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

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Nội dung Text: UNIT 6: FUTURE JOBS (from period 28 to 33)

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 Students’ answers may vary 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 Whole class and individual work following words and then T reads these words and Ss repeat. (handout) WHILE YOU READ: Task 1: Whole class  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 Work in groups - 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. Take notes Task 2:  T asks each student to skim the passage so as to find answer of task 2 Work individually - 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: Take notes - What pieces of advice given in the passage do you find most useful and least useful? - Why?
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.) ['kæʒjuəl] = informal: bình thöôøng -> casual clothes: quaàn aùo bình thöôøng 2. honest (adj.) ['ɔnist]: thaønh thöïc, thaät thaø 3. nervous (adj.) ['nə:vəs]: noùng naûy, hoaûng sôï, lo laéng boàn choàn 4. humour (n) ['hju:mə]: haøi höôùc, hoùm hænh 5. stressful (adj.) ['stresfl]: gaây caêng thaúng 6. pressure (n) ['pre∫ə(r)]: söùc eùp, aùp löïc 7. impression (n) [im'pre∫n]: aán töôïng 8. vacancy (n) ['veikənsi]: moät vò trí hay moät chöùc vuï coøn troáng 9. a letter of application [,æpli'kei∫n]: thö xin vieäc 10. reùsumeùs (n) [ri'zju:m] = curriculum vitae: sô yeáu lyù lòch 11. candidate (n) ['kændidit]: ngöôøi xin vieäc, ngöôøi öùng cöû 12. certificate (n): giaáy chöùng nhaän, baèng caáp , chöùng chæ 13. recommendation (n) [,rekəmen'dei∫n]: söï giôùi thieäu 14. to jot down (exp.) = to make a quick written not of: ghi laïi toùm taét 15. qualification (n) [,kwɔlifi'kei∫n]: phaåm chaát, naêng löïc 16. technical (adj) ['teknikl]: thuoäc kó thuaät, chuyeân moân 17. aspect (n) ['æspekt]: khía caïnh, veû beà ngoaøi, maët 18. to dress (v) [dres]: maëc, aên maëc 19. keenness (n) ['ki:nnis]: söï ñam meâ, tính saéc saûo 20. comment (n) ['kɔment]: lôøi bình luaän, lôøi pheâ 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: Students’ answers may vary - What is your mother’s job? - What is it? - What about your father? BEFORE YOU SPEAK:  T gives vocabulary and useful expressions : Whole class * Vocabulary: 1. tourist guide ['tuərist gaid]: höôùng daãn vieân du lòch 2. to take care (exp.): chaêm soùc 3. character (n) ['kæriktə]: nhaân vaät 4. construct (v) [kən'strʌkt]: laøm xaây döïng 5. irrigation (n) [,iri'gei∫n]: söï töôùi nöôùc 6. technique (n) [tek'ni:k]: kyõ thuaät, kyõ xaûo
7. pilot (n) ['pailət]: phi coâng 8. receptionist (n) [ri'sep∫ənist]: ngöôøi tieáp taân, tieáp vieân 9. computer programmer 'prougræmə]: laäp trình vieân vi tính WHILE YOU SPEAK: Task 1:  T asks Ss to work in pairs task 1. Ss should match Work in pairs 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. Take notes Task 2:  T asks Ss to work in pairs task 2. Ss ask and answer which of the jobs they would/would not Work in pairs 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 pract ice Take notes responding about a job they may do after you finish school (handout). - T goes around to control and give help if necessary. Work in pairs - 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? Take notes - Why (not)? 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 o r 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 Ss answer the questions individually makes some questions below: - Which is the most popular job in your town? The most popular jobs in your town - seller - teacher - worker - doctor - farmer - computer programmer BEFORE YOU LISTEN:  T asks Ss to give the Vietnamese equivalents to Listen and repeat the following words and then T reads these words and Ss repeat.  Listen and repeat:
1. workforce (n) ['wə:k'fɔ:s]: löïc löôïng lao ñoäng 2. manufacturing (n) [mænju'fækt∫əriη]: söï saûn xuaát, cheá taïo 3. retail (n) ['ri:teil]: söï baùn leû 4. service (n/v) ['sə:vis]: dòch vuï, phuïc vuï 5. economy (n) [i:'kɔnəmi]: kinh teá 6. wholesale (n) ['houlseil]: söï baùn sæ 7. category (n) 'kætigəri]: haïng, loaïi 8. goods (n) [gudz]: haøng hoaù, saûn phaåm 9. job market ['mɑ:kit]: thò tröôøng coâng vieäc * Vocabulary: 1. sector (n) ['sektə]: boä phaän, khu vöïc, lónh vöïc 2. predication (n) [,predi'kei∫n]: söï tieân ñoùan 3. shift (n) [∫ift]: ca laøm vieäc 4. transportation (n) [,trænspɔ:'tei∫n]: söï vaän chuyeån 5. finance (n) ['fainæns; fi'næns]: taøi chính 6. medicine (n) ['medsn; 'medisn]: thuoác, y hoïc WHILE YOU LISTEN:  Task 1: Fill in the missing words  T asks Ss to listen individually to the passage of Individual work the recent changes in the US job market and then fill in the missing words. - Play the tape twice. Listen the tape - Call on some Ss to give the answers Take notes - Give correct answers if necessary.  Task 2: gap – filling  T asks Ss to re-listen individually to the passage Individual work then Ss give whether Statements are True (T) or False (F) - Play the tape twice. Listen to the tape - Call on some Ss to give the answers - Give correct answers if necessary. Take notes AFTER YOU LISTEN:  T asks Ss to work in pairs by asking and Work in pairs 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 Ss work in groups 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. 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 Give questions, if necessary. previous lesson 5 (handout 1 and 2) BEFORE YOU WRITE:  T gives some structures and vocabulary related to Whole class Task 1 and 2: 1. travel company: coâng ty du lòch 2. local guide: höôùng daãn vieân ñòa phöông 3. diploma: baèng toát nghieäp 4. manner: öùng xöû 5. fluent (adj): löu loaùt 6. contact (v): lieân heä 7. character (n): tính caùch 8. willingness (n): söï saün saøng 9. manage (v): quaûn lyù 10. accompany (v): höùông daãn WHILE YOU WRITE: Task 1:  T asks Ss to work in pairs to read the Work in pairs advertisement and fill in the notes - T goes around to help if necessary. - T calls on each pair to display the key Give keys - T feedbacks and explains more Take notes Task 2:
 T divides the class into 4 group and asks Ss to Work in groups 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 Give keys blackboard to give answers - T feedbacks and explains more Take notes AFTER YOU WRITE: T summarizes the content of the writing  T gives comments and assigns homework:  Homework: - Do some more exercises given * Handout 1: * Review: Caùch viết một laù thö The Way Of Writing A Friendly Letter 1. Heading (Coù theå ghi hoï teân ngöôøi vieát) Soá nhaø, teân ñöôøng phoá, Teân Thaønh phoá hay tænh, Teân nöôùc. Ngaøy …….thaùng …..naêm 2. Greeting Dear (+ first name/ Mr., Mrs., Miss, Mss + last name/position: Dr. + last name), Ñaây laø thoâng tin caàn trao ñoåi giöõa ngöôøi vieát vaø ngöôøi ñoïc. Phaàn 3. Body naøy neân vieát ngaén goïn, chính xaùc vaø deã ñoïc (hieåu). Traùnh röôøm raø. Gioïng vaên caàn vui veû töï nhieân vaø thaønh thaät. Chuù yù chöõ ñaàu moãi ñoaïn phaûi vieát luøi vaøo moät chuùt vaø khi xuoáng haøng neân vieát dôøi ra baèng vôùi töø “Dear”. Ñoïan vaên khaùc tieáp theo ta cuõng vieát nhö ñoïan tröùôc nhöng neân caùch xuoáng moät haøng cho ñeïp hình thöùc. 4. Closing Khi keát thuùc noäi dung thö: tuøy theo töøng muïc ñích vieát thö (thö môøi, thö caûm ôn, ….) maø caàn neân choïn noäi dung thö cho phuø hôïp. Nhôù laø sau lôøi chaøo (greeting) vaø keát thö (closing) luoân luoân coù daáu phaåy (,) . Coøn phaàn taùi buùt muoán ghi theâm thì cuõng gioáng nhö ñoïan vaên trong thö nhöng cuõng phaûi kyù teân theâm moät laàn nöõa. 5. Signature Your friend, Mary P.S.: Laø phaàn taùi buùt ghi phía döôùi chöõ kyù vaø kyù teân theâm moät laàn nöõa.
* Handout 2: a letter of request in the previous lesson 5 1. Heading 2. Greeting Dear Sir or Madam, I am a Vietnamese student. I have just finished grade 10, the first grade of upper 3. Body 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 requirement s 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. 4. Closing 5. Signature ----------------------------- ---------- P.S.: * Handout 3: Ñaët caùc yeâu caàu trong Task 2 vaøo hình thöùc sau 1. Heading 2. Greeting Dear (Introduction) ------------------------------------------------------------------------------- 3. Body ---------------------------------------------------------------------------------------------------- - ---------------------------------------------------------------------------------------------------- - ----------------------------------------------------------------------------------------------------- ---
(Request)------------------------------------------------------------------------------------ ----------------------------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- - ---------------------------------------- (Further information)--------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- - ---------------------------------------------------------------------------------------------------- - -------------------------------------------------- 4. Closing (conclusion) -------------------------------------------------------------------------------- ---------------------------------------------------------------------------------------------------- - ----------------------------------------------------------------------------------------------------- ---------------------------- 5. Signature ----------------------------- ---------- P.S.: * Handout 3: Introduction Say where you saw the advertisement 1. Where did you see the advertisement? and why you are writing the letter of 2. Why are you writing the letter of application application? Request Mention your education, work * Education: experience and your character/interests 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 12. Would you like to work for them? company and when you are available for 13. What do you think if you have a interview. 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 Ss work in individually and whole class conjunction and prepositions; and then asks Ss to find out each kind (handout 1) - T corrects mistakes if necessary - play the tape Ss listen to the tape and pay attention to the - T explains the ways of them. two-syllable words  T asks Ss to listen the tape and then listen and Ss listen the tape and then repeat the repeat “Practise reading these sentences in the practices in the book .after the teacher. 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 Listen and take notes Relative clause. (handout 3)  Give some new vocabulary and expressions: Whole class 1. to blame (v): ñoå loãi 2. to turn off (exp.): taét 3. for (n): söông muø 4. to descend (v): 5. to import (v) # export: nhaäp khaåu 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): vuï va chaïm 13. anxiously (adv): lo laéng Exercise 1:  T gives some relevant examples to Exercise 1 and Work in groups makes some questions to Ss about the learned Exercise 1: Relative clauses. 1. whom - T divides the class into 10 groups to find out 2. which 3. whoever keys - Go around and help Ss if necessary 4. which - Call on a representative of each group to 5. which 6. who blackboard to give keys - Feedback and explain more 7. whose 8. who 9. which 10. whom
Exercise 2:  T gives some relevant examples to Exercise 2 and Work in groups makes some questions to Ss about the learned Exercise 2: reported speech. 1. I read a book that was written by a friend - T divides the class into 10 group to find out of mine = I read a book written by a friend of mine keys - Go around and help Ss if necessary 2. A man who was carrying a lot of money - Call on a representative of each group to in a box got on the bus = A man carrying a lot of money in a box blackboard to give keys - Feedback and explain more got on the bus 3. In the street there were several people were waiting for the shop to open = In the street there were several people waiting for the shop to open  T gives comments and assigns homework: Homework: - prepare for Unit 7 – A. Reading * Handout 1: Conjunctions Prepositions Strong form Weak form Strong form Weak form [ənd, ən] [ət] [ænd] [æt] And At [bʌt] [bət] [fɔ] [fə] But For [ɔv] [əv] Of [tu, tə] [tu:] To [frɔm] [frəm] from * Handout 2 Conjunctions Prepositions Strong form Weak form Strong form Weak form 1 2 3 4 5 6 7 8 9 10 * Handout 3 Danh töø ñöùnt tröôùc Chuû ngöõ Taân ngöõ Sôû höõu Ngöôøi Who Who(m) Whose That (ngöôøi k xaùc ñònh) Vaät Which Whose/of which That (vaät k xaùc ñònh) Thôøi gian When Nôi choán Where Lyù do Why * Caùc tröôøng hôïp phaûi chuù yù:
1. Defining Relative clauses (Meänh ñeà giôùi haïn = Meänh ñeà xaùc ñònh): - Danh töø ñöùng tröôùc khoâng xaùc ñònh ( khoâng roõ nghóa) neân khoâng ñöôïc löôïc boû R.clause Ex.: a. I met someone who said he knew you (who = that) b. I met someone who you said to me. - R.pronoun laøm tuùc töø coù theå löôïc boû b. I met someone you said to me 2. Non-defining Relative clauses (Meänh ñeà khoâng giôùi haïn = Meänh ñeà khoâng xaùc ñònh) - Danh töø ñöùng tröôùc xaùc ñònh (roõ nghóa) neân coù theå löôïc boû. Ex.: a. I met Mr. Smith, who said he knew you (that khoâng thay cho who) b. I met Mr. Smith, who you said to me - R.pronoun laø tuùc töø khoâng löôïc boû b. I met Mr. Smith, who you said to me 3. Caùc tröôøng hôïp phaûi vaø khoâng ñöôïc duøng that a. Phaûi duøng that - Danh töø ñöùng tröôùc hoãn hôïp (ngöôøi vaø vaät) (mixed antecedent) Ex: We can see a lot of people and cattle that are going to the field - Danh töø ñöùng tröôùc coù so saùnh nhaát cuûa tính töø vaø soá thöù töï (the first, the second, the last, the only…) Ex.: Paris is the finest city that I have ever seen - Danh töø ñöùng tröôùc khoâng coøn maø laø ña ïi töø baát ñònh: every/any/no/some (one/body/thing/where…), all… Ex.: Answer all the questions that I asked - Sau It is …/It was… Ex.: It was he that killed the lion b. Khoâng ñöôïc duøng that - non-defining relative clause hay extra-information (meänh ñeà thoâng tin phuï) vì ñöôïc môû ñaàu (keát thuùc) baèng daáu phaåy neân that khoâng ñöùng sau daáu phaåy. Ex.: My brother, Jim, who lives in London, is a doctor - That/who khoâng theo sau Preposition Preposition + relative pronoun Danh töø ñöùnt tröôùc Chuû ngöõ Taân ngöõ Sôû höõu Ngöôøi Pre + Who(m) Vaät Pre + Which Whose/of which Thôøi gian When …+pre = pre + which Nôi choán Where… + pre = pre + which Lyù do Why… + pre = pre + which