Giáo án Tiếng anh lớp 12 Unit 8: The world of work mới nhất

Time/Stages

Activities

Interactions

1. Warm up

5 minutes

Inform the class of the lesson objectives: getting to know the topic and some vocabulary related to leaving school and choosing a career, unstressed words, and grammar points: phrasal verbs and adverbial clauses of condition, comparison,manner and result.

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2. New lesson

18 minutes

10 minutes

9 minutes

Activity 1: Nam and Mai are talking about their preparations for the world of work. Listen and read

- T. plays the recording, asks Ss to listen and read silently.

- Ss listen and read silently.

- Listen to a conversation between Nam and Mai talking about their preparations for the world of work.

Activity 2:Answer the following questions

- T. asks Ss to read the questions, and underline any key words.

- Ss read the questions, underline any key words.

Keys: 1. He is writing a CV to apply for a part-time job.

2. Yes, he does. He wants his son to get some work experience.

3. No, she doesn’t. She wants her to focus on her studies.

4. They need to include information about their relevant qualifications, experience, and skills.

5. Because it is a period when the employer can assess the employee’s performance and provide them with some training.

6. Sts’ answers.

Activity 3:Complete the text with the correct form of the words from the box.

- T asks Ss to read the words and phrases (1-7).

- T tells Ss to work individually before comparing their answers.

- T checks answers as a class.

Key: 1. job seeker2. job advertisements

3. CV4. covering letter5. job interview

Activity 4:Complete the sentences using the reporting verbs from the conversation.

- T Has Ss work in pairs, asks them to read the sentences carefully and discuss their structures,has Ss analyse the underlined structures and focus on the verb forms.

Key: 1. asked2. advised3. told4. advised5. offered

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Whole class

Individually

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Individually

or

Pair work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

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4. Homework

1 minute

- Ask Ss to learn by heart the words or phrases related to the topic. - Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Homework

3 minutes

One student is called to the board and do as required.

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2. New lesson

6 minutes

8 minutes

10 minutes

15 minutes

A. Vocabulary:

Activity 1: Match the words and phrases with their meanings.

- Ss work individually, read each word or phrase and match it.

- T checks answers as a class.

Key: 1. d2. a3. b4. e5. c

Activity 2: Complete the sentences with the correct forms of the words in 1.

- Sts do as required, bearing in mind a verb or a noun (e,g. verb tense, singular or plural form of nouns).

- To complete the sentences individually. Alternatively, in a weaker class, T has Ss work on the sentences in pairs.

- Sts find the suitable words to fill in the gaps.

- T checks answers as a class.

Key: 1. apply 2. relevant 3. qualification 4. recruited 5. probation

B. Pronunciation: Stressed words: exceptions

Activity 1. Listen and repeat, paying attention to the stressed words.

- To listen and repeat, paying attention to the stressed words.

- T plays the recording for Ss to listen and repeat all the sentences chorally.

- Ss recognise and practise the sentence stress.

- Ss repeat chorally and individually.

C. Grammar: Reported speech: reporting orders, requests, fers, advice, instructions….

Activity 1: Rewrite the sentences in reported speech, using the appropriate verbs from the box in the correct tense.

- T asks Ss to study the Do you know…?

- T tells Ss what they are going to rewrite the sentences (1-6).

- T has Ss read and analyse the structure of the example.

- T asks Ss to work individually, and then has them compare.

Key: 1. Our teacher told us to study hard for the final exam.

2. The job applicant asked if the company provided computers for all employees.

3. The carreer adviser advised us to develop our communication an planning skills.

4. My mother offered to find information about short courses on organisational skills for me.

Activity 2: Complete the sentences, reporting what was said.

- T asks Ss to read the example, paying attention to the structure

- T allows enough time for Ss to do the activity individually first, and then has them compare their answers in pairs.

Key: Suggested answers

1. The monitor invited me to see him play in a football match.

2. The applicant asked the head of the human resources department to tell him what skills he needed in order to get that job.

3. My friend offered to find more information for me about the company that I was applying to.

4. His father encouraged him to apply for the job.

5. He complained to his friends about the terrible working conditions at that factory.

6. She refused to tell me what the director's salary was because that information was confidential.

Individually

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Individually

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Individually/

or

Pair work

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Pair work

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Individually

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Individually

Ss <--> Ss

3.

Consolidation

2 minutes

- Ask Ss: What have you learnt today? What can you do now?

- Summarize the main points of the lesson.

Expected answers: I can use: Sentence stress

The active and passive causatives

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4. Homework

1 minute

- T asks Ss to do exercises again at home.

- Prepare for the next lesson.- Complete Exercises in workbook.

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Time/Stages

Activities

1. Lead-in

8 minutes

T informs the class of the lesson objectives: skimming and scanning an article for general ideas and specific information, and learning additional vocabulary and information related to the world of work - Ss work in pairs, look at the vocabulary items in the word bank and discuss their meanings.

2. New lesson

7 minutes

12 minutes

7 minutes

8 minutes

Are you qualified for the job?

Activity 1: Below are some skills and qualities required for the position of an apprentice administrator advertised in a newspaper. Tick the ones that you have.

- The aim of this activity is to activate Ss’ previous knowledge about the topic.

- To work in pairs, look at the pictures, discuss what the images illustrate, and guess where they might see these things.

New words apprentice administrator: người quản lý tập sự

qualified for: đủ năng lực làm gì

articulate [ɑ:'tikjələt]: nói năng lưu loát

self-motivated [self'məutiveitid]: có động lực cá nhân

flexible: linh độngapproachable: thân thiện, dễ tiếp xúc

work to deadlines: làm đúng thời hạnprioritise [prai'ɔrətaiz]: dành ưu tiên

Key: Students’ answers

Activity 2: Read the job advertisement. Match the highlighted words in the advertisement with the following meanings.

- To read carefully the definitions provided and look at the highlighted words which helps them to work out the meanings.

New words: dealership: người mua bán

entry-level: mức cơ bản (trong công ty)ideal candidate

file: sắp xếp (giấy tờ)enter data: nhập dữ liệu

creating spreadsheets: lập bản tínhtake minutes : viết biên bản

competitive salary: mức lương cạnh tranhongoing training: tập huấn tiếp

for further information: để biết thêm thông tin

at 0123975648: (gọi) sốannual leave: nghỉ phép hàng năm

apprenticeship: thời gian tập sự

- Work individually to write the correct words.

- T checks Ss’ answers as a class.

Key: 1. administrator2. specialising3. prioritise

4. shortlisted5. approachable

Activity 3: Read the text again and decide whether the statements below are true (T), false (F), or not given (NG)

- T asks Ss to read the questions carefully to decide whether the statements are true (T), false (F), or not given (NG), then lets Ss compare their answers in pairs or small groups, encourages Ss to provide reasons for their answers.

Key:1. F (This would be a fantastic opportunity for someone looking for an entry-level position in administration as no experience is required)

2. T (Typing reports and creating spreadsheets. Taking minutes at meetings.)

3. T (Excellent time-management skills. Good communication skills.)

4. NG (flexibility is one valuable quality, but may or may not be the most important)

5. NG (long-term prospects are only a possibility after the apprenticeship)

Activity 4: Read the final part of the advertisement carefully. Answer the following questions.

- To look at the questions quickly and underline some key words (e.g. benefits, how, apply, additional information, contacted, invited, interview).

- Read the final part of the advertisement individually to find the information and answer the questions.

- Ss compare their answers in pairs or groups.

- T checks Ss’ answers as a class.

Key: 1. Competitive pay, ongoing training, 12 days of annual leave, and long term job prospects in the company after completion of the apprenticeship.

2. I need to email my CV and a cover letter to hr@hungphamcarsales.com.

3. For additional information, I can call Ms Kim Thanh at 0123975648.

4. Only shortlisted candidates will be contacted and invited to an interview.

3.

Consolidation

2 minutes

- Summarize the main points of the lesson

4. Homework

1 minute

- Ask students to learn by heart the new words.

- Prepare for the next lesson.

Time/Stages

Activities

Interactions

1. Warm up

4 minutes

T informs the class of the lesson objective: Talking about the skills and qualities needed for getting a job based on the related news items.

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2. New lesson

10 minutes

6 minutes

12 minutes

10 minutes

Skills and qualities

Activity 1: Look at the lists of skills and qualities. Can you add more of them? Choose a job in the box below, or another job that you know, and decide on the skills and qualities needed for the job. Tell your partner about the job.

-T lets Ss work in pairs and practise telling each other about their chosen job.

KEY: Students’ answers

1. I think a soldier needs to be hard-working, reliable and patient. He / She also needs to have fearlessness, discipline, consistency, courage, motivation and skill. // I think a soldier needs to be hard-working, reliable, disciplined, courageous and patient. He / She also needs to be good at working under pressure and following orders.

2. I think the job of a refuse collector is very tiring. He / She has to be physically fit and healthy, work hard in various and changing weather conditions. It is very important for a refuse collector to be motivated and determined. The job also involves a lot of interaction with the public, good mechanical, time management and coordination skills.

Notes: Other possible jobs: refuse collector, soldier, scientist, cleaner, army officer, sales representative, nurse, receptionist, actor, actress, bank clerk, mechanic, athlete, vet, etc.

Other possible skills: using your hands, delegating tasks, finding compromises, artistic skills, computer skills, etc.

Other possible qualities: thoughtful, fit, flexible, positive, reliable, determined, hardworking, conscientious, creative, patient, etc.

Jobs: soldier, refuse collector, scientist, cleaner, army officer, athlete, nurse, receptionist, sales representative, actor, actress, vet, bank clerk, mechanic

Activity 2: Complete the conversation between Lan and Nam using the information in the box. Then prasctise the conversation in pairs.

- T asks Ss to read the information about Lan and Nam in the box.

- Ss work in pairs to role play the conversation.

Key: 1. as a chef2. the qualities needed to be a chef

3. hard-working, creative, and self-motivated

4. planning menus5. give clear instructions

6. to be a teacher7. science subjects8. friendly

9. communicate my ideas very clearly to other people

Activity 3: Work in pairs. Make a similar conversation to the one in 2. Use the words and phrases in 1 and your own information.

- To prepare their conversation as required.

-Walk around the class to offer support, is necessary.

- To role play the conversation in front of the class.

Pair work

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Pair work

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Pair work

Ss <--> Ss

3.

Consolidation

2 minutes

- Summarize what they have learnt by asking Ss some questions:

What have you learnt today? What can you do now?

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4. Homework

1 minute

- Ask students to learn by heart the expressions.

- Prepare for the next lesson.

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Time/Stages

Activities

Interactions

1. Lead-in

5 minutes

Inform the class of the lesson objectives: listening for specific information about how to write a CV.

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2. New lesson

10 minutes

10 minutes

10 minutes

7 minutes

What makes a good CV?

Task 1: Work in pairs. Ask and answer the following questions.

- T asks Ss to discuss the questions in pairs.

Key: 1. A CV (curriculum vitae) is a written record of your education and the jobs you have done, that you send when you are applying for a job.2. The CV is important in applying for a job because it partly decide if we can be invited to a job interview or not.

If Ss can’t answer question 3, T should elicit them with the following questions:3. a. How do you present a CV? A CV should be carefully and clearly presented.

b. What do you refer in a CV? It should include: + personal details + education + work experience + interests+ achievements

c. What should we avoid making in a CV? It should be without spelling mistakes.

Task 2: Match the words with their meanings.

- The aim of this activity is to introduce new vocabulary items.

- To know any of the words given and guess their meanings, teaches Ss these words and gives some examples to illustrate the meanings and uses of these words.

- T checks Ss’ answers as a class.

Key:1. b2. d3. a4. e5. c

Task 3: Mr Le, an invited speaker, is talking to grade 12 students about how to write a good CV. Listen to his talk and compare your answers to the questions in 1.

- Ss can compare their earlier answers at this point.

- Compare their answers with a partner, checks Ss’ answers as class.

Suggested answers: 1. A CV is a written record of your education and work experience.

2. It makes the first impression on your potential employer, and it can be the deciding factor in whether or not you can get an interview.

3. A successful CV is simple in design, includes key words from the job description, and is tailored to the job you are applying for.

Task 4: Listen again and complete the sentences with no more than three words.

- Read the sentences and try to predict the words/ phrases.

- T plays the recording again, asks Ss to take notes.

- T lets Ss compare their answers in pairs, then checks answers.

Key:1. a job2. cluttered3. digital software

4. set of requirements5. every job

Pair work

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Group work

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Individually

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

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4. Homework

1 minute

- Prepare for the next lesson.

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Time/Stages

Activities

1. Check up

5 minutes

T informs the class of the lesson objective: by the end of the lesson, Ss should be able to write a CV to support an application for employment.

2. New lesson

12 minutes

10 minutes

15 minutes

How to write a CV

Task 1: Look at the following job advertisements. Which of the jobs would you like to apply for? Think about whether you have the necessary skills and qualities. Share with a partner.

- Choose the one that they would like to apply for. Ss should be prepared to explain why they want the job.

- Work in pairs to tell each other about their choices.

Sample answer: I would like to apply for the position of a zoo volunteer at the city zoo. I love animals and I have read a lot about them, so I think I can help a lot. At home, I often take care of my family’s two dogs. Feeding them and walking them every day are my duties, so I think I have relevant experience.

Thanh’s answer: I’d like to apply for the position of a baristar at the coffee house. I am sociable and approachable, so I think I can help a lot. At home, I often share housework and play sports requiring energy. Serving breakfast to my hard sick grandmum is my duty, so I think I am suitable for this job.

Thanh’s answer: I’d like to apply for the position of a shop assistant at the trendy clothing store. I am said to be fashionable and stylish, so I think I can help a lot. In addition, I used to work as a dressmaker when I lived with my parents. My duty was help customers choose smart clothes that are suitable for their careers, so I think I do this job well.

Task 2: Look at the sample CV. Some pieces of information have been taken out. Where should the writer put them? Match the words and phrases (A-E) with the gaps (1-5) in the CV.

Key:1. B2. C3. E4. D5. A

Task 3: Write your own CV to apply for one of the jobs advertised in 1. Remember to tailor your CV so that you have a better chance to be shortlisted for a job interview.

- T asks Ss to write their own CVs, based on the jobs they chose in 1 and the model CV in 2, lets Ss work in pairs swapping their CVs for their partner to read and give comments.

- If time is limited, this activity can be assigned as homework.

Suggested answer:

Sample CV to apply for the post of a barista

CURRICULUM VITAE

Personal details

Name: Hoang Tuan Hung

Address: 1568 Tan Mai Street, Hoang Mai District, Ha Noi

Mobile: 01234500000

Home phone: (04) 38886666

Email: hung_tuanhoang@speedymail.com

Personal summary and Career Objectives

I am a responsible individual who can work hard, communicates well, and has excellent interpersonal skills. I have recently completed upper secondary education and receive the National High School Exam Certificate. I am seeking a starting position as a barista so that I can obtain real-world experience and learn new skills.

Education and qualifications

2013-2016: Thang Long Upper Secondary School

2009-2013: Tam Mai Lower Secondary School

2004-2009: Tam Mai Primary School

Work experience: Summer, 2014: Waiter at a student canteen

Responsibilities: Greeting customers and arranging seats for them

Taking orders from customers and serving them snacks and drinks

Skills: Good communication and interpersonal skills

Interests:Reading books about making drinks

Learning foreign languages

References: Available upon request

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss to complete the writing at home and collect

- Ask Ss: What have you learnt today?What can you do now?

4. Homework

1 minute

- Write the text again at home.

- Prepare for the next lesson.

Time/Stages

Activities

Interactions

1. Warm up

5 minutes

Inform the class of the lesson objectives: Further skill development

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2. New lesson

18 minutes

19 minutes

1. Communication: Work-related issues

Activity 1:Work in groups and discuss these questions.

-T lets Ss form groups and start their discussion, asks each group to choose a discussion leader to monitor the group discussion.

Activity 2: Present your group’s ideas to the class.

- T asks Ss to work in groups and read their notes from 1 to prepare for their presentations.

Sample answers

1. In our group we think people should start looking for a job after leaving school at the age of 18. This can be a part-time job or a voluntary one, not necessarily a permanent job. When people start working, they become more responsible for their lives and contribute more to society.

2. We all believe that the three most important qualities are reliability, responsibility, and flexibility. Employers really want to find the people who they can rely on. Also, they want their employees to be flexible to adapt well to the ever changing working environment.

3. All the members of my group agreed that the necessary skills for job seekers are communication, problem solving, and collaboration. When employees can communicate with each other, it is easier for them to work together to solve problems.

2. Culture:

Activity 1:Read the text about the job seeking experiences of Harry, an English school leaver, and decide whether the following statements about it are true (T), false (F), or not given (NG). Tick the correct boxes.

- T asks Ss to compare their answers in pairs or groups.

- T checks Ss' answers as a class.

Key: 1. F 2. T 3. NG 4. F 5. NG6. T

Activity 2:Discuss with a partner. Do you think you can become successful without a university degree? Do you know any young people who have followed a similar career path in Viet Nam? What can you learn from Harry’s job seeking experience?

- The aim of this activity is to relate the text content to the situation in Viet Nam.

- T puts Ss into pairs to discuss the questions, then invites several Ss to present their answers to the class.

Key: Students' answers

Pair work

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Group work

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Individually

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3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?

What can you do now?

T <--> Ss

4. Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.

T <--> Ss

Time/Stages

Activities

1. Warm-up

5 minutes

T informs the class the objectives: reviewing pronunciation, vocabulary and grammar. T reviews what sentence stress is and when the process happens.

2. New lesson

7 minutes

8 minutes

15 minutes

7 minutes

Pronunciation:

Activity 1: Listen to the following exchanges and underline the stressed words. Then practise them with a partner, using the correct sentence stress.

- T helps Ss to review the words that are usually stressed (content words, negative auxiliaries, demonstrative pronouns when not followed by a noun, possessive pronouns, and question words) and exceptions to stressed words (auxiliary verbs and modal auxiliaries when not followed by a verb).

- T asks Ss to practise in pairs, taking turns to be A and B, walks around and comment on the pair’s performance.

Key: A: Do you think communication skills are really important?

B: Well, some people think they aren’t important, but, in fact, they are.

A: Can people without a university degree apply for this job?

B: Yes, they can, provided that they have the right skills and qualities.

A: Should I ask my brother to help me to write the CV?

B: Yes, certainly you should.

A: You haven’t been shortlisted for the interview.

B: I have been shortlisted for it.

Vocabulary:

Activity 1: Underline the correct word in each sentence.

- T asks Ss to underline the correct word in each sentence, lets them compare their answers in pairs or groups.- T checks Ss’ answers as a class.

Key: 1. adverts2. relevant3. tailor 4. candidates5. employee

Grammar:

Activity 1: Turn the following sentences into reported speech, using the reporting verbs in the box.

T lets Ss work individually, and then compare their answers in pairs or groups.

T asks individual Ss to write their sentences on the board.

T checks Ss’ answers as a class.

Key: Mike asked Mira how long it would take her to finish writing her CV.

Mira informed him that she would need another two hours.

Mike encouraged / urged her to try to finish it by 4 pm so that she could come and watch the football match.”

Mira exclaimed that that would give her only an hour.

Mike urged her to write it quickly.

Mira refused to leave the house before 4 pm because she wanted to write a very impressive CV.”

Mike complained that she never came and saw him play.

Mira promised to go to his next match / that she would go to his next match.

Project:

Work in groups of four to six. Choose a profession or career that all members of your group are interested in.

-T asks Ss to form groups. (this can be done in the first lesson of the unit so that Ss have enough time to plan their project.) has Ss in each group choose a leader who will assign tasks to the members and monitor the work to make sure all members contribute equally.

3.

Consolidation

2 minutes

- Ask Ss to consolidate the main contents.

- Ask Ss: What have you learnt today?What can you do now?

4.Homework

1 minute

- T asks Ss to learn the structures and vocabulary.

- Prepare for the next lesson.