LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 11 Period: 30

UNIT 6: FUTURE JOBS Lesson: READING
I. Aims
1. Language contents
- Vocabulary: advice, advise, impress, make an effort to do s.t, admit, admission, willing, sense of responsibility …
2. Knowledge: By the end of the lesson, students will be able to know some experiences for future job interview.
3. Skills: Main skill: Reading. + Sub skills: Speaking, Listening, Writing.
4. Attitude: Students will be educated to behave properly in a job interview.
5. Abilities: By the end of the lesson, students will be able to:
- develop scanning and skimming reading skills.
- talk about the most useful advice before and during the interview.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, handouts …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER'S ACTIVITIES STUDENTS' ACTIVITIES
1. Pre-reading (14’) * Game:
Act. 1 - Show a famous clip: “Gangnam Style”, ask Ss the following * Ind.:  EA:
Qs: + PSY.
+ Who is he? + Singer & dancer.
+ What’s his job? +…
+ Would you like to be a famous singer and dancer like * TW: 6 teams.
him? EA: waitress, mechanic, dentist, teacher, farmer, singer,
- Show 14 pictures, ask Ss to work in groups of 6, look at them police officer, artist, astronaut, tourist guide…
and write a job of a person in each picture in 10 seconds. The
winner is the group with more correct answers.
- Give feedback.
* GW: Groups of four.
Act. 2 * Before you read: (p. 62)  EA:
- Ask Ss to work in groups of four to tick the factors (p. 62) that  giving clear, honest answers  having good sense of humor
they think would help them succeed in a job interview.  feeling self-confident
- Give feedback.
 - Take notes.
Act. 3 * Pre-teach vocab.:  advice (n)  give sb some pieces of advice
 interview (n) interviewer (n) advise sb to do sth (v)
interviewee (n) / candidate (n)  impress sb (v)  impression (n)
 call for an interview/ prepare for an interview  make/ create a good impression on sb
Eg: He has an interview next week for the manager’s job.  make an effort to do sth
 vacancy (n): a job that is available for sb to do  admit (v)  admission (n)
 keenness (n) ≈ special interest  be willing to do sth
 résumé (n) ≈ curriculum vitae (CV): a written record of  sense of responsibility  have good sense of responsibility
your education & the jobs you have done, that you send
when you’re applying for a job
 jot sth <-> down (phr. v): to write sth quickly - Practice pronouncing the above new words.
 concentrate (v) ~ (on sth/on doing sth): to give all your - Listen to the definitions of the above words & say which word
attention to sth and not think about anything else it is.

- Ask Ss to practice pronouncing the above new words.

- Say the definition of the above words & ask Ss say which
word it is. (Task 1, p. 64)
* Ind.
Act. 4
* Task 2: True or False Prediction (p. 64, 65)
- Ask Ss to read through the statements then guess whether they
are True or False.
- Give feedback.
2. While-reading
(20’)
Act. 5 * Task 2: True or False (p. 64, 65) * Ind.  PW:
- Ask Ss to read through the statements then check their
prediction.  EA: 1.F 2.T 3.F 4.T 5.T 6.F 7.F 8.T
- Give feedback.

Act. 6 * Questions & Answers: * PW: EA:

- Ask Ss to answer 3 Qs:
1. What should you bring with you to the interview?
2. What should you concentrate on during the interview?
What for?
3. Why should you think about the interviewer’s comments
if you do not get the job?
1. Our school certificates and letters of recommendation from
our teachers or our previous employers.
2. We should concentrate on what the interviewer is saying to
be able to answer all the questions he asks.
3. Because they may help us prepare better when we’re called
for the next job interview.
 3. Post-reading (10’) * Discussion: * PW: Discuss and write down the answer.
Act. 7 - Ask Ss to close their books and answer the Q: What should  EA:
you do before and during and after the interview? Why? Before:
 Find out the information about the job and the vacancy.
Before During After  Send a letter of application and your résumés to the company.
 ………………  ………………  …………  Bring with you your school certificates and letters of
 ………………  ………………  ………… recommendation.
 Jot down your qualifications and experience…
 Prepare for the questions that may be asked during the
- Give feedback. interview.
 Make sure you know where the interview is & how to get
there.
 Be on time or a few minutes early.
 Dress neatly and formally.
During:
 Concentrate on what the interviewer is saying.
 Try to answer all the interviewer’s questions.
 Be clear, polite, and honest.
 Admit what you don’t know and stress that you are willing to
learn about that.
 Show your best side, keenness, and responsibility.
* Game: Kicking the ball  Say goodbye to the interviewer before leaving.
- Kick the ball to make it run around. The ball will stop at a After:
Act. 8 number of one S who has to give 1 information about what they + Think about the interviewer’s comments if you do not get the
should do before and during and after the interview. He/ She job.
will get 1 good mark for the correct answer and 1 bad mark for
the incorrect one. * Ind.: Play the game to give information about what they should
- Gives comments. do before and during and after the interview.

4. Homework (1') - Ask S to: - Take notes.

+ learn by heart all key words.
+ complete the table about what they should do before and
during and after the interview.
Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 11 Period: 31

UNIT 6: FUTURE JOBS Lesson: SPEAKING

I. Aims
1. Language contents
- Vocabulary: teacher, doctor, vacancy, vacant, join, keenness, interviewer …
- Grammar: Relative clauses
2. Knowledge: By the end of the lesson, students will be able to:
- know how to give opinions about different jobs.
- know the vocabulary and structures to talk about different jobs and what jobs they may choose for themselves in the future.
3. Skills: Main skill: Speaking. + Sub skills: Reading, Listening, Writing.
4. Attitude: Students will be prepared for a future career.
5. Abilities: By the end of the lesson, students will be able to:
- develop their speaking skill by giving opinions about different jobs.
- talk about different jobs and what jobs they may choose for themselves in the future.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, handouts …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson

STAGES/ TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES

1. Pre-speaking (15’) * Game: Cross Word (Sub-board) * TW: Work in two teams.
Act. 1 - Ask Ss to guess the words by giving the following clues:  EA:
a. A job that is available 1 V A C A N C Y
b. The word means “special interest” 2 K E E N N E S S
c. The word means “take part in”
3 J O I N
d. The antonym of “formal”
e. The antonym of “interesting” 4 I N F O R M A L
f. A person who makes an interview 5 B O R I N G
- Give feedback. 6 I N T E R V I E W E R
- Ask Ss to rearrange key letters into the key words.
 Key word: A JOB CENTER
 * Task 1: Matching (p. 66)
Act. 2 - Ask Ss to match a job in A with at least 2 descriptions in B. * PW:  EA:
- Give feedback.  A doctor: take care of sick people / help save people’s lives
 A farmer: construct irrigation system / apply new farming
techniques.
 A tourist guide: find good and safe hotels for customers /
take people to place of interest.
 A writer: tell stories through pictures / create imaginary
characters and events.
2. While-speaking
(15’) * Task 1: Giving Definition (p. 66) * PW:
Act. 1 - Ask Ss to talk about the above jobs, using the following  EA:
structure:  A teacher is the one who has to change teaching and learning
“A ____ is a person who + Vs___ .” methods and / or carries out education reform
 A doctor is the one who takes care of sick people and helps
Eg: A doctor is a person who takes care of injured and sick save people’s lives
people.  A farmer is the one who constructs irrigation system and
- Give comments. applies new farming techniques.
 A tourist guide is the one who finds good and safe hotels for
customers and takes people to place of interest.
 A writer is the one who tells stories through pictures and
creates imaginary characters and events.
Act. 2 * Task 2: Discussion (p. 66)
* PW:  Possible discussion:
- Ask Ss to discuss which of the jobs in column A they would /
 S1: Do you like to be a journalist?
would not like to do and explain the reason why / why not,
using the cues in column B and follow the example.  S2: Yes, I would like to work as a journalist.
- Give comments.  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.

3. Post-speaking * Task 3: Free Talk (p. 67) * GW:

(13’) - Ask Ss to talk in groups about a job they may do after - Discuss a job they may do after finishing school.
finishing school, using the following cues:
 Where you will work
  Who you will work with
 The salary you may get paid
 The working condition
- Ask representatives from groups of Ss to present their talks in
front of the class.
- Give comments.

4. Homework (2’) - Ask Ss to write a short passage about a job they would like to - Take notes.
do after finishing school.
Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 11 Period: 32

UNIT 6: FUTURE JOBS Lesson: LISTENING
I. Aims
1. Language contents
- Vocabulary: Workforce, service, category, manufacturing, economy, goods, retail, job market …
2. Knowledge: By the end of the lesson, students will be able to have information in detail about some information about some jobs in the US.
3. Skills: Main skill: Listening + Sub skills: Speaking, Reading, Writing.
4. Attitude: Students will be oriented and prepared for their future job.
5. Abilities: By the end of the lesson, students will be able to:
- understand the content of the listening and do the tasks correctly.
- develop and improve their listening skills (listening for specific information and for gist)
- summarize the listening passage.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, audio file…
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Pre-listening (7’)
Act. 1 * Game: * GW: Work in 6 groups.
- Ask Ss to listen to the song “She wants to be an engineer” once  EA: engineer, sailor, nurse, English teacher, lawyer
and write down all the jobs they can hear.
- Give feedback.

Act. 2 * Discussion: * GW:

-Ask Ss to look at jobs in their books, then discuss answer the Q:  EA: accountant and teacher
Which is the most popular job in Vietnam?
- Give feedback.
 Act. 3 * Pre-teach vocab.: - Take notes.
 workforce (n): lực lượng lao động
 service (n):
 category (n): loại, hạng
 manufacturing (n)
 economy (n)
 goods (n):
 retail (n): bán lẻ ≠ wholesale (n): bán buôn
- Practice pronouncing the above new words.
 job market
- Ask Ss to practice pronouncing the above new words.
2. While-listening
(20’) * Task 1: Gap Filling (p. 67) * Ind.  PW:  EA:
Act. 1 - Ask Ss to listen to the passage and fill in the missing words in 1. jobs 4. finance
the boxes. 2. service 5. services
- Give feedback. 3. transportation
* Ind.  PW:  EA:
Act. 2 * Task 2: True / False (p. 68) 1 2 3 4 5
- Ask Ss to listen to the passage again and decide whether the T F T F F
statements (p. 68) are true or false.
- Give feedback.

3. Post-listening (8’) * Summary: * GW: Discuss the questions.

- Ask Ss to summarize the passage, using the information in Task
1 and Task 2.
- Ask Ss to present their summary. - Present their summary.
- Give comments.

4. Homework (2’) - Ask Ss to answer the question: - Take notes.

“Do you know anything about the workforce in Viet Nam?”
Teaching reflection
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 LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 12 Period: 33

UNIT 6: FUTURE JOBS Lesson: WRITING
I. Aims
1. Language contents
- Vocabulary: invitation, complaint, confirmation / acceptance, confusing, job application, diploma, tour guide …
2. Knowledge: By the end of the lesson, students will be able to know how to a formal letter of job application.
3. Skills: Main skill: Writing + Sub skills: Speaking, Reading, Listening.
4. Attitude: Students will be educated in how to write a formal letter of job application effectively.
5. Abilities: By the end of the lesson, students will be able to write a formal letter of job application.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, …
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering …
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Pre-writing (10’) * Brainstorming:
Act. 1 - Ask Ss to brainstorm the topic “kinds of letters”. * Ind.:
- Give feedback.  EA: invitation, complaint, confirmation / acceptance,
confusing, job application…

- Ask: “You are going to apply for the job mentioned in an

advertisement. What kind of letter do you write?”  EA: Letter of job application.
- Introduce the new lesson.
* PW:  EA:
Act. 2 * Task 1: (p. 68)  Type of job: tour guide
- Ask Ss to read the advertisement (p. 68) and fill in the note.  Level of education needed: high school diploma
- Give feedback.  Work experience: experience as a tour guide, fluent in
English
 Characters and interests: good manner, willing to work hard
 Act. 3 * Reviewing Letters’ Form:  Your name, address and date of writing
- Help Ss to draw out the form of the letter of job application by  Name and address of the company
asking the following Qs:  Greeting
1. How many parts are there in a letter of job application?  Introduction: say where you saw the advertisement
2. What should we write in each part?..... and why you are writing the letter of application
- Give feedback.  Body: mention your education, qualification and work
experience
 Conclusion: express your willingness / interests to
work for the company and when you are available for
interview
 Closing
for long hours.
* Ind.:  EA

2. While-writing (15’) * Task 2: Writing a letter of job application:

- Ask Ss to use the suggested form to write a letter to Vinatour * Ind.  PW:
to apply for a job as a tour guide mentioned in the above  EA: (on the next page)
advertisement.
- Ask some Ss to write their letter on the board for correction.
3. Post-writing (18’)
Act. 1 * Peer-correction: * PW:
- Ask Ss to exchange their letter and correct each other. - Correct main mistakes and errors.
- Correct the mistakes and errors.

Act. 2 * Role-play: * PW:

- Ask Ss to work in pairs, one is a student and the other is an - One is a student and the other is an adviser. The adviser will
adviser. The adviser will give the student tips to write a good give the student tips to write a good letter of request.
 letter of request. - Report their conversations to the class.
- Ask some Ss to report their conversations to the class.
- Give comment and feedback.

4. Homework (2’) - Ask Ss to complete their writing and prepare the next lesson. - Take notes.
Teaching reflection
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LESSON PLAN ENGLISH 12

Date of preparing: 5.9.2018 Week: 12 Period: 34

UNIT 6: FUTURE JOBS Lesson: LANGUAGE FOCUS

Lo A51 Khu quy hoach Bach Dang

Ngo Quyen, Nha Trang, Khanh Hoa

10 September, 2008
Nha Trang Vinatour
250 Tran Phu st.
Nha Trang – Khanh Hoa

Dear Sir or Madam,

I saw your advertisement in the local newspaper and I would like to apply for the post of experienced
English, speaking local guide to accompany foreign visitors on trips throughout Vietnam.
I think I meet all of the qualifications that you specify. I had high school diploma two years ago and
attended an evening training course on tourism at Ho Chi Minh University. I have taken some groups
of foreign tourists to visit places in our city so I have basic knowledge of our local cultures, history
and geography.
I speak English fluently. In addition, I’m a friendly person and I can get on well with other people. I’m
willing to work hard and work far from home.
I would be able available for work any time. Enclosed is a copy of my resume. Please contact me if you
require any further information.
 I. Aims
1. Language contents
- Pronunciation: Weak / Strong forms of some conjunctions and prepositions.
- Grammar: Relative Clauses.
2. Knowledge: By the end of the lesson, students will be able to:
- know how to recognize and pronounce Weak / Strong forms of some conjunctions and prepositions.
- know how to use Relative Clauses correctly.
3. Skills: Main skills: Speaking, Writing, Reading, Listening.
4. Attitude: Students will be aware of the importance of Weak / Strong forms of some conjunctions and prepositions in communication.
5. Abilities: By the end of the lesson, students will be able to pronounce stress in more-than-three-syllable words and use Relative Clauses
correctly.
II. Teacher and students’ preparations
- Teacher: lesson plan, handouts, textbook, audio file…
- Students: textbooks, notebooks, pens…
III. Techniques: Pair work, group work, asking-answering, crossword…
IV. Procedures
1. Organizations
2. New lesson
STAGES/TIMING TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES
1. Pronunciation * Game: * TW: Play the game in 6 teams.
(12’) - Give Ss some letters (B, T, A, D, U, F, N, O, R, M) and ask Ss to  EA: but, and, at, for, of, to, from
Act. 1 rearrange them into conjunctions and prepositions they’ve learnt.
- Give feedback and introduce the new lesson.

 Presentation: - Ask Ss to pronounce the above words, and then

Act. 2 pronounce them in some phrases / sentences to recognize when - Take notes.
they’re pronounced weakly or strongly.
Eg: black and white; a bottle of beer; She wants to stay at
home.

* Ind.  PW: Listen and practice pronouncing t10 sentences

Act. 3  Practice: - Play the tape and ask Ss to practice 10 sentences (p. (p. 70), pay attention to weak / strong forms of some
70), pay attention to weak / strong forms of some conjunctions and conjunctions and prepositions.
prepositions.
2. Grammar (29’)  Presentation : RELATIVE CLAUSE (sub-board) * Ind.: Relative Pronouns and Relative Clause in each
Act. 1 - Give Ss 2 examples and ask Ss to find out Relative Pronouns and sentence.
Relative Clause in each sentence.
1. My sister, whom you once met, is visiting us next week.  EA:
2. The movie which we saw last night wasn’t very good. 1. My sister, WHOM you once met, is visiting us next week.
- Give Ss a brief revision of Relative Pronouns & Relative Clause. 2. The movie WHICH we saw last night wasn’t very good.
- Take notes.
Noun for Person Noun for Things
Subject WHO WHICH
THAT
Object WHO(M) WHICH
Possession WHOSE WHOSE
Note: THAT is never behind the comma (,). * GW:  EA:
- Ask Ss combine the following sentences in 2 ways (using 1.  Look at the man who is teaching in the classroom.
Relative Clause and its Reduced Form).  Look at the man teaching in the classroom.
1. Look at the man. He is teaching in the classroom. 2.  I read the book which was written by a friend of
2. I read the book. It was written by a friend of mine. mine.
 I read the book written by a friend of mine.
 Practice 1: * Exercise 1 (p. 70)
Act. 2 - Give feedback. * Ind.  PW:  EA:
1. Whom 5. which 8. who
2. which 6. who 9. which
3. Whoever 7. whose 10. whom
4. which
 Practice 2: Exercise 2 (p. 70, 71) - Give feedback.
Act. 3 * GW:  EA:
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.
3. In the street there were several people waiting for the shop
to open.
4. Britain imports many cars which/that were made in Japan
5. 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.
7. Most of the people injured in the crash recovered quickly.
8. John, wishing he hadn’t come to the party, looked
anxiously at his watch.
9. The children playing football in the schoolyard were my
  Game: Noughts and Crosses students.
Act. 4 - Divide the class into 2 groups: A and B; each group choose the 10. Vietnam exports a lot of rice grown mainly in the south of
number and make one sentences with Relative Clause. The team the country.
giving right answer will get (o) / (x). Which team has 3 noughts /
crosses on the line will be the winner. * GW: Play the game.

3. Homework (1’) - Ask Ss to make 5 sentences with Relative Clause and prepare - Take notes.
Test Yourself B.

Teaching reflection
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