Giáo án Tiếng Anh 12 - Unit 6: Future Jobs

39,40, Unit 6: FUTURE JOBS Ngày soạn: 17/8/2018 ---------------- -------------------------------- AIMS: Knowledge: After this unit, students are able to: Know about future job Review relative clauses 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 information and decide which statements are true or false Summarise the monologue using information in Task 1 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 Sources/ Teaching aids Teacher’s activities Students’ activities 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 (ü) the factors that they think would help them succeed in a job interview. Possible answers: ügiving clear, honest answers] ü feeling self-confident ü having good sense of humor 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 - 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 - Introduce some words by showing some pictures, video about factor, - 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 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. Volunteer to read the words out loud. Board, Textbook pictures III. While-reading: 16’ Task 1: Look back to the text and circle the best meanings A, B or C. Suggested answers: B C A 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 Notebook Textbook Self- evaluation B. Speaking Content Teacher & Students’ activities Sources/ Teaching aids Teacher’s activities Students’ activities Warm-up: 5’ 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 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. 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. Stand up and tell loudly 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 Notebook Textbook Self- evaluation C. Listening Content Teacher & Students’ activities Sources/ Teaching aids Teacher’s activities Students’ activities I. Warm-up: 5’ 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 Explanation 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. Suggested answers: 1- T 2- T 3- T 4- F 5- F - 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, Speakers. 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 Warm-up: 5’ Chatting 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? Raise a picture of a beauty 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: Tour guide High school diploma Experience as a tour guide, fluent English 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: Tour guide High school diploma Experience as a tour guide, fluent English A good manner, willing to work hard for long hours A projector or Board, Textbook, Notebooks 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, 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. Sts choose the best writing on the board and T gives feedback Exchange their writing to correct mistakes in their groups’ writing Check and self-evaluate. Poster Board Highlighter 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’ Look at the picture and answer 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 Board and 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 Ex: Shakespeare was an English playwright. His plays are very famous in the world. à 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. Suggested answers: 1. whom 2. which 3. Whoever 4. which 5. Which 6. Who 7. Whose 8. who 9. which 10. whom * Exercise 2: Join the following sentences in two ways. 1. I read a book that was written by a friend of mine. - I read a book written by a friend of mine. 2. A man who was carrying a lot of money in a box got on the bus. - A man carrying a lot of money in a box got on the bus. 3. In the street there were several people who were waiting for the shop to open. - In the street there were several people waiting for the shop to open. 4. Britain imports many cars which that were made in Japan. - Britain imports many cars made in Japan. 5. There are a lot of people in your office who want to talk to you. - There are a lot of people in your office wanting to talk to you. 6. The cowboy who had been wounded by an arrow fell off his horse. - The cowboy wounded by an arrow fell off his horse. 7. Most of the people who were injured in the crash recovered quickly. - Most of the people injured in the crash recovered quickly. 8. John, who wished he hadn't come to the party, looked anxiously at his watch. - John, wishing he hadn't come to the party, looked anxiously at his watch. 9. The children who were playing football in the schoolyard were my students. - The children playing football in the schoolyard were my students. 10. Vietnam exports a lot of rice which is grown mainly in the south of the country. - Vietnam exports a lot of rice grown mainly in the south of the country. - Give some examples - Ask Sts to make sentences with the structures. - Introduce the exercise 1. - Guide Sts to do - Ask Sts to fill each blank with who, whoever, whose, whom or which. - Correct mistakes. - Introduce the exercise 2. - Guide Sts to do - Ask Sts to rewrite the following sentences using the passive voice. - Correct mistakes. Whole class Paying attention to what teacher explain and take note. - Read the request of exercise 1 carefully and do the task -Ask T if there is any trouble -Compare their answers with their friends’ -Some students read out the answers; other give corrections - Read the request of task 2 carefully and do the task - Ask T if there is any trouble - Compare their answers with their friends’ - Some students read out the answers; other give corrections Board, Textbooks, Notebooks Handouts IV. Homework: 1’ - Redo all the exercises in notebooks - Prepare Test yourself A Have Sts do the exercises again in their notebooks. Ask Sts prepare Test yourself A Listen and raise questions when necessary. do the exercises Prepare Test yourself A Notebook Textbo