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

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: Teacher’s activities Students’ activities 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 vò 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 lòch 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 kó 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: Teacher’s activities Students’ activities 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 lòch 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: Teacher’s activities Students’ activities 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]: dòch 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]: thò trường công việc * Vocabulary: 1. sector (n) ['sektə]: bộ phận, khu vực, lónh 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: Questions A Answer B 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: Teacher’s activities Students’ activities 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 lòch 2. local guide: hướng dẫn viên đòa 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 1. Heading (Có thể ghi họ tên người 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. 5. Signature Your friend, 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: Teacher’s activities Students’ activities 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.): bò thong 9. arrow (n): 10. to recovered (v): 11. to be injured (exp.): bò 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 [...]...Exercise 2:  T gives some relevant examples to Exercise 2 and makes some questions to Ss about the learned reported speech - T divides the class into 10 group 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  T gives comments and assigns homework: Work in... there were several people were waiting for the shop to open = In the street there were several people waiting for the shop to open Homework: - prepare for Unit 7 – A Reading * Handout 1: Conjunctions Strong form And But Prepositions Strong form Weak form [ỉnd] [ənd, ən] [bʌt] [bət] Weak form [ỉt] [fɔ] [fə] [ɔv] [əv] [tu:] [tu, tə] [frɔm] At For Of To from [ət] [frəm] * Handout 2 Conjunctions Strong... said to me - R.pronoun làm túc từ có thể lược bỏ b I met someone you said to me 2 Non-defining Relative clauses (Mệnh đề không giới hạn = Mệnh đề không xác đònh) - Danh từ đứng trước xác đònh (rõ nghóa) nên có thể lược bỏ Ex.: a I met Mr Smith, who said he knew you (that không thay cho who) b I met Mr Smith, who you said to me - R.pronoun là túc từ không lược bỏ b I met Mr Smith, who you said to me... who you said to me 3 Các trường hợp phải và không được dùng that a Phải dùng that - Danh từ đứng trước hỗn hợp (người và vật) (mixed antecedent) Ex: We can see a lot of people and cattle that are going to the field - Danh từ đứng trước có so sánh nhất của tính từ và số thứ tự (the first, the second, the last, the only…) Ex.: Paris is the finest city that I have ever seen - Danh từ đứng trước không còn... - non-defining relative clause hay extra-information (mệnh đề thông tin phụ) vì được mở đầu (kết thúc) bằng dấu phẩy nên that không đứng sau dấu phẩy Ex.: My brother, Jim, who lives in London, is a doctor - That/who không theo sau Preposition Preposition + relative pronoun Danh từ đứnt trước Chủ ngữ Tân ngữ Sở hữu Người Pre + Who(m) Vật Thời gian Nơi chốn Lý do Pre + Which When …+pre = pre + which Where… . UNIT 6: FUTURE JOBS (from period 28 to 33) A. READING  OBJECTIVES Aims: Ways of applying for a job without being. 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 -. 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