class

- T gives comments and makes necessary corrections

AFTER YOU SPEAK:

 T asks Ss this situation:

- Do you want to be a teacher?

- Why (not)?

Work in pairs

Take notes

Work in pairs

Take notes

Work in pairs

Take notes

Students’ answers may vary

 T gives comments and assigns homework: Homework:

- Learn how to give and respond compliments in each situation

- Prepare for unit 6 - Listening

* Handouts

Task 2:

Samples: Jobs that you like

(1) Student 1 : Which of the jobs in column A you would like to do?

Student 2 : It is a _

A taxi driver B electrician C journalist D computer programmer (2) Student 1 : Why?

Student 2 : Because I can

A write things that you don’t know about our daily life happened

B help everyone from place to place more easier

C design some programs that are useful to accounting, saving data and solving much complex problems

D repair and fix the family electric system

Samples: Jobs that you don’t like

(1) Student 1 : Which of the jobs in column A you wouldn’t like to do?

Student 2 : It is a _

A taxi driver B electrician C journalist D computer programmer (2) Student 1 : Why?

Student 2 : Because

A it is really dangerous

B I have to go many places

C I must work all day in a car

D I can not work many hours on a computer

Task 3:

* Sample:

(1) Student 1: What are you going to do after you finish school?

Student 2: I think I will be a

(2) Student 1: Where will you work, near your house or in another town?

Student 2: I will work

(3) Student 1: Who will you work with?

Student 2: I will work with _

(4) Student 1: How may you get paid?

Student 2: Maybe

(5) Student 1: How are the working conditions?

Student 2: _

C LISTENING

 OBJECTIVES

Aims: by the end of the lesson, Ss will be able to listen and get information from the talk of the

recent changes in the US job market and give some predications for future jobs

Lexical items: words / phrases related to jobs

Teaching aids: a tape of English 12, a cassette player

 METHOD: Integrated, mainly communicative by filling in missing information and deciding

On true or false statements

 PROCEDURE:

WARM-UP:

 T gives the most popular jobs in a town and

makes some questions below:

- Which is the most popular job in your town?

The most popular jobs in your town

- seller

- worker

- farmer

- teacher

- doctor

- computer programmer

BEFORE YOU LISTEN:

 T asks Ss to give the Vietnamese equivalents to

the following words and then T reads these words

and Ss repeat

 Listen and repeat:

Ss answer the questions individually

Listen and repeat

1 workforce (n) ['wə:k'fɔ:s]: lực lượng lao động

2 manufacturing (n) [mỉnju'fỉkt∫əriη]: sự sản xuất,

chế tạo

3 retail (n) ['ri:teil]: sự bán lẻ

4 service (n/v) ['sə:vis]: dịch vụ, phục vụ

5 economy (n) [i:'kɔnəmi]: kinh tế

6 wholesale (n) ['houlseil]: sự bán sỉ

7 category (n) 'kỉtigəri]: hạng, loại

8 goods (n) [gudz]: hàng hoá, sản phẩm

9 job market ['mɑ:kit]: thị trường công việc

* Vocabulary:

1 sector (n) ['sektə]: bộ phận, khu vực, lĩnh vực

2 predication (n) [,predi'kei∫n]: sự tiên đóan

3 shift (n) [∫ift]: ca làm việc

4 transportation (n) [,trỉnspɔ:'tei∫n]: sự vận chuyển

5 finance (n) ['fainỉns; fi'nỉns]: tài chính

6 medicine (n) ['medsn; 'medisn]: thuốc, y học

WHILE YOU LISTEN:

 Task 1: Fill in the missing words

 T asks Ss to listen individually to the passage of

the recent changes in the US job market and then

fill in the missing words

- Play the tape twice

- Call on some Ss to give the answers

- Give correct answers if necessary

 Task 2: gap – filling

 T asks Ss to re-listen individually to the passage

then Ss give whether Statements are True (T) or

False (F)

- Play the tape twice

- Call on some Ss to give the answers

- Give correct answers if necessary

AFTER YOU LISTEN:

 T asks Ss to work in pairs by asking and

answering after listening again and summarize

the talk, using the information in Task 1 and 2

based on table of questions (handout) and giving

answers

- T asks Ss to be divided into four groups and each

group summarize the passage

- T calls on representative of each group to go to

blackboard and list the things how to use the

telephone in the family

- T corrects their mistakes if necessary

Individual work

Listen the tape Take notes Individual work

Listen to the tape Take notes

Work in pairs

Ss work in groups

Take notes

 T gives comments and assigns homework: Homework:

- prepare for Unit 6 - Writing

* Handout:

1 How many main groups is American workforce

separated into?

2 What are they?

3 How many categories are service jobs divided

into?

4 What are they?

5 How was service jobs one hundred year ago?

6 How is it today?

7 How will it be by the year 2020?

“American workforce is separated into two main groups: manufacturing jobs and service jobs

Manufacturing jobs are producing cars, making and producing things And service jobs are providing services an example of washing cars in those that divided into five categories: transportation

companies, wholesale companies, retail companies, finance companies and personal services such as hotels, cars repair, accounting, education and medicine One hundred years ago, 80% of workers produced goods, today only 30% do Maybe by the year 2020, nine out of every ten workers will work in service jobs.”

D WRITING

 OBJECTIVES

Aims: by the end of the lesson, Ss will be able to write a formal letter of job application

Lexical items: words / phrases related to a formal letter of job application

Teaching aids: a series of questions related to sentence structures

Skills: give ideas and combine those logically to write a formal letter of job application

 METHOD: Integrated, mainly communicative

 PROCEDURE:

WARM-UP:

 T introduces the lesson by review the letter in the

previous lesson 5 (handout 1 and 2)

BEFORE YOU WRITE:

 T gives some structures and vocabulary related to

Task 1 and 2:

1 travel company: công ty du lịch

2 local guide: hướng dẫn viên địa phương

3 diploma: bằng tốt nghiệp

4 manner: ứng xử

5 fluent (adj): lưu loát

6 contact (v): liên hệ

7 character (n): tính cách

8 willingness (n): sự sẵn sàng

9 manage (v): quản lý

10 accompany (v): hứơng dẫn

WHILE YOU WRITE:

Task 1:

 T asks Ss to work in pairs to read the

advertisement and fill in the notes

- T goes around to help if necessary

- T calls on each pair to display the key

- T feedbacks and explains more

Task 2:

Give questions, if necessary

Whole class

Work in pairs

Give keys Take notes

 T divides the class into 4 group and asks Ss to

write a letter to Vinatour, applying for the job

mentioned in the advertisement in Task 1 (handout

3)

- T goes around to help if necessary

- T calls on a representative of each group to

blackboard to give answers

- T feedbacks and explains more

AFTER YOU WRITE:

T summarizes the content of the writing

Work in groups

Give keys Take notes

 T gives comments and assigns homework:  Homework:

- Do some more exercises given

* Handout 1:

* Review: Cách viết một lá thư

The Way Of Writing A Friendly Letter

viết) Số nhà, tên đường phố, Tên Thành phố hay tỉnh, Tên nước

Ngày …….tháng … năm

2 Greeting

3 Body

4 Closing

Dear (+ first name/ Mr., Mrs., Miss, Mss + last name/position: Dr + last name), Đây là thông tin cần trao đổi giữa người viết và người đọc Phần này nên viết ngắn gọn, chính xác và dễ đọc (hiểu) Tránh rườm rà Giọng văn cần vui vẻ tự nhiên và thành thật Chú ý chữ đầu mỗi đoạn phải viết lùi vào một chút và khi xuống hàng nên viết dời ra bằng với từ “Dear”

Đọan văn khác tiếp theo ta cũng viết như đọan trứơc nhưng nên cách xuống một hàng cho đẹp hình thức

Khi kết thúc nội dung thư: tùy theo từng mục đích viết thư (thư mời, thư cảm ơn, ….) mà cần nên chọn nội dung thư cho phù hợp Nhớ là sau lời chào (greeting) và kết thư (closing) luôn luôn có dấu phẩy (,) Còn phần tái bút muốn ghi thêm thì cũng giống như đọan văn trong thư nhưng cũng phải ký tên thêm một lần nữa

Mary P.S.:

Là phần tái bút ghi phía dưới chữ ký và ký tên thêm một lần nữa

* Handout 2: a letter of request in the previous lesson 5

1 Heading

2 Greeting

3 Body

4 Closing

Dear Sir or Madam,

I am a Vietnamese student I have just finished grade 10, the first grade of upper secondary education I often get the information about education from the internet, and I am very interested in tertiary study in England Therefore, I have decided to write to the UCAS to ask for some information about the admission requirements to Oxford University, which is one of the best universities in the world providing students with the best knowledge of all subjects taught by excellent professors First, as a foreign student, I would like to know how long the undergraduate programme is, how many examinations there are during the course and when the examination for me to talk to my parents so that they can plan everything for my students or not If it doesn’t have any dormitories, could you recommend me and English family where I can stay for my studies, and of course I’ll pay the rent on time

I think that I can follow this undergraduate programme at Oxford University because my English is good I got grade A in the TOEFL examination I also have a record of grade 10, a certificate of lower secondary education and an English proficiency

I hope you will consider my application form and offer me a place in order that

I can study at Oxford University in the future

5 Signature -

-

P.S.:

* Handout 3: Đặt các yêu cầu trong Task 2 vào hình thức sau 1 Heading 2 Greeting 3 Body Dear (Introduction)

-

-

4 Closing

(Request) -

-

(Further

information) -

-

(conclusion)

-

-

5 Signature -

-

P.S.:

* Handout 3:

Introduction Say where you saw the advertisement

and why you are writing the letter of application

1 Where did you see the advertisement?

2 Why are you writing the letter of application?

Request Mention your education, work

experience and your character/interests

* Education:

3 What kind of certificate were you awarded?

4 When?

* work experience:

5 What did you do after leaving high school and what did you work for?

6 How was your experience while working as an accountant?

7 Is there any experience as tour guide?

8 How do you know about Vietnam?

* character/interests

9 How do you speak English?

10 How are your characters?

11 Can you work hard for a long hours? Conclusion Express your willingness to work for the

company and when you are available for interview

12 Would you like to work for them?

13 What do you think if you have a opportunity to discuss this position?

E LANGUAGE FOCUS

 OBJECTIVES

Aims: by the end of the lesson, Ss will be able to know how to pronounce weak and strong forms

of some conjunctions and propositions and how to use relative clauses

Teaching aids: handouts

 METHOD: Integrated, mainly communicative

 PROCEDURE:

PRONUNCIATION: Weak and strong forms of

some conjunctions and prepositions

 T gives some words having many kinds of

conjunction and prepositions; and then asks Ss to

find out each kind (handout 1)

- T corrects mistakes if necessary

- play the tape

- T explains the ways of them

 T asks Ss to listen the tape and then listen and

repeat “Practise reading these sentences in the

page of 38” and go the exercise (handout 2)

 T calls on each student practicing aloud in front

of the class and then T gives mistakes and

explains more

 T divided the class into 6 groups to do each

sentence in its in order to find out which two –

syllable there are

- Go around and help Ss if necessary

- Call on a representative of each group to

blackboard to give keys

- Feedback and explain more

GRAMMAR: Review of Relative clause

* Review (handout 3)

 T reminds Ss about the form and the usage of

Relative clause (handout 3)

 Give some new vocabulary and expressions:

1 to blame (v): đổ lỗi

2 to turn off (exp.): tắt

3 for (n): sương mù

4 to descend (v):

5 to import (v) # export: nhập khẩu

6 cowboy (n):

7 to fell off (exp.)

8 to be wounded (exp.): bị thong

9 arrow (n):

10 to recovered (v):

11 to be injured (exp.): bị thong

12 crash (n): vụ va chạm

13 anxiously (adv): lo lắng

Exercise 1:

 T gives some relevant examples to Exercise 1 and

makes some questions to Ss about the learned

Relative clauses

- T divides the class into 10 groups to find out

keys

- Go around and help Ss if necessary

- Call on a representative of each group to

blackboard to give keys

- Feedback and explain more

Ss work in individually and whole class

Ss listen to the tape and pay attention to the two-syllable words

Ss listen the tape and then repeat the practices in the book after the teacher

Listen and take notes Whole class

Work in groups

Exercise 1:

1 whom

2 which

3 whoever

4 which

5 which

6 who

7 whose

8 who

9 which

10 whom