Giáo án Tiếng Anh 12 unit 6: Future jobs

Procedure: 7’ Warm up * Brainstorming worker farmer Look at the pictures and answer: - T asks Ss to work in two groups to list as many kinds of jobs as possible.. Procedure: 5’ Warm

GIÁO ÁN TIẾNG ANH 12

Unit 6: Future jobs

Lesson 1: Reading

1 Objectives:

By the end of the lesson, students will:

know more factors that can help them succeed in a job interview

develop reading skill (reading for specific information, guessing meanig from context) as well as speaking skill

2 Teaching aids:

Textbooks, pictures

3 Procedure:

7’

Warm up

* Brainstorming

worker

farmer

Look at the pictures and answer:

- T asks Ss to work in two groups to list as many kinds

of jobs as possible

- T- Ss check

- Lead-in the new lesson by asking Ss to look at the five

pictures in the book and asks about their jobs

- T asks Ss to imagine that they are interviewees, what

would help them succeed in a job interview:

* wearing casual clothes.

* giving clear, honest answers.

* feeling self-confident

* having a great sense of humor

* avoiding difficult questions

Go to the board to list the kinds of jobs Check themselves Think and give their opinions

List of jobs

Time Teacher’s activities Ss’ activities

8’ Pre-reading* Pre- teach new vocabulary.

- vacancy (n)

- re’sume’ (n)

- recommendation (n)

- jot down (v)

- kneeness (n)

- qualification (n)

explanation translation translation synonym synonym explanation

- T asks Ss to listen and repeat in chorus and individual

- T asks Ss to read the text and do Task 1 as checking

vocabulary

- Read and do Task 1 (Multiple choice)

1 B 3.A 2 C 4 B

Listen

Listen and repeat in chorus and

individual

18’

While-reading * T asks Ss to read the text again and do task 2 (T/ F statements) - Read, then decide if the statements are T or F (give evidence if necessary). 1.T 2.T 3 F 4.T 5 T 6 T 7 F 8 T - T- Ss check * Task 3: Complete the table Job interview should shouldn’t Before interview -

-

-

-

During interview - - - -

After interview - - - -

Group work Whole class

10’ Post-reading* Job interview

- Ask Ss to work in pairs to make a job inerview One is

an interviewee, the other is an interviewer

- Call on some pairs to present in front of the class

- Give comments

Pair work

2’ Summary and homework

- Summarise the main ideas of the text

- Learn by heart vocab

- Prepare for the new lesson

Whole class

Unit 6 – Future jobs

lesson 2: Speaking

1 Objectives:

After the lesson, Ss will be able to:

- talk about jobs and give their opinions about jobs

2 Teaching aids:

- Posters, pictures, handouts and textbooks

3 Procedure:

5’ Warm - upBrainstorming

- Ask Ss to make a list of jobs as many as possible

Whole class

10’

Pre - speaking

- Listen to the teacher and repeat, take notes

- Read the new words in chorus, individually

- Make some sentences using the words

1 Vocabulary

- imaginary (adj)

- irrigation (adj)

- farming technique (np)

- challenging (adj)

2 Task 1: Matching

- Ask Ss to work in pairs to match a job in A with at least two

descriptions in B

- Have them look through the words in Task 1 and make sure

that they know all the meaning of the words

- Go around the class to check and offer help

- Call on some pairs to present their work

- Check the answers and give the feedback with the following

structure

A doctor is a person who…

Model:

A doctor is a person who takes care of people’s health.

- Match a job in A with two descriptions in B

- Present the answers

*Answers:

+ A farmer is a person who constructs irrigation systems and

applies new farming techniques.

+ A tourist guide is a person who finds good and safe hotels

Individual work Whole class

Pair work Individual work

Pair work Individual work

Jobs

Time Teacher’s activities Ss’ activities

for customers and takes people to places of interest.

10’

10’

While - speaking

Activity 1: Task 2: Discussion

Now work in pairs to discuss the jobs and give your opinions

about them.

- Divide class into 4 groups, give each of them two jobs (hand

outs)

G1: pilot and waiter

G2: taxi driver and electrician

G3: policeman and journalist

G4: singer and computer

Model:

T: Do you like to become a pilot?

S: Yes/ No.

T: Why?/ Why not?

S: Because …/ I think….

- Go around the class to check and offer help, collect some

common mistakes for later correction

- Sts discuss the jobs and their opinions about them

Sample:

A: Do you like to become a waiter?

B: No, I don’t.

A: Why not?

B: Because It is very boring.

Activity 2: Reportation

- Call on some representatives to talk bout their opinions of

their jobs

- Call on some others to give their comments, feedback

Model:

I would like to work as a doctor Working as a doctor would be a

fascinating job because I would have chance to take care of people

health.

- Sts present their opinions of the their jobs

Sample:

I would like to work as a tourist guide Working as a tourist guide

would be a changelling and fascinating job because I have a

chance to travel all over Vietnam and meet many interest people…

Pair work

Whole class

Group work

8’

Post - speaking

Game: Who am I?

- Guide the rules of the game

- Ask Ss to use some questions in the game, such as:

+ Where will you work?

Whole class

Time Teacher’s activities Ss’ activities

+ Who will you work with?

+ Will you get high salary?

2’

Homework

- Learn by heart the new words

- Write a short paragraph about their future job

Whole class

Unit 6 – Future jobs

Lesson 3: Listening

1 Objectives:

- Practice listening skill

- Listen to fill in missing information , and decide T or F statements

- To know some of the recent changes in the USA’s jop market

2 Teaching aids:

- Teaching books , tape and cassette playe

3 Procedure:

3’

10’

warmer

* Games: Who am I?

Ex: I work with a lot of students and give them knowledge

- T which is the most popular job in Vietnam?

- T introduces the ways of doing and gives an example

- Ss give answer

- Ss work in whole class

Pre listening

1 Activity1 Vocabulary

- T instructs some new words

- Ss listen and repeat in chorus and individually and take notes

- manufacturing job

- service job

- retail >< whole sale

- category

- workforce

2 Activity 2 Prediction

- Fill in the missing word

- T asks ss to look at task 1 and predict

- Ss work in group

Whole class

Whole class Individual work

Group work

25’ while- listening1 Activity 1 Listen and check task 1

Answer key:

1 job 2

service 3 transportation 4 comparison 5 service

2.Activity 2 True/ False statements

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

- T plays the tape once time and asks ss to give answer first

- Then plays the tape second time and ask ss check

- T plays the tape last time and correct

- T asks Ss to remember what they listened in task 1 and

choose first

- T plays the tape once and calls Ss to give answer

Individual work

Whole class

Time Teacher’s activities Ss’ activities

- Playing once more and correct

5’

Post - listening

Which words/ expression appear in the listening:

* business, workshop, service, procedure, transportation

companies, economy.

- T gives handout in which content the words in the listening

- Ss work in groups

- Calls Ss to repeat to correct

Group work

2’ Wrapping- Summarize the main points

- Give the home work

Whole class

Unit 6: future jobs

Lesson 4 Writing

I Aims.

After this period, Ss can write a formal letter to apply for a job

II Method: integrated, mainly communicative

III Teaching aids: textbook, poster, hand-out

IV Procedure:

I Warm-up (5’) : Brain-storming

Ask Ss to work in groups of 4 to list out the

factors needed for a good tour guide

Ask them to write on the poster

Hang on the poster and check

- Lead Ss into the lesson: Today we’re

going to learn how to write a letter to

apply for a job as a guide

II New lesson

Pre-writing (5’)

Activity1 Complete the table

- Give Ss a model letter to apply for a job

as a receptionist

- Have them work in groups to complete

the table by putting the sentences into the

suitable rows

name of the sender

name of the

receiver

Greeting

Introduction

body of the letter

- Work in groups to find as many factors as they can

- The secretary quickly write the ideas of the group

* Some factors needed for a good tour guide may be:

+ good English + good knowledge of culture + good experience

+ beauty + intelligence + enthusiasm

- Look at the poster and check the factors

- Listen to the teacher

- Receive the model letter and the hand-out with the table in it

- Read the model letter quickly

- Work in pairs to discuss and put the sentences into their right places

name of the sender Nguyen Le Vy name of the

receiver

Manager of Sunlight Hotel greeting

introduction body of the letter

factors knowledge

good English

Teacher’s activities Students’ activities

Conclusion

Closing

- Give feedback

- Have them tell the form of a letter to

apply for job

Activity 2 Present vocab and grammar

items(4’)

+ qualitification (n)

+ work as

+ willing (a)

+ would like to

+ appreciate (v)

- Help Ss read the words and phrases

Task 1 (4’)

- Ask Ss to read the advertisement in the

book and answer T’s questions

1 What is the kind of job?

2 Which level of education is needed?

3 How experienced must the guide be?

4 What are the guide’s characters and

interests?

While-writing ( 16’)

Task 2 Write a letter

- Ask them to work in groups of 6/7 to

write the letter

- Go around and offer help

Post-writing (10’)

- Have Ss do self-correction among groups

- Show a writing on the screen

- Get the others to give feedback

- Give comments

III Homework (1’)

- T assigns homework

conclusion closing

- Look and check

- Look at the table and tell the form

- Look at the board

- listen to the teacher and take notes

- Read the words in chorus after the teacher

- Read individually

- Some stand up and read

- Read the advertisement and answer T’s questions

1 Tour guide

2 high school

3 good manner,

- Work in groups of 6/7 to write the letter

- Ask the teacher if necessary

- Do self- correction among groups (underline mistakes and correct them if they can)

- Look at the description on the screen

- Give feedback

- Listen and take notes

Homework: complete the writing at home

Unit 6 : Future Jobs

Lesson 5: Language focus

I Aims of the lesson: After the lesson, Ss will be able to:

distinguish the weak and strong sounds of some conjunctions and prepositions

revise the use of relative clause

II Teaching aids: posters, pictures, handouts

III Proceduce

I Pronunciation (7’)

Presentation:

- Ask Ss to listen to the tape/ teacher to

distinguish the different sounds of prepositions

and conjunctions

I’ll see you at lunch.

What’s he looking at?

He phones me from overseas everyday.

Where are you from?

- Elicit some rules to pronounce the weak and

strong sounds from Ss, present Ss how to

pronounce the weak/ strong forms of

prepositions and conjunctions

Practice

Activity 1: Listen and repeat

- Play the tape, ask Ss to listen and repeat

- Call on some Ss to read aloud the sounds in

front of the class

- Correct the mistakes if necessary

Activity 2: Practise reading the sentences

- Read the sentences and ask Ss to underline the

weak form or strong form of the prepositions

and conjunctions

- Ask Ss to practise the sentences individually

- Ask some Ss to read the sentences and gives

the feedback

Production

- Ask Ss to give more examples

II Grammar

Presentation: Review relative pronouns (10’)

- Ask Ss to recall the relative pronouns they

have learnt and recall the uses of them ( group

work)

- Divide the class into 4 groups and ask them to

- Listen to the tape/ teacher to distinguish the different sounds of prepositions and conjunctions

- Take notes

- Listen and repeat

- Underline the weak form or strong form of the prepositions and

conjunctions

- Practise reading the sentences

- Give more examples

Teacher’ s activities Students’ activities

recall the function, the uses of the relative

pronouns

Group 1: Subjective pronouns

Group 2: Objective pronouns

Group 3: Possesive pronouns

Group 4: Adverbial pronouns

- Give comments and correct feedback

Practice (15)

Exercise 1: Filling in the blanks ( pair work)

- Have Ss look through the statements and make

sure that they know all the meaning of the words

in the sentences

- Go around the class to check and offer help if

necessary

- Ask Ss to exchange the answers with other

pairs for peer – correction

- Give feedback and correct answers

Exercise 2: Matching ( individually)

- Gives Ss handouts and ask Ss to match the

sentences in colunm A with the sentences in

colunm B

- Go around the class to check and offer help if

necessary

- Ask Ss to exchange the answers with a partner

for peer – correction

- Call on some Ss to give their answers

- Give feedback and correct answers

1 I read the book…

2 In the street, there

were several

people…

3 Britain imports

many cars…

4 The cowboy……fell

of his horse.

5 The children

…….were my

students.

a who were playing football in the school yard.

b who had been wounded by an arrow.

c that were written

by a friend of mine

d which were made

in Japan

e who was waiting for the shop to open Production: Sentence completion (12’)

- Give Ss handouts and ask Ss to complete the

- Recall the relative pronouns they have learnt and recall the uses of them

- Groupwork

- Pair work

- Exchange and share the answers

- Individual work

- Exchange the answers with a partner for peer – correction

Teacher’ s activities Students’ activities

sentences with correct relative clauses

- Call on some Ss to give their answers

- Give feedback

a I admired the teacher…

b The man……….is my brother

c I’ve lost the new pen………

- Group work

Homework: (1’)

- Fulfill Ex 2 ( 2,5,7,8,10) Take notes and do at home.

Test yourself B

I Objectives:

1 Educational aim:

- According to the TEST students can revise all the language skills and grammatical points which they have studied and used in the three units: 4, 5 and 6

- Students can improve their techniques of doing passive voice and relative clauses

2 Knowledge: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening and writing

- Improve their knowledge through the test yourself

- Language: Students can improve their techniques of doing the simple tests

3 Skill: After this lesson, students will be able to:

- Check themselves their skills in reading, speaking, listening and writing

- Improve their knowledge through the test yourself

II Method:

- Integrated, mainly communicative

III Teaching aids:

- Textbook, board, hand-outs, cassette tape and player

IV Procedure:

3’

10’

10’

- Ask Ss questions

- Ask S to read the

statements carefully

before listening

- Ask Ss to listen to the

passage about

children’s education

and complete the

sentences

- Call on some Ss to

answer in front of the

class

- Give feedback and

correct answers

- Introduce some new

words

A Warm- up: Chatting:

Are there any changes in children’s education? How has

it changed?

B Listening

Answers:

1 sorts of things

2 learn at all

3 things for themselves

4 make them do

5 certain age

C Reading

I Vocabulary

- equivalent (adj) [i'kwivələnt] : tương đương

- intensive (aqdj) [in'tensiv] : tập trung, chuyên sâu

- Answer the teacher’s questions

- Read the statements carefully before listening

- Listen to the passage about children’s education and complete the sentences

- Some Ss answer in front of the class

- Do the task individually