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- 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[r]
(1)Preparing date: Sun, November, 1st 2009 Teaching date: 2nd
Period: 31st
Unit 6: future jobs
Lesson A – Reading
I Aim: By the end of the lessonSs 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
II Teaching aids:
Pictures, poster, handouts
III.Procedure:
Steps T arrangementWork Warm – up
Warm-up Eliciting pictures
- Ask students to look at the pictures in their books and work in pairs to answer the question:
- What they do?
Expected answers:
1.He is a waiter She is a teacher 2.He is a mechanic [mi'kænik] 5.He is a doctor
3 She is a farmer
Ticking (ü) the factors
- 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
Possible answers:
ügiving clear, honest answers] ü feeling self-confident
ü having good sense of humor [sens əv 'hju:mə] co oc hai huoc
5’ Pair work
Before you read
Vocabulary.
- pressure ['pre∫ə(r)] sức ép - vacancy ['veikənsi] chổ trống - resumes [ri'zju:mz] ly lich
- technical aspect ['æspekt] mat ky thuat - keenness ['ki:nnis] su thich thu
- best side (n) mat tot
Checking technique: Translation
14’
Individual/Pair work
While you read
Task 1:
- Ask students to work in pairs and guess the meanings of some new words in task 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 5’
6’
(2)listen and comment
- Give T’s own remarks and corrections if necessary
Expected answers:
1 2 3 4
B C A B
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 others listen and give their comments
- Listen to students’ answer and give remarks
Suggested answers:
1.F 2.T 3.F 4.T 5.T 6.F 7.F 8.T
8’
Ask the whole class work in groups of four and discuss the question: +Which pieces of advice given in the passage 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
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
Group work
wrapping
- Ask students to write a paragraph about the job they would like to after finishing school
(3)Preparing date: Mon November, 2nd 2009 Teaching date: 3rd
Period: 32nd
Unit 6: future jobs
Lesson B – Speaking I Aim: By the end of the lessonSs 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
II Teaching aids:
Pictures, poster, handouts
III.Procedure:
Steps T arrangementWork Warm – up
Whisper game
- Divide the class into 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
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
5’ Pair work
Before you speak
Task 1:
- Ask students to read the request and the information in the columns carefully
- 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
- Ask pls to listen and give comments
Expected answers
- a doctor -> take care… + help save … - a farmer -> construct … + apply … - a tourist guide -> find … + take people … - a writer -> tell … + create imaginary…
15’
(4)T may ask pls to descript the jobs by using the definition
EX: A doctor is the one who takes care of sick people and helps save people’s lives
üA farmer is the one who constructs irrigation system and applies new farming techniques
üA tourist guide is the one who finds good and safe hotels for customers and take people to place of interest
üA writer is the one who tell stories through pictures and create imaginary characters and events
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 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 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
15’
Individual/ Pair work
after you speak
Task 3:
- Call one S to read aloud the request
- Ask students to work in groups of four, discussing the jobs they may 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 others listen and give comments
Possible description:
- After finishing school, I’d like to work for a 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
8’
Group work
wrapping
- Ask pls to prepare the lesson C listening 2’ Whole class
(5)Teaching date: Nov, 4th 2009 Period: 33rh
Unit 6: future jobs
Lesson C – Listening I Aim: 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 true/false exercises
- Summarizing information in a job a job advertisement
II Teaching aids:
Pictures, poster, handouts and real objects
III.Procedure:
Stages T’s activities Sts’ activities
Before listening
10’
Warm up: Discussion
* Ask pls to tell the most important job in Vietnam using the jobs given.
- accountant - nurse - lawyer - teacher - computer programmer
EX:
A: I think the most popular job in Vietnam is a teacher B: Why?
A: Because we can see the school everywhere in Vietnam and there are many teachers there…
* Listen and repeat.
- Introduce the new words that will appear in the listening task and elicit the meanings
- Read these words aloud and ask students to read them in chorus and individually
Group work
Individual work
While listening
15’
- Ask students to carefully read all the boxes silently in minute
- Play the record and ask students to listen for main ideas of the text
Task 2:
- Play the record again and ask them to 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
American workforce
(1)……… jobs
(3)……… companies
(6)10’
Wholesale companies (2)………
jobs
Retail companies (4) ……… companies Personal (5)………
Expected answers:
1 manufacturing finance transportation
2 service service
Task 2:
- Ask students to spend mins to read all the statements - Play the record once again and ask students to 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
Expected answers:
1 2 3 4 5
T F T F F
Pair work
After listening
8
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
Group work
Homework
2’
- More practice the main topics at home
- Prepare the section D (The Writing part of Unit 5) Whole class
(7)Let's look at some of the recent changes in the US job market and see if we can make some predictions for future jobs
A good way to begin is to look at the American workforce and how it is changing The most important change has been the shift from manufacturing job s to service jobs
Manufacturing jobs are jobs in which people make something or produce things Fo example, people produce cars Service jobs are those in which workers provide services, or we may say, they something like washing people's cars Generally, service jobs are grouped into five categories:
One: Transportation companies Two: Wholesale companies
Three: Retail companies
Four: Finance companies
Five: Personal services, such as hotels, cars repair, accounting, education and medicine Now the point here is that people have changed from manufacturing jobs to service jobs For example, one hundred years ago, 80% of workers produced goods, today only 30% Economists predict that by the year 2020, nine out of every ten workers will work in service jobs
Preparing date: Sun, Nov, 8th 2009 Teaching date: Nov, 9th 2009
Period: 34th
Unit 6: future jobs
Lesson D – Writing I Aim By the end of the lesson, students will be able to - Understand the main information in job advertisement - Write a formal letter of job application
II Teaching aids:
- Textbooks, board, chalks
III.Procedure:
Stages T’s activities Sts’ activities
Before writing
5’
- Ask students to read the advertisement in their books carefully
- Help students if there is any new works Individual
work
While writing
18’
Task 1:
- Ask one S to read aloud the request of task - Ask students to work in pairs and task
- Walk around to observe students’ activities and help them if necessary
- Call some pairs to give their answers
- Give corrections if necessary and remarks
Possible answers:
(8)- Type of job: tour guide
- Level of education needed: high school diploma
- Work experience: experience as tour guide, fluent in English
- Characters and interests: Good manner, willing to work hard for long hours
17’ Task 2:
- Ask one S to read aloud the request of task
- Ask all students to write a letter applying for the job mentioned in the advertisement in task
- T may call or 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
Ex: Chau Hanh Village, Quy Chau District, Nghe An Province Hanoi Vinatour 250 Nguyen Du Str, 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 qualification 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 and 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 Van Nam
Individual work
After writing
8
- Ask all students to look at the board and correct their friend’s writings - Give T’s own comments and corrections
Pair/class work Homework
2’ More practice the main topics at home. - Prepare the section E (The Language Focus part of Unit 5). Whole class
Preparing date: Mon, November, 9th 2009 Teaching date: 10th
(9)Unit 6: future jobs
Lesson E – Language Focus I Aim
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
II Teaching aids: textbooks, board, chalks
III.Procedure:
Stages T’s activities Sts’ activities
Pronunciation 10’
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.Practice 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 to practice more at home
Individual/ Pair work
Grammar & Vocabulary
26’
Exercise 1:
-Ask students to read the request of task carefully and 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
Suggested answers:
1.whom which Whoever which which 6.who 7.whose 8.who 9.which 10.whom
Exercise 2:
-Ask students to read the request of task carefully and 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
(10)Suggested answers:
1 I read a book written by a friend of mine
2.A man carrying a lot of money in a box got on the bus In the street there were several people waiting for the shop to open
Britain imports many cars which/that were made in Japan There are a lot of people in your office waiting to talk to you
6 The cowboy wounded by an arrow fell off his horse Most of the people injured in the crash recovered quickly John, wishing he hadn’t come to the party, looked anxiously at his watch……
Further Practice
7’
- Ask pls to make sentences using who, whoever, whose, whom or which then read out their sentences
EX: I know a boy who broke your glasses yesterday
Individual work
Homework
2’
- Ask pls to revise the main poits and prepare Test
yourself B Whole class