Theme: Education Unit 6: Future jobs P. Syllabus: 31 A - Reading - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson Ss will be able to: Guessing words’ meanings in contexts - Guessing words’ meanings in contexts - Reading for details of information about job interview. - Reading for gist to make discussion B. Teaching aids: Pictures, poster, handouts C. Teaching method: Communicative approach D. Procedure: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Warm-up: Guessing game - Call on an S to go to the board and give a picture to him/her. Don’t let the others see it. - Tell the class the rules of the game. - Everybody makes yes/no questions to guess the answer of your friend’s question. - Observer students playing game +Lead-in: - Ask students to look at the pictures in their books and work in pairs to answer the question: - What do they do? - Ask students to work in groups of four to tick the factors that they think would help them succeed in a job interview. - Ask some groups to report their answers - Give T’s own comments - One S goes to the board, gets the picture and doesn’t let others see it. - The S leads the game by asking the others: - Which university is it in the picture? -The others make yes/no questions Possible questions: - Are students in this university trained to be teachers? - Is the university in Hanoi? - Is it…university? - The S answers the questions using only yes or no. The game is over if an S guess the right university. - All the students look at the picture to check. -Work in pairs and look at the pictures in their books to answer the questions Expected answers: 1.He is a waiter 2.He is a mechanic 3. She is a farmer 4. She is a teacher 5.He is a doctor - 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 Possible answers: giving clear, honest answers] feeling self-confident having good sense of humor - Ask students to spend 5 mins reading the text silently, trying to catch the main ideas of the text. - Ask students to read the text again and underline words and phrases that help people to succeed in job interviews Task 1: - Ask students to work in pairs and guess the meanings of some new words in task 1 basing on the contexts in the reading text, then circle the options - Call some students to read aloud their answers and ask the others to listen and comment - Give T’s own remarks and corrections if necessary. Task 2: - Ask the whole class to read through the sentences then decide whether the statement are true or false - Ask them to work in pairs, comparing their answers - Call some students to read aloud their answers - Listen to students’ answer and give remarks - Ask the whole class work in groups of four and discuss the question: +Which pieces of advice given in the passage do you find most useful and least useful? Why? - Walk around to encourage students to express their opinions and give some suggestions to students - Ask some groups to make discussion on the question in front of the class - Give comments Homework - Ask students to write paragraph on how important tertiary study is to them. -Read the text carefully in 5 mins and catch its main ideas. -Read the text again and underline words and phrases that help people to succeed in job interviews - Work in pairs, guessing the words’ meanings and circle the options - Some students read aloud their answers, others listen to their friends and comment correct if necessary. Expected answers: 1 2 3 4 B C A B -Read through the sentences then decide whether the statement are true or false -Work in pairs and compare their answers. -Some students read aloud their answers; others listen and give their comments. Suggested answers: 1.F 2.T 3.F 4.T 5.T 6.F 7.F 8.T - Form groups of four and discuss the question of the usefulness of the advice given in the passage - Ask T if there is any trouble - Some groups make discussion on the question in front of the class Expected opinions: - I think that trying to reduce the feeling of pressure and a good impression on your interview is the most useful advice because you will get a high mark after the interview and stand a good chance to get the job. - Take note the homework 4. Summary: Demand students to master: 1. The main topics in the section. 2. The structures to say. 5. Homework: - More practice the main topics at home. - Prepare the section C (The Listening part of Unit 5). E. Comments: Theme: Education Unit 6: Future jobs P. Syllabus: 32 B- Speaking - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson, students will be able to - Practise talking about characteristics of some future jobs: teachers, doctors, farmers… - Develop students’ ability through discussing and giving personal opinions on some kinds of jobs. - Provide students with some knowledge about job interview and raise their awareness about future job. B. Methods : Communicative approach C. Teaching aids: Pictures, poster, handouts and real objects D. Procedures: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Pre- speaking (7 mins) Warm- up: whisper game - Divide the class into 5 groups then give them the instructions of the game - Each group chooses a representative! - Give each representative a piece of paper that describe a job - Observe students playing the game and stop it when the game is over. While speaking (38 mins) Task 1: - Ask students to read the request and the information in the columns carefully - Form 5 groups and listen to the instruction - Choose a representative - The representatives receive the paper - Each representative whispers the sentence to another member of the group; that member whispers it to another till the last member. - The last member of each group in turn stand up and tell the whole class the sentence that (s) he was whispered and guess the job. - Read the request and the information in the columns carefully - Form pairs and talk about some descriptions of the jobs given in column A. - Ask T if there is any trouble - Ask students work in pairs, talking about some descriptions of the jobs given in column A. - Go around and observe students’ speaking activities or help them if necessary. - Call on some pairs to stand up and talk about the descriptions of the jobs. - Listen and give comments Task 2: - Ask students to read the request and the information in the columns carefully - Ask students work in pairs, discussing the jobs that they like or dislike to do and the reasons why - Go around and observe students’ speaking activities or help them if necessary. - Call on some pairs to stand up and make discussion. - Listen and give comments Task 3: - Call one S to read aloud the request - Ask students to work in groups of four, discussing the jobs they may do after finishing school - Go around and observe students’ speaking activities or help them if necessary. - Call on some pairs to choose representatives to report the result - Listen and give comments - Some pairs stand up and talk about the descriptions of the jobs; others listen and give comments Expected answers A teacher is the one who has to change teaching and learning methods and/ or carries out education reform A doctor is the one who takes care of sick people and helps save people’s lives A farmer is the one who constructs irrigation system and applies new farming techniques. A tourist guide is the one who finds good and safe hotels for customers and take people to place of interest. A writer is the one who tell stories through pictures and create imaginary characters and events - Read the request and the information in the columns carefully - Form pairs, discussing the jobs that they like or dislike to do and the reasons why - Ask T if there is any trouble - Some pairs stand up and talk about the descriptions of the jobs; others listen and give comments Possible discussion: S1: Do you like to be a journalist? S2: Yes, I would like to work as a journalist. S1: Why? S2: Because I think that working as a journalist would be a fascinating job, and I’d like to have a chance to travel all over the world and meet many interesting people. - One S read aloud the request - Students form groups of four, discussing the jobs they may do after finishing school - Ask T if there is any trouble - Some pairs choose representatives to talk about the descriptions of the jobs; others listen and give comments Possible description: - After finishing school, I’d like to work for a * Post-Speaking: - Asks Ss to discuss the question: Which pieces of advice given in the passage do you find most useful and least useful? Why? *Homework. - Ask students to write a paragraph about the job they would like to do after finishing school foreign company. I will have a chance to work with foreigners. I think that I will get a high salary and the working conditions are good. - Work in group. - Take note their homework 4. Summary: Demand students to master: 1. The main topics in the section. 2. The structures to say. 5. Homework: - More practice the main topics at home. - Prepare the section C (The Listening part of Unit 5). Theme: Education Unit 6: Future jobs P. Syllabus: 33 C - Listening - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson, students will be able to - Listening to a passage for missing words to fill in the boxes - Listening for gist and do true/false exercises. - Summarizing information in a job a job advertisement. B. Methods : Communicative approach C. Teaching aids: Pictures, poster, handouts and real objects D. Procedures: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Pre-listening(7 mins) Warm-up: Ask the students to look at their books then work in pairs, discussing to rearrange the job in order of degree in Vietnam. - Call some pairs to report their results - Listen and give comments +Pre- teach - Introduce the new words that will appear in the listening task and elicit the meanings - Look at their books then work in pairs, discussing to rearrange the job in order of degree in Vietnam. - Some pairs report their results ; others listen and give comments. - Listen to T and guess the meanings of these words - Practise reading the words in chorus and - Read these words aloud and ask students to read them in chorus and individually While listening (25 mins) Task 1 - Ask students to carefully read all the boxes silently in 1 minute - Play the record and ask students to listen for main ideas of the text - Play the record again and ask them to do the task - Ask students to compare their answers with their friends - Call some students to give their answers - T listen to and correct or comment Task 2: - Ask students to spend 2 mins to read all the statements - Play the record once again and ask students to do the task - Ask students to work in pairs to exchange their answers - Ask some students to read aloud their answers - Listen and give remarks. T can play the record again if students cannot give correct answers Post-listening (13 mins) - Ask students to work in pairs retelling the content of the listening passage - Walks around to help students if necessary - Call some pairs to retell the content of the listening passage - Listen and give comments individually. - Read all the boxes carefully in 1 minute - Listen to the record for the main ideas of the text - Listen again and fill in the boxes - Check their answers with their friends - Some students give their answers; others listen and give comments Expected answers: 1.Jobs 2.service 3.trasportation 4.companies 5.service - Read all the statements - Listen to the record again and decide which statement is true, which one is false. - Work in pairs and exchange their answers - Some students read aloud their answers ; others listen and give comments Expected answers: 1 2 3 4 5 T F T F F - Students work in pairs retelling the content of the listening passage - Ask T if necessary - Some pairs retell the content of the listening passage; others listen and comment 4. Summary: Demand students to master: 1. The main topics in the section. 5. Homework: - More practice the main topics at home. - Prepare the section D (The Writing part of Unit 5). Theme: Education Unit 6: Future jobs P. Syllabus: 34 D - Writing - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson, students will be able to - Understand the main information in job advertisement. - Write a letter applying for the job in the advertisement. B. Methods : Communicative approach C. Teaching aids: textbooks, board, chalks D. Procedures: 1. Class organization: 2. Checking the old lesson: 3. New lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Pre-writing (5 mins) - Ask students to read the advertisement in their books carefully. - Help students if there is any new works While writing (37 mins) Task 1: - Ask one S to read aloud the request of task 1 - Ask students to work in pairs and do task 1 - Walk around to observe students’ activities and help them if necessary - Call some pairs to give their answers - Give corrections if necessary and remarks. Task 2: - Ask one S to read aloud the request of task 2 - Ask all students to write a letter applying for the job mentioned in the advertisement in task 1 - T may call 1 or 2 students to write his/her passage directly on the board - Walk around help students if necessary .Ask them to pay attention to such linking words as first, second, etc. - Ask all students to look at the board and correct their friend’s writings - Give T’s own comments and corrections - Read the advertisement in their books carefully. - Ask T if necessary - One S read aloud the request of task 1 - Work in pairs and do task 1 - Ask T if necessary - Some pairs to give their answers; others give corrections Possible answers: - Type of job: tour guide - Level of education needed - Work experience: experience as tour guide, fluent in English - Characters and interests: Good manner, willing to work hard for long hours - One S read aloud the request of task 2 - Do task 2: write a letter applying for the job mentioned in the advertisement in task 1 - 1 or 2 students write his/her passage directly on the board Post-writing (3 mins) - Ask if necessary. - Pay attention to such linking words as first, second, etc. - Look at the board and correct their friend’s writings - Give corrections or comments to the writings on the board 4. Summary: Demand students to master: 1. The main topics in the section. 5. Homework: - More practice the main topics at home. - Prepare the section E (The Language Focus part of Unit 5). Theme: Education Unit 6: Future jobs P. Syllabus: 35 E – Language focus - Time: 45 minutes. Preparing date:……/……./ 200…. Teaching date:……/……./ 200…. A. Aims: By the end of the lesson, students will be able to - practise pronouncing stress of more than three-syllable words - study the structure as well as the usage of conditional sentences - learn to use words relating to the topic application process to tertiary study and some abbreviations of some main high school exams B. Methods : Communicative approach C. Teaching aids: textbooks, board, chalks D. Procedures: 1. Class organization: 2. Checking the old lesson: TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES Pronunciation(10 mins) 1.Listen and repeat - Read the words in the textbook or play the record once or twice. - Read and ask students to repeat in chorus then individually or in pairs - Call some students to read the words aloud - Listen and correct if necessary 2. Practise reading the sentences - Read the sentences once or twice then ask students to practise reading in pairs - Call some students to read the sentences aloud. - Listen ,correct if necessary and ask students Listen to the pronunciation of the words - Listen and then repeat in chorus then individually - Some students read the words aloud; others listen and correct if there are mispronunciation - Listen to the teacher and practise reading the sentences in pairs - Some students read the sentences aloud; to practise more at home Grammar and vocabulary (35 mins) Exercise 1: - Ask students to read the request of task 1 carefully and do the task - Walk around to help students if necessary - Ask students to compare their answers with their friends’ - Call some students to read out the answers - Give correction or comments if necessary Exercise 2: - Ask students to read the request of task 1 carefully and do the task - Walk around to help students if necessary - Ask students to compare their answers with their friends’ - Call some students to read out the answers - Give correction or comments if necessary Exercise 3: others listen and correct if necessary - Read the request of task 1 carefully and do the task - Ask T if there is any trouble -Compare compare their answers with their friends’ - Some students read out the answers; other give corrections Suggested answers: 1. If you fail the GCSE exam, you will not be able to take the en trance exam to the university. 2. You won’t be able to get into the exam room if you are 10 minutes late. 3. If you don’t send the application form on time, you will not be able to take the entrance exam. 4. If you don’t have a reference letter, you won’t be able to submit your application form. 5. Unless you show your identify card, you won’t be able to get into the exam room. -Read read the request of task 1 carefully and do the task -Ask T if there is any trouble -Compare compare their answers with their friends’ -Some students read out the answers; other give corrections Suggested 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 were not too difficult 4. Peter would read a lot if he had more time 5. If I spoke Korean, I would translate it. 6. If they weren’t afraid of flying, they would study abroad. - Read the request of task 1 carefully and do the -Ask students to read the request of task 1 carefully and do the task -Walk around to help students if necessary -Ask students to compare their answers with their friends’ -Call some students to read out the answers -Give correction or comments if necessary task - Ask T if there is any trouble - Some students read out the answers; other give corrections Suggested answers: 1. If John had passed the GCSE exam, he would have been able to take the entrance exam to the university. 2. If you had sent me the application on time, they might have called for you an interview .I can’t understand why you didn’t. 3. If John had installed an alarm, the thieves wouldn’t have broken into his house. 4. I would have made a film with him if I had been a famous director 5. Had you told me earlier, I would have given it to you 6. We would have sent you a Christmas card if we had had your address 4. Summary: Demand students to master: 1. The main topics in the section. 5. Homework: - More practice the main topics at home. - Prepare the Unit6 (The reading part of Unit 6). . Homework: - More practice the main topics at home. - Prepare the Unit 6 (The reading part of Unit 6) . . topics at home. - Prepare the section C (The Listening part of Unit 5). Theme: Education Unit 6: Future jobs P. Syllabus: 33 C - Listening - Time: 45 minutes.