WEEK 12 UNIT 5 (cont) pps

Objectives: After the lesson students are able to - know how to pronounce and mark the stress in words more than three-syllable.. Practice: - Read the words first: clearly, correctly -

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Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School WEEK 12

UNIT 5 (cont)

D WRITING

The 29 th period

Date: 09 / 11 / 2008

I Objectives:

By the end of the lesson students are able to

- learn how to write a letter of request to UCAS to ask for the information about the admission

requirements to the university

II Anticipated problems

- Students may have limited linguistic resources for writing

III Teaching aids: Textbook, board markers

IV Procedure:

Stages Teacher’s activities Students’ activities

I Warm-up :(3

minutes)

II Pre-writing: (15

minutes)

- Ask students some questions about how to write a letter of request

- Give feedback and lead Ss to new lesson

- Teacher introduces the task: You want

to apply for an undergraduate programme in a university in England

Write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university, using information in the Reading and Speaking section on page 52 & 56 You may follow the outline below:

- Guide Ss to write outlines

a) Introduction:

- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ )

b) Request:

- State what information you would like them to provide: tuition fee, accommodation, exams,

Further information:

- Say you would be happy to supply further information about yourself such

as your English proficiency and record

of secondary education study,

c) Conclusion:

- Work in pairs, discuss and find out the answers

1- 3 2- Primary: 5 years/

Lower secondary- 4 years/ upper secondary - 3 years

- Understand the aim of the lesson

- Study the task carefully

- Work in pairs to give outlines

a) Introduction:

- State the reasons why you are writing, your interest in tertiary study in England (mention the name of the programme/the universities/ )

b) Request:

- State what information you would like them to provide: tuition fee, accommodation, exams,

Further information:

- Say you would be happy to supply further information about yourself such as your

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Lesson plan-English 12 Tong Thi Cuc- Yen Mo A High School

III While-writing: (20

minutes)

IV Post- writing: (5

minutes)

V Homework: (2

minutes)

- End with a polite closing

- Walk round the class to give Ss assistance

- Ask Ss to write

- Call on some Ss to read out their

writing in front of the class

- Ask Ss to exchange their writings for peer correction

- Correct mistakes

Suggested answer

475/57 Le thanh Ton St District 1

Ho Chi Minh City March 15th, 2008 Dear sir/madam, I’ve read a lot about tertiary study in the

UK and very impressed by the reputation of many famous universities there Now I am tin last year of the high school and will finish secondary education in 3 months I am very much interested in an undergraduate course in economics in Birmingham University

Could you please send me some information about the admission requirements, tuitions fees, accommodation and details of the course? I am ready to supply any information about myself if necessary

I look forward to hearing from you soon

Yours faithfully, Hoang Thanh Nam

- Ask Ss to read the letter again

- Give remarks on the writing

- Rewrite the letter at home

- Prepare the section D (The Language focus part of Unit 4)

English proficiency and record

of secondary education study,

c) Conclusion:

- End with a polite closing

- Walk round the class to give

Ss assistance

- Use main ideas in the outline

to write a letter of request (about 150 words) to UCAS to ask for the information about the admission requirements to the university

- Exchange their writings for peer correction

- Correct mistakes

- Read the letter again

- Correct mistakes

- Rewrite the letter at home

- Prepare the section D (The Language focus part of Unit 5)

V Remarks

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UNIT 5 (cont)

E LANGUAGE FOCUS

The 30 th period

Date: 09 / 11 / 2008

I Objectives:

After the lesson students are able to

- know how to pronounce and mark the stress in words more than three-syllable

- earn some information to fill in a form

- revise conditional sentences

- Students may have limited linguistic resources for writing

III Teaching aids: Text books,

IV Procedures:

Stages Teacher’s activities Students’ activities

I Warm-up: (4

minutes)

II Pronunciation

(10 minutes)

- Write some more than three-syllable words on the board, and then pronounce those words aloud

- Pay attention to its stress

- Ask Ss to read after

o economics

o psychology

o philosophy

o engineering

o sociology

o mathematics

o geographical

o archeology

-How do we pronounce these words?

- Read again these words and lead to the lesson

- Today, we learn how to pronounce more than three-syllable words

a Give Ss some rules of word stress in more than three-syllable words

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

b Practice:

- Read the words first: clearly, correctly

- Listen and correct their pronunciation if it’s needed

- Let students read the sentences and work

in groups

- Listen to teacher

- Read aloud

- Pay attention to its stress

- Understand the aim of the new lesson

- Listen and repeat from 2-3 times

- Some of them stand and read words aloud

- Practise in groups

- Some groups compare with their results and read the words in sentences aloud

- The answers can be various

- Listen and give more questions

in pairs

- Read the sentences in chorus aloud

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III Grammar: (30

minutes)

IV Homework: (2

minutes)

- Listen and remark each group a) Review some grammar structures:

conditional sentences

- Give some examples

- Ask Ss to make sentences with the structures

b Practice:

* Exercise 1: (10m’)

- Introduce the task: Complete the sentences using conditional sentence type I

- Guide Ss to do

- Ask Ss to complete the sentences using conditional sentence type I

- Correct mistakes

* Exercise 2: (10m’)

- Introduce the task: Express these situations using conditional sentence type II

- Guide Ss to do

- Ask Ss to express these situations using conditional sentence type II

- Correct mistakes

Exercise 3 (10m’)

- Introduce the task: Complete the sentences with the correct form of the verbs in brackets

- Guide Ss to do

- Ask Ss to complete the sentences with the correct form of the verbs in brackets

- Correct mistakes

Answers:

1 would have been

2 might have called

3 had installed

4 would have made

5 would have given

6 had had

-Assign homework

- Do exercise ‘part E-language focus in work book

- Prepare Unit 6: FUTURE JOBS

- Understand the task

Answers:

1 you will not be allowed to

take the entrance examination to

the university

2 You won't be able to get into the exanimation room

3 you will not be able / allowed

to take the entrance exam

4 you won't be able / allowed to submit your application form

5 you won't be able / allowed to get into the examination room

- Do the exercise

- Correct mistakes

Answers:

1 If she had a car, she would go out in the evening

2 If Sarah liked school, she would study hard

3 I would/ could do the test if it was/were not too difficult

4 Peter would read a lot if he found the time/had more time

5 If I spoke Korean, I could translate this

6 If they weren't afraid of flying, they would travel far a lot

- Do the exercise

- Correct mistakes

- Do exercise ‘part E-language focus’ in work book

- Prepare Unit 6: FUTURE JOBS

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V Remarks

UNIT 6: FUTURE JOBS

A READING

The 31 st period

Date: 02 / 11 / 2008

I Objectives:

- know about preparing for a job interview

- know about future jobs

- know words related to future jobs

- guessing meaning from context

- Read for specific information

- Students may have limited linguistic resources for reading

III Teaching aids: Student’s book and pictures showing farmers’ daily routines, etc

IV Procedure:

I Warm-up: (5

minutes)

II Before you read : (7

minutes)

III While you read :

(23 minutes)

- Ask Ss some questions:

1 Tell the class some jobs you know?

2 Which job would you like to be in the future? Why?

- Get feedback

- Lead Ss to the new lesson: future jobs

- Ask Ss to work in groups Tick () the factors that they think would help them succeed in a job interview

• wearing casual clothes

• giving clear, honest answers

• feeling self-confident

• feeling nervous

• having a good sense of humour

• avoiding difficult questions

- Get feedback

- Give Ss suggested answers

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

- Help students read the passage

- Explain pronunciation and meaning of new words which appear in the passage

Task 1 : (7 minutes)

- Introduce the task: These words are

- Work in pairs, discuss and answer the questions

- Stand up and tell the class the answers

- Understand the aim of the lesson: Unit 6: future jobs

- Work in groups Tick () the factors that they think would help them succeed in a job interview

E.g

- avoiding difficult questions

- giving clear, honest answers

- feeling self-confident

- Read the text in silence

- Find out new words

- Understand the aim of the text

- Do the tasks that follow Task1:

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IV Post reading (8

minutes)

V Home work: (2

minutes)

from the passage Look back to the text and circle the best meanings A, B

or C

- Ask Ss to circle the best meanings A,

B or C

- Go around class and help Ss if they need

- Call on Ss to give their answers

- Correct mistakes

Task 2: (10minutes)

- Introduce the task: Work in pairs

Decide whether the following statements are true (T) or false (F)

- Correct mistakes

- Introduce the task: Work in groups

Discuss the question: Which pieces of advice given in the passage do you find most useful and least useful?

Why? - Guide Ss to answer

- Go round the class to help Ss if necessary

- Call on some Ss to give their answers

- Correct mistakes

- Ask students to read the passage again

- Ask students to do Reading exercise

of Unit 5 in workbook and prepare Part B : Speaking at home

- Study the task carefully

- Choose the right option to finish the task

- Exchange their answers for peer correction

- Tell the class the answers

1 B

2 C

3 A

4 B

- Look at the task, read the text again to give the answers

- Read the text again, decide whether the statements are true (T) or false (F)

- Answers: 1-F; 2-T; 3-F; 4-T;

5-T; 6-F; 7-F; 8-T

- Answer the following questions:

1 What do you prepare for a job interview?

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

-Do Reading exercise of Unit 5 in workbook and prepare Part B : Speaking at home

V Remarks

Ngày 03 / 11 / 2008

Kí duyệt

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WEEK 13

UNIT 6 (cont)

B SPEAKING

The 32 nd period

Date: 09 / 11 / 2008

I Objectives:

- know to giving opinions about jobs

- learn about opinions about jobs

- talk about opinions about jobs

- Students may have limited linguistic resources for speaking

III Teaching aids: pictures, textbook

IV Procedure:

Stages Teacher’s activities Students’ activities

I Warm-up: (5

minutes)

II Pre-speaking: (12

minutes)

- Ask Ss some questions about jobs:

1 Would you like to work as a teacher?

2 What do you think about teaching job?

- Get feedback

- Lead Ss to new lesson

Task 1

- Introduce the task: Work in pairs Match a job in A with at least two descriptions in 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

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

- Correct mistakes

- Listen to the questions

- Discuss the question

- Stand up, answer the questions

- Work in pairs

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

B

Example:

A: a doctor B: • take care of people's health

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III While-speaking:

(15 minutes)

IV Post-speaking :

(10 minutes)

V Homework: (3

minutes)

Task 2

- Introduce the task: Work in pairs 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

pilot waiter taxi driver electrician policeman journalist hotel receptionist computer programmer

boring rewarding difficult interesting fascinating dangerous challenging fantastic

- Guide students how to practise

- Ask students to work in pairs

- Help the students with new structures

- Walk around and help them

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

- Correct their mistakes

Example:

I would like to work as a doctor Working as a doctor would be fascinating job because I would have a chance

to take care of people health

Task 3

-Teacher introduces the task: Task3 Work in groups

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

- Let them work in groups

- Ask some students to stand up and tell loudly

- Walk round and help them

- Listen and correct mistakes

- Assign homework

- Ask students to prepare Part C- Listening and do

homework

• help save people's lives

- In turn, stand up and practice

- Work in pairs Discuss which of the jobs in

would/would not like to

do Explain why/why not? use the cues in column B

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

- Work in groups Talk about a job they may

do after they finish school

Example: I would like to

work as a 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 …………

- Listen to the teacher

- Write down the homework

V Remarks

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UNIT 6 (cont)

C LISTENING

The 33 rd period

Date: 09 / 11 / 2008

I Objectives:

- know about future jobs and recent changes in job market

- learn more about jobs

- know new words: words related to future jobs

- fill in missing information

- decide on True or False statements

- Students may have limited linguistic resources for listening

III Teaching aids: Student’s book, tape and cassette player

IV Procedure:

I Warm-up: (5

minutes)

II Pre-listening: (7

minutes)

III While-listening:

(20 minutes)

-Give Ss a question to discuss: Which is

the most popular job in Vietnam?

- Get feedback

- Lead Ss to new lesson

E.g Accountant nurse lawyer teacher computer programmer…

- Ask students to look at the part: Before listening

- Read loudly the words:

workforce manufacturing retail service category goods job market

economy wholesale

- Walk round, listen and help students

- Ask students to repeat loudly the words

- Listen and check pronunciation

Task 1

- Introduce the task: Task 1 Listen to the passage and fill in the missing words in the boxes

- Ask students to read the questions quickly

- Guide students the requests of the task

- Call some students to give their answers

- Read the passage the third time for Ss

to correct

Key:

1- manufacturing 2- service

- Discuss and answer the questions

- E.g Accountant nurse

lawyer teacher computer programmer…

- Read loudly the words:

workforce manufacturing retail service category goods job

wholesale

- Understand those words

- Read the questions quickly

- Listen to the listening script

- Answer the questions

Answer:

1- manufacturing 2- service 3- transportation

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IV Post-listening:

(5 minutes)

V Homework: (3

minutes)

3- transportation 4- finance 5- service

Task 2

- Introduce the task: 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

- Read the passage again

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

- Go round the class, give help to Ss if they need

- Call some Ss to give the answers

- Read the passage the last time to check their answers

Suggested answers:

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

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

- Guide Ss to do

- Call some Ss to summarize the passage

- Assign homework

- Prepare the section C (The Writing part

of Unit 6)

4- finance 5- service

- Read the statements quickly

- Listen to the listening script

- Answer the questions

Answers:

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

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

- Prepare the section C (The Writing part of Unit 5)

V Remarks

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