TA12 - Unit 5

NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM
CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

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School:
Teacher’s name:
Class:
LESSON PLAN
(Based on Official Letter No. 5512/BGDĐT-GDTrH dated December 18, 2020 of the MOET)
UNIT 5: THE WORLD OF WORK

Lesson 1: Getting started – Our parents’ job!
I. OBJECTIVES
By the end of this lesson, Ss will be able to:
1. Knowledge
- Get an overview of the topic The world of work
- Use vocabulary related to work
2. Competences
- Develop communication skills and creativity
- Be collaborative and supportive in pair work and teamwork
3. Personal qualities
- Be proud and respectful of parent’s job
- Be aware of different jobs in the future
- Actively join in class activities
II. MATERIALS
- Grade 12 textbook, Unit 5, Getting Started
- Computer connected to the Internet
- Projector / TV
- hoclieu.vn
Language analysis
Vietnamese
Form Pronunciation Meaning
equivalent
a period of time worked by a
1. shift (n) /ʃɪft/ group of workers who start work ca làm việc
as another group finishes
2. nine-to-five a typical full-time work schedule
/naɪn tə faɪv/ giờ hành chính
(adj) from 9:00 a.m. to 5:00 p.m.
the values, customs, and practices
bước chân; truyền
3. footstep (n) /ˈfʊtstep/ that have been passed down from
thống gia đình
parents to children over time
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a person whose job is to keep or

4. accountant (n) /əˈkaʊntənt/ kế toán
check financial accounts
Assumption
Anticipated difficulties Solutions
Students may lack knowledge and experience - Encourage students to work in groups so that
about the topic. they can help each other.
- Give short, clear instructions and help if
necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To introduce the topic of the unit.
- To set the context for the listening and reading part.
b. Content:
- Watching a video
c. Expected outcomes:
- Students can understand what children say in the video and guess the topic of the unit.
d. Organisation:
TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Watching a video - Students watch a video and Questions:
- Teacher plays a video and asks Ss answer the question What are they talking
to watch and answer the question. about?
Link: Suggested answer:
https://www.youtube.com/watch? Their parent’s jobs.
v=8bZbRTh92NM&t=84s
e. Assessment
- T observes and gives feedback.
2. ACTIVITY 1: PRESENTATION (5 mins)

a. Objectives:
- To provide students with new words related to the topic of The world of work.
- To help students be well-prepared for the listening and reading tasks.
b. Content:
- Vocabulary pre-teaching
- Students can identify some vocabulary related to the topic.
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d. Organisation
Vocabulary pre-teaching - Students listen to the teacher’s Vocabulary:
- Teacher introduces the explanation and guess the 1. shift (n): ca làm việc
vocabulary by: words. 2. nine-to-five (adj): giờ
+ showing the pictures illustrating hành chính
the words 3. footstep (n): bước chân;
+ giving explanation truyền thống gia đình
+ asking some elicit questions 4. accountant (n): kế toán
e. Assessment
- Teacher checks students’ pronunciation & understanding and gives feedback.
3. ACTIVITY 2: PRACTICE (25 mins)

a. Objectives:
- To check Ss’ comprehension of the conversation.
- To introduce collocations to describe jobs.
- To help Ss identify simple, compound and complex sentences.
b. Content:
- Task 1: Listen and read. (p.60)
- Task 2: Read the conversation again and put a tick ( ) in the appropriate column. (p.61)
- Task 3: Match the words/ phrases to make phrases mentioned in 1. (p.61)
- Task 4: Complete the sentences with phrases or clauses in the box based on the conversation in 1.
(p.61)
- Students can understand the conversation and know some collocations to describe jobs.
d. Organisation

Task 1: Listen and read. (7 mins)
- Teacher sets the context for the - Students look at the picture Questions:
listening and reading. and answer the questions. 1. Where are Mark and Lan?
- Teacher has Ss look at the - Students listen to the 2. What are they talking about?
picture and elicit the context of recording. Suggested answers:
the conversation by asking some - Ss compare the words and 1. They’re at Lan’s.
questions. phrases with their partner. 2. They’re talking about their
- Teacher plays the recording - Students read the parents’ jobs.
twice for Ss to listen and read conversation aloud.
along. Have Ss underline words
and phrases related to the world
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of work while they are listening

and reading.
- Teacher puts Ss in pairs and
asks them to compare the words
and phrases they have
underlined and discuss their
meaning. Then check
comprehension as a class.
- Call on three Ss to read the
conversation aloud.
Task 2: Read the conversation again and put a tick ( ) in the appropriate column. (7
mins)
- Teacher puts Ss in pairs. Ask - Students work in pairs to do Answer key:
them to read the notes carefully the activity. 1. Lan’s dad
and decide which information - Students share the answers in 2. Mark’s dad
belongs to Lan’s dad, Mark’s front of the class and show 3. Lan’s dad
dad or Lan’s mum. In stronger where they can find them. 4. Lan’s mum
classes, encourage Ss to - Correct the answers if
complete the task without needed.
looking back at the conversation.
- Then have them read the
conversation again and locate
the part of the conversation that
has the information for each of
the questions.
- Teacher has Ss share their
answers with the class.
- Confirm the correct answers.
Task 3: Match the words/ phrases to make phrases mentioned in 1. (6 mins)
- Ask Ss to work independently - Students read the Answer key:
to do the exercise. conversation again and work 1. d
- Check Ss’ understanding of the independently to do the 2. a
individual words in each activity. 3. b
column. - Share the answer with 4. c
- Have Ss read the conversation partners.
quickly again, find these words - Students share and check the
and phrases, and underline them. answers.
Then ask Ss to do the matching.
- Allow Ss to share answers
before discussing them as a
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class.
- T prepares some pieces of
paper with the words/ phrases.
- T has Ss come to the board to
match them.
Task 4: Complete the sentences with phrases or clauses in the box based on the conversation in
1. (5 mins)
- Run through the task. - Answer some eliciting Answer key:
- Have Ss read each sentence questions 1. c
and try to think of the missing - Read the sentence and think 2. a
information to complete the of the information 3. b
sentences. - Some weak Ss can read the 4. d
- In weaker classes, encourage conversation again to find the
Ss to read the conversation again information.
and find the sentences. - Ss share the answers
- Check answers by calling on - Listen to the teacher.
one student to read the
beginning of the sentence and
another student to read the end
of the sentence.
- Remind Ss of types of
sentences learned in the unit
(simple, compound, and
complex sentences). Draw Ss’
attention to these types and tell
Ss that they will revise all these
types in later lessons.
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.
4. ACTIVITY 3: PRODUCTION (5 mins)

a. Objectives:
- To give Ss further practice
b. Content:
- Game: Be a footballer
- Ss can choose the correct answer
d. Organisation
Game: Be a footballer
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- Give instructions. - Listen to the teacher Answer key:

- Show the questions and - Choose the correct answers 1. A
correct the answers. 2. B
3. C
4. B
5. B
e. Assessment
- Teacher checks students’ exercises individually and gives feedback.
5. CONSOLIDATION (5 mins)
a. Wrap-up
- Teacher asks students to talk about what they have learnt in the lesson.
b. Homework
- Learn by heart vocabulary
- Do exercises in the workbook.
- Start preparing for the Project of the unit:
+ Teacher randomly puts Ss in groups of 6 and asks them to make a preparation about common part-
time jobs that can be done by students during summer.
+ Teacher remind Ss that they can make different kinds of presentations for this project. They can
make a poster or PowerPoint presentation for this project.
+ In each of the next lessons, spend a few minutes checking Ss' progress, helping them with any topic-
related or functional language they need, and solving any other problems that may arise with their
projects.
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Board plan
Date of teaching
Unit 5: The world of work
Lesson 1: Getting started - Our parents’ jobs
* Warm-up
* Vocabulary
1. shift (n)
2. nine-to-five (adj)
3. footstep (n)
4. accountant (n)
Task 1: Listen and read.

Task 2: Read and tick.
Task 3: Match.
Task 4: Complete the sentences.
Game: Be a footballer.
*Homework
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Lesson 2: Language
I. OBJECTIVES
1. Knowledge
- Speak with the correct stress of some auxiliary and modal verbs.
- Understand the words and phrases related to work.
- Use simple, compound, and complex sentences correctly.
2. Competences
- Develop communication skills;
- Be collaborative and supportive in pair work and teamwork;
- Actively join in class activities.
- Be aware of different jobs in the future
- Develop self-study skills.
II. MATERIALS
- Grade 12 textbook, Unit 5, Language
- Projector / TV
- hoclieu.vn
Language analysis
- A simple sentence includes ONE independent clause.
Example: My brother didn’t apply for the job.
- A compound sentence includes TWO or MORE independent clauses joined by a coordinating
conjunctive (e.g. and, but, or, nor, yet, so), a correlative conjunction (e.g. not only….but also), or a
conjunctive adverb (e.g. as a result, moreover, in fact, on the other hand)
Example:
My brother didn’t apply for the job, but he was offered an apprenticeship.
Being a nurse is a very tiring job; moreover, you don’t earn a high salary.
- A complex sentence includes ONE (or MORE) independent clause(s) and at least one dependent
clause joined by a subordinating conjunction (e.g. when, while, because, although, if, so that).
Example:
When I was younger, I wanted to become a driver.
Because my brother is often late for work, he is never promoted.
Assumption
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Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of some lexical items.
Students may have underdeveloped listening, - Play the recording many times if necessary.
speaking and co-operating skills. - Encourage students to work in pairs, and in
groups so that they can help each other.
- Provide feedback and help if necessary.
Some students will excessively talk in class. - Define expectations in explicit detail.
- Continue to define expectations in small
chunks (before every activity).
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge of the topic;
- To enhance students’ skills of cooperating with teammates.
b. Content:
- Game: Sentence scramble
- Students can revise simple, compound, and complex sentences.
d. Organisation:

- Have Ss work in groups of 4-6 - Work in groups. Answer key:
- Have Ss put the words/ phrases - Do the task carefully and 1. He manages a team of
into the correct order to make a write on the posters. employees.
meaningful sentence. - Stick the posters on the 2. The project deadline is
- Ask Ss to pay attention to the board. tomorrow, so we must work extra
subject, verbs, and other - Correct. hours to complete it.
complements. 3. I work in an office, and she
- Have Ss write the answer on works from home.
the posters and stick them on the 4. After she finishes
board when finishing. programming, she can assist him
- The group has more correct with the graphic design work.
sentences and be the fastest will
be the winner.
- Correct and declare the winner.
- Lead into the new lesson.
e. Assessment
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- Teacher observes and gives feedback.
2. ACTIVITY 1: PRONUNCIATION (12 mins)

a. Objectives:
- To help Ss recognise and practise the stress of some auxiliary and modal verbs.
b. Content:
- Task 1: Listen and repeat. Pay attention to the stressed words. (p.62)
- Task 2: Listen and underline the stressed auxiliary and modal verbs in the following sentences. Then
practise saying the sentences in pairs. (p.62)
- Students can recognise and practise the stress of some auxiliary and modal verbs.
d. Organisation

Task 1: Listen and repeat. Pay attention to the stressed words. (6 mins)
- Explain the situations in which - Listen to the teacher’s Audio script:
auxiliary and modal verbs are explanation. 1. I don’t like working
stressed. - Listen and repeat. with numbers, but my
- Play the recording and ask Ss to - Pay attention to the stressed brother does.
listen and repeat. Tell them to pay auxiliary and modal verbs 2. I will help you with
attention to the stressed auxiliary - Practise reading the your maths homework if
and modal verbs. Ask Ss to practise sentences in pairs. I can.
reading the sentences aloud in - Practise the sentences in 3. A: You haven’t
pairs. front of the class. submitted your
- Invite some pairs to practise the application for the job
sentences in front of the class. yet.
- Demonstrate the stressed auxiliary B: I have.
and modal verbs again clearly if 4. My brother couldn’t
needed. ride a bike two months
ago, but he can now.
Task 2: Listen and underline the stressed auxiliary and modal verbs in the following
sentences. Then practise saying the sentences in pairs. (6 mins)
- Ask Ss to read the sentences and - Read the sentences and Audio script:
underline auxiliary and modal verbs underline auxiliary and modal 1. I would help you find
that are stressed. verbs that are stressed. a job if I could.
- Play the recording and have Ss - Listen and check. 2. When he started his
check their answers. - Listen and repeat. first job, he wasn't used
- Play the recording again, pause to working in an office,
after each sentence, for Ss to repeat. but he is used to it now.
- If time allowed, have Ss come up 3. A: Are you ready for
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with their own sentences and ask the interview?

them to practise with others. B: Yes. I am.
4. A: Is your father a
teacher?
B: He was, but he’s
retired now.
e. Assessment
- Teacher checks students’ pronunciation and gives feedback.
- Students in class listen and give feedback on their friends’ performance.
3. ACTIVITY 2: VOCABULARY (12 mins)

a. Objectives:
- To introduce words and phrases related to work.
- To help Ss practise using the words and phrases in 1 in meaningful contexts.
b. Content:
- Task 1: Match the words with their meanings. (p. 62)
- Task 2: Complete the sentences with the words in 1. (p. 62)
- Students understand the meaning of words, memorise them, and are able to use them in meaningful
contexts.
d. Organisation
Task 1: Match the words with their meanings. (6 mins)
- Ask Ss to work in pairs. Ask - Work in pairs Answer key:
them to read the words and - Read the words and match 1. c
phrases and match them to their them to their meanings 2. d
meanings. - Give the answers in pairs. 3. b
- Check answers as a class. Call - Correct. 4. e
on one student to read an item 5. a
aloud and another student to
read its meaning.
- Correct.
Task 2: Complete the sentences with the words in 1. (6 mins)
- Have Ss work in pairs. Tell - Students work in pairs, read Answer key:
them to read the sentences the sentences carefully and 1. employ
carefully and decide which word decide which words can be 2. challenging
or phrase in 1 can be used to used. 3. bonus
complete each of the sentences. - Listen to the teacher. 4. relevant
Explain that they should use the - Work in groups to play the 5. rewarding
context clues to decide on the
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word/phrase, e.g. in the first game.

sentence, the gapped word is a - Listen to the instructions.
verb that the company has to do - Ss choose the box and give
to meet the production targets. the answers.
- Check answers as a class by - Students read the complete
playing the game PICK A BOX. sentences.
- Have Ss work in 2 groups to
play the game.
- Give instructions.
- Confirm the correct answers.
Ask Ss to give reasons why they
have chosen the word by
referring to the context clues.
- Ask individual Ss to read the
complete sentences.
e. Assessment
- Teacher’s observation on Ss’ performance.
- Teacher’s feedback and peers’ feedback.
4. ACTIVITY 3: GRAMMAR (13 mins)

a. Objectives:
- To give Ss an opportunity to practise simple, compound, and complex sentences.
- To help Ss practise simple, compound, and complex sentences in a speaking activity.
b. Content:
- Task 1: Combine the following simple sentences, using the words in brackets. (p.63)
- Task 2: Work in pairs. Add more clauses to the following sentences to make compound or complex
sentences. (p.63)
- Students can use simple, compound, and complex sentences correctly in sentences and in speaking
activity.
d. Organisation
Task 1: Combine the following simple sentences, using the words in brackets. (6 mins)
- Tell Ss to read the - Read the explanations in the Answer key:
explanations in the Remember! Remember! box on page 62. 1. Although he left school with
box on page 62. Check - Answer the questions no academic qualifications, he
understanding of the grammar - Listen to the teacher’s found a well-paid job./ He found
point by asking questions about explanation a well-paid job although he left
the number of clauses in the - Combine the simple school with no academic
sentences. sentences by using the words qualifications.
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- Explain the differences among in the bracket. 2. If people learn English well,
the three types of sentences to - Correct they will have a better chance of
make sure Ss understand them. getting a job./ People will have a
- In weaker classes, give more better chance of getting a job if
examples to demonstrate the they learn English well.
grammar points. 3. This job requires not only
- In stronger classes, have Ss good language skills but also
come up with their own communication skills.
example sentences. 4. My dad attended a cooking
- Ask Ss to work in pairs or course so that he can open his
individually to combine the own restaurant.
simple sentences by using the
words in the bracket.
- Check answers as a class and
ask Ss to explain their choices.
Task 2: Work in pairs. Add more clauses to the following sentences to make compound or
complex sentences. (7 mins)
- Have Ss read the instructions - Read the instructions and Suggested answers:
and examples, and make sure examples. - I admire teachers.
they all understand the context - Work in pairs to make + I admire teachers because they
and what they have to do. In compound and complex work hard to educate students,
weaker classes, model a short sentences. and their impact on society is
conversation with a student. - Present their ideas in front invaluable.
- Note that the examples in the of class. + I admire teachers who devote
book are just a few suggestions. their time and energy to shaping
Encourage Ss to come up with young minds, as their passion for
their own ideas to make education can inspire a lifelong
compound and complex love of learning in students.
sentences. - There are jobs that no longer
- Put Ss in pairs and practice exist.
saying the sentences. + There are jobs that no longer
- Invite some Ss to report back exist, but new opportunities have
to the class. emerged in the ever-changing
workforce.
+ There are jobs that no longer
exist because advancements in
technology have rendered them
obsolete, leading workers to
adapt and acquire new skills for
the evolving job market.
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- Some jobs will be done by

robots in the future.
+ Some jobs will be done by
robots in the future, but humans
will still be needed for tasks that
require human interaction and
decision-making.
+ Although robots will take over
certain jobs in the future, humans
will remain indispensable in
occupations that demand
creativity, emotional intelligence,
and complex problem-solving
abilities.
e. Assessment
a. Wrap-up
- T asks Ss to talk about what they have learned in the lesson.
+ Pronunciation: Stressing auxiliary and modal verbs
+ Vocabulary: Work
+ Grammar: Simple, compound, and complex sentences (review and extension)
b. Homework
- Learn by heart some vocabulary related to work.
- Do more exercises about simple, compound, and complex sentences.
- Prepare for the next lesson.
Board plan
Date of teaching
Lesson 2: Language
* Warm-up
Game: Sentence Scramble
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* Pronunciation
- Task 1. Listen and repeat.
- Task 2. Listen and underline the stressed words.
* Vocabulary
- Task 1. Match.
- Task 2. Complete the sentences.
* Grammar
- Task 1. Combine sentences.
- Task 2. Make compound or complex sentences.
* Homework
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Lesson 3: Reading – Job advertisements
I. OBJECTIVES
1. Knowledge
- Develop reading skills for general ideas and for specific information in job advertisements.
2. Competences
- Develop communication skills and creativity;
- Develop presentation skills;
- Cognizant of how to read job advertisements and aware of future career prospects.
II. MATERIALS
- Grade 12 textbook, Unit 5, Reading
- Projector / TV
- hoclieu.vn
Language analysis
Form Pronunciation Meaning Vietnamese equivalent

1. unpaid (adj) /ˌʌnˈpeɪd/ not receiving payment for work không được trả lương
that they do
2. wage (n) /weɪdʒ/ a regular amount of money that tiền công (trả theo giờ
you earn, usually every week or hoặc theo khối lượng
every month, for work or công việc)
services
3. donation (n) /dəʊˈneɪʃn/ something that is given to a đồ từ thiện, quyên góp
person or an organisation such
as a charity, in order to help
them
4. overtime pay (n) /ˈəʊvətaɪm peɪ / extra money that an employee tiền ngoài giờ
receives for working more
hours than their regular work
schedule.
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5. responsibility /rɪˌspɒnsəˈbɪləti/ a moral duty to do something or nhiệm vụ

(n) to help or take care of
somebody because of your job,
position,…
Assumption
Students may lack knowledge about some Provide students with the meaning and
lexical items. pronunciation of words.
- Let students read the text again (if necessary).
- Create a comfortable and encouraging environment
Students may have underdeveloped reading, for students to speak.
speaking and co-operating skills. - Encourage students to work in pairs, in groups so
that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge about the figure they are going to learn
about in the lesson;
b. Content:
- Flash game
- Students join the activity enthusiastically and gain knowledge on the topic.
d. Organisation:
Flash game - Students work in groups to
- Have Ss play the flash game do the activity.
- Give the instruction - Listen to the teacher
- Show the pictures in Fast, - Observe and remember
Medium, and Slow - Give the answers
- Have Ss to give the answers - Correct
- Correct
e. Assessment
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2. ACTIVITY 1: PRE-READING (9 mins)

a. Objectives:
- To get students learn vocabulary related to the topic;
- To activate Ss’ background knowledge about the topic and get Ss involved in the lesson.
b. Content:
- Task 1: Work in pairs. Look at the pictures and discuss what you know about the jobs. (p.64)
- Pre-teach vocabulary
- Students can identify some vocabulary related to the topic.
d. Organisation
Task 1. Work in pairs. Look at the pictures and discuss what you know about the jobs. (4
mins)
- Have Ss look at the pictures and - Look at the pictures and Questions:
ask questions. answer the questions. - What do you see in the
- Tell Ss that they are going to read - Listen to the teacher. picture?
several advertisements for - Share the ideas in front of the - What do they do?
common jobs that high school class. - Do you like to do these
students can do. jobs?
- In stronger classes, ask Ss to
brainstorm the jobs that are
common for Ss to do especially
during their holiday.
- Invite some groups to share their
ideas with the class before reading.
Vocabulary pre-teaching (5 mins)
- Teacher introduces the - Students listen to the New words:
vocabulary. teacher’s explanation and 1. unpaid (adj)
- Teacher explains the meaning of guess the words. 2. wage (n)
the new vocabulary by pictures. - Students write down the new 3. donation (n)
- Teacher checks students’ words in their notebooks. 4. overtime pay (n)
understanding with the “Rub out 5. responsibility (n)
and remember” technique.
- Teacher reveals that these five
words will appear in the reading
text and asks students to open their
textbook to discover further.
e. Assessment
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- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-READING (20 mins)

a. Objectives:
- To help Ss practise guessing the meanings of words/ phrases from context.
- To help Ss practise reading for general and specific information.
b. Content:
- Task 2: Read the adverts and choose the correct meanings of the highlighted words and phrases.
- Task 3: Read the adverts again and choose the most suitable headline for each one.
- Task 4: Read the adverts again and decide which job is most suitable for the following people. Write
1, 2, 3, 4, or 5.
- Students can thoroughly understand the content of the text and complete the tasks successfully
d. Organisation
Task 2: Read the adverts and choose the correct meanings of the highlighted words and
phrases. (6 mins)
- Ask Ss to read the whole text once - Students read the text and Answer key:
to get an overall idea. locate the highlighted words 1. A
- Then have Ss focus on the individually. 2. A
highlighted words and phrases, - Students study the context 3. A
looking for context clues in the text and do the tasks as required. 4. B
and working out the correct 5. A
meaning.
- Encourage Ss to use the context in
which the words are used rather than
looking them up in the dictionary.
- Have Ss discuss the context clues
and compare answers in small
groups.
- Check answers as a class by
inviting Ss to write them on the
board.
Task 3: Read the adverts again and choose the most suitable headline for each one. (7 mins)
- Ask Ss to read 5 headlines in 2 and - Students read the headings Answer key:
read the advertisements again to first, then skim through each 1. E
match the headline with the correct section. 2. B
advertisement. - Students choose the heading 3. A
- Remind Ss to read the that covers the ideas of the 4. C
advertisements carefully to find out whole section. 5. D
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the significant information which

matches the heading.
- Ask Ss to locate key information - Students check answers with
that helps them have the correct the whole class and give
answer. explanations for their choice.
- Check answers as a class. Write
them on the board.
Task 4: Read the adverts again and decide which job is most suitable for the following people.
Write 1, 2, 3, 4, or 5. (7 mins)
- Ask Ss to read the descriptions of 5 - Students read the Answer key:
people first. Make sure Ss descriptions of 5 people a. 3
understand all of them. - Ss read the advertisements b. 5
- Have Ss read the advertisements and do the task. c. 2
again and decide which job is most - Students compare their d. 4
suitable for each of the described answers with partners and e. 1
people. then check with the whole
- Ask Ss to give reasons for their class.
answers by providing the
information from the
advertisements.
- Check answers as a class. Call on
some Ss to explain their answers.
e. Assessment
4. ACTIVITY 3: POST-READING (8 mins)

a. Objectives:
To help Ss use the ideas and language in the reading to express opinions and give reasons.
b. Content:
- Task 5: Work in pairs. Discuss the following questions. (p.65)
- Students can use the language and ideas from the unit to talk about the job in the adverts that students
find the most interesting.
d. Organisation
Task 5: Work in pairs. Discuss the following questions.
- Ask Ss to review the - Students practise speaking in Suggested answers:
advertisements quickly and pairs. • I find the teaching assistant
note down some ideas for their - Students share their answers job the most interesting because
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answers. with the whole class. it will give me the opportunity

- Encourage Ss to explain their - Students listen and give to improve my English skills. It
answers using as many feedback will be exciting to supervise
reasons as possible. classroom activities and help
- Invite Ss from different teachers plan their lessons. It
groups to give their answers to will also be a great job to list on
the class. my CV.
• I find the shop assistant job
the most interesting because I
will have a chance to meet
many different people. It will
also be great fun to arrange
shop window displays. I would
also enjoy additional benefits
such as free meals and overtime
pay.
e. Assessment
a. Wrap-up
+ Some vocabulary related to Job advertisements
+ Reading for specific information about Job advertisements
+ Discuss the job you find the most interesting.
b. Homework
- Talk about the job you find the most interesting with your friends.
Board plan
Date of teaching
Lesson 3: Reading
* Warm-up
Flash game
Vocabulary
1. unpaid (adj)
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2. wage (n)
3. donation (n)
4. overtime pay (n)
5. responsibility (n)
Task 1: Look and discuss.

Task 2: Read and choose the correct meanings.
Task 3: Read and choose the most suitable headline.
Task 4: Read and decide.
Task 5: Discuss the questions.
* Homework
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Lesson 4: Speaking – Giving opinions about different jobs
I. OBJECTIVES
1. Knowledge
- Give opinions about different jobs
2. Competences
- Develop communication skills;
- Be proud and respectful of different jobs
II. MATERIALS
- Grade 12 textbook, Unit 5, Speaking
- Projector / TV
- hoclieu.vn
Assumption

Students may lack vocabulary to deliver a - Provide vocabulary and useful language before
speech. assigning tasks.
- Encourage students to work in groups so that
they can help each other.
necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To stir up the atmosphere and activate students’ knowledge on the topic;
- To set the context for the speaking part.
b. Content:
- Watching a video
- Students can guess the context for the speaking part.
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d. Organisation:

Watching a video - Ss watch a video and answer Link:
- Have Ss watch a video and the question https://www.youtube.com/watc
guess the video is about.. - Ss share the ideas in front of the h?v=7x0V0yr-13A
- Call on Ss to give the ideas class
and give feedback
- Teacher leads in the lesson.
e. Assessment
2. ACTIVITY 1: CONTROLLED PRACTICE (30 mins)

a. Objectives:
- To introduce more ideas for the main speaking task and get Ss involved in the lesson.
- To give Ss an opportunity to describe jobs and express opinions.
b. Content:
- Task 1: Read the descriptions of the following jobs. What do you think about each job? Write the
adjectives that describe the nature of the job in the table. Use the words in the box to help you. (p. 66)
- Task 2: Work in pairs. Talk about the jobs in 1 using the adjectives. Compare your answers and
explain your opinions and feelings. (p. 66)
- Students can use the adjectives to describe the nature of the job.
- Students can explain their opinions and feelings about the jobs.
d. Organisation
Task 1: Read the descriptions of the following jobs. What do you think about each job?
Write the adjectives that describe the nature of the job in the table. Use the words in the box
to help you. (10 mins)
- Ask Ss to work in pairs and decide - Students read the main Suggested answers:
which adjectives are suitable for the responsibility and decide - Teaching assistant:
job descriptions. which adjectives are suitable. rewarding, important,
- Make sure the Ss understand the - Ss give the answers and stressful, etc.
adjectives and descriptions. In explain. - Event volunteer:
weaker classes, explain the meaning demanding, rewarding,
of difficult adjectives to Ss when tiring, etc.
necessary. - Product reviewer:
- Note that Ss can use several challenging, exciting,
adjectives to describe the job as long demanding, etc.
as they can give reasons for their - Shop assistant: stressful,
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choice. tiring, repetitive, etc.

- Check answers as a class by - Babysitter: repetitive,
calling on pairs to read their stressful, demanding, etc.
diagrams and explain the reasons for
their answers.
Task 2: Work in pairs. Talk about the jobs in 1 using the adjectives. Compare your answers
and explain your opinions and feelings.
- Keep Ss working in the same pairs. - Read the sample Suggested answer:
Ask Ss to read the sample conversation in pairs. A: I think working as a
conversation in pairs and make sure - Choose a job in 1 and give product reviewer is very
they understand it. opinions about it demanding because I need
- Have Ss choose a job in 1 and give - Make a conversation to have technical skills
their opinions about it. - Present in front of the class such as understanding
- Ask Ss to base their opinions and technology, writing scripts,
feelings on the descriptions in 1 and and explaining products to
use the example in their book to people.
develop a similar conversation. B: Some product reviewers
- Encourage Ss to express their true present products in front of
feelings and opinions. Go around the a camera, so you may need
class and provide help when needed. acting skills as well. If
- Call on some pairs to read their your videos are watched by
conversation aloud to class. thousands of viewers, you
may become famous.
A: Even a few minutes of
video footage requires a lot
of work. I’d rather work as
a shop assistant. It’s a
tiring job, but not very
demanding.
B: I see …
e. Assessment
- Teacher gives feedback on Ss’ pronunciation and conversation.
3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (8 mins)

a. Objectives:
To give Ss an opportunity to report their discussion results to the class
b. Content:
- Task 3: Work in groups. Compare your answers in 1 and 2, and report to the whole class. Use the
questions below as cues. (p. 66)
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- Students can report their discussion results to the class.

d. Organisation
Task 3: Work in groups. Compare your answers in 1 and 2, and report to the whole class.
Use the questions below as cues.
- Have Ss form groups to find - Students work in groups to do Suggested answer:
out which adjectives their the task The most common adjective to
members have used in 2, which - Ss present their ideas to the describe a product reviewer is
job they like or dislike and class. ‘challenging’ because it
what common reasons are. requires technical skills that
- Remind Ss to use the ideas we may not be good at.
already given in the previous However, we also think that
activities. In stronger classes, this challenge will test our
encourage Ss to expand on ability to handle work
their answers. pressures.
- Call on some groups to Most of the people in my
present their ideas to the class. group prefer the teaching
assistant job because it adds
value to our CVs. On the other
hand, the least preferred job is
being a babysitter because
taking care of small children
can be boring.
e. Assessment
a. Wrap-up
+ Giving opinions about different jobs: teaching assistant, event volunteer, product reviewer, shop
assistant, babysitter.
b. Homework
- Practise giving opinion about other jobs
Board plan
Date of teaching
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Lesson 4: Speaking
* Warm-up
Watching a video
Task 1: Read and write the adjectives.

Task 2: Talk about the jobs in Task 1.
Task 3: Compare and report.
* Homework
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Lesson 5: Listening – Enquiry about a job vacancy
I. OBJECTIVES
1. Knowledge
- Listen for main ideas and specific information in a phone conversation about a job vacancy
2. Competences
- Develop listening skills.
- Awareness of the skills and qualities required for future professions.
- Develop self-study skills;
II. MATERIALS
- Grade 12 textbook, Unit 5, Listening
- Projector / TV
- hoclieu.vn
Language analysis
Form Pronunciation Meaning Vietnamese
equivalent
1. interfere with /ˌɪntəˈfɪə(r) wɪð/ prevent something from can thiệp, ảnh
succeeding hưởng
2. order (n) /ˈɔːdə(r)/ a request for food or drinks thức ăn được gọi
in a restaurant trong nhà hàng
3. bill (n) /bɪl/ a piece of paper that tells you hóa đơn
how much you must pay
4. wait on tables /weɪt ɒn ˈteɪblz/ served food or drinks, phục vụ đồ ăn,
especially to customers in a thức uống trong
café or restaurant nhà hàng
Assumption
Students may lack vocabulary to deliver a - Provide vocabulary and useful language
speech. before assigning tasks.
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necessary.
Students cannot follow the speed of the - Make sure they understand the meaning and
recording. pronunciation of important words.
- Teach them the skill of underlining key
words in the questions before they listen.
- Play more time if necessary.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To help Ss understand and activate their knowledge of the topic;
b. Content:
- Watching a video and brainstorming
- Students can answer the questions through watching a video
d. Organisation

Watching a video and - Students answers the Questions:
brainstorming questions - What do you know about
- Ask Ss some questions about job - Watch a video and Job Enquiries?
enquiries brainstorm the ideas. - Have you ever called any
- Have Ss watch a video and - Give the answers and company or organisation for
brainstorm what kind of correct. a job you want to apply for?
information that Ss want to know - What kind of information
about job vacancy do you want to know?
- Play the video. Link: LISTENING
- Call on some Ss to give the CAMBRIDGE IELTS 9
answers and correct. TEST 1 SECTION 1 - Có
giải nghĩa Tiếng Việt
e. Assessment
- Teacher corrects for students (if needed)
2. ACTIVITY 1: PRE-LISTENING (9 mins)

a. Objectives:
- To introduce some words and phrases to help Ss understand the listening and get Ss involved in the
lesson.
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b. Content:
- Task 1: Choose the correct meanings of the underlined words and phrases.
- Vocabulary pre-teaching
- Students understand the meaning and know how to pronounce some words.
d. Organisation
Task 1: Choose the correct meanings of the underlined words and phrases. (4 mins)
- Ask Ss to read the four - Read the vocabulary and Answer key:
vocabulary items and have Ss guess the meaning 1. A
guess their meaning. - Listen to the teacher 2. B
- In weaker classes, read the - Solve the task 3. A
definitions and check your - Give the answers and 4. A
understanding of the vocabulary. correct. Vocabulary:
- Have Ss do the matching in 1. interfere with
pairs or individually. 2. order (n)
- Check answers as a class. 3. bill (n)
Further explain to Ss if 4. wait on tables
necessary.
- Ask Ss to copy down the
vocabulary.
e. Assessment
- Teacher observes Ss’ writing of vocabulary in their notebooks.
3. ACTIVITY 2: WHILE-LISTENING (20 mins)

a. Objectives:
- To help Ss practise listening for the main idea and specific information.
b. Content:
- Task 2: Listen to a conversation between Mark and a restaurant manager, and decide whether the
statements are true (T) or false (F). (p. 67)
- Task 3: Listen to the conversation again and complete the notes. Use no more than TWO words for
each gap. (p. 67)
- Students can catch the main idea as well as specific details of the recording and complete the tasks
successfully.
d. Organisation
Task 2: Listen to a conversation between Mark and a restaurant manager, and decide
whether the statements are true (T) or false (F). (10 mins)
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- Tell Ss that they’re going to listen - Pay attention to the scene. Answer key:
to a telephone conversation between - Read the statements and 1. T
Mark and a woman from Viet listen to the teacher’s 2. F
Organic Garden Restaurant. explanation. 3. T
- Have Ss read the statements and - Ss listen to the recording and 4. F
may have a guess whether the do the task.
statements are true or false. Elicit or - Give the answers and
explain any unfamiliar or difficult explanation for the answers
words. - Correct.
- Play the recording and have Ss do
the activity.
- Check answers as a class. In
stronger classes, ask Ss to explain
their answers using the information
from the recording.
- Play the recording again if many Ss
have incorrect answers, pausing at
the places where they can find the
information for their answers.
Task 3: Listen to the conversation again and complete the notes. Use no more than TWO
words for each gap. (10 mins)
- Ask Ss to read the text in the note. - Read the text in the note. Answer key:
Make sure they understand they need - Guess the part of speech. 1. 12/ twelve
to write no more than three words in - Listen to the recording to 2. greet
each gap. complete the table. 3. bill payments
- Encourage them to guess what part - Compare the answers with a 4. listen to
of speech might fit each gap. partner. 5. maths skills
- Play the recording once (or twice in - Give the answers on the 6. next week
weaker classes) for Ss to complete board.
the table. - Correct.
- Ask Ss to work with a partner to
compare their answers.
- Check answers by calling on some
Ss to write their answers on the
board or read them aloud.
- Play the recording again if many Ss
have incorrect answers, pausing at
the places where they can get the
correct information.
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e. Assessment
- Teacher’s observation of Ss’ performance.
4. ACTIVITY 3: POST-LISTENING (8 mins)

a. Objectives:
- To give Ss an opportunity to personalise the language and ideas from the listening in a speaking task.
b. Content:
- Task 4: Work in pairs. Discuss the following questions. (p.67)
- Students can use the language and ideas from the unit to talk about qualities and skills that are
required as a server and other jobs.
d. Organisation
Task 4: Work in pairs. Discuss the question. (8 mins)
- Ask some lead-in questions to - Answer the eliciting Suggested answers:
see whether Ss want to be a questions. According to what we hear, as a
server, e.g., Do you want to be - Work in groups to discuss the server we can develop
a server? Why? Why not? questions. important skills such as verbal
- Put Ss into groups and have - Students share their ideas to communication, active
them discuss the questions the whole class. listening, good memory,
given in 4. teamwork, food safety
- Remind Ss that they can use knowledge, numeracy, time-
the reasons from the listening management, multi-tasking, and
to support their opinions. In patience. These are also skills
stronger classes, encourage useful in many other jobs. For
them to come up with their example, no matter what job
own ideas to support their you choose, good
point of view. communication is essential, so
- Invite some groups of Ss to you can give clear instructions
present a summary of their and avoid miscommunication.
discussion to the class. We think that all types of jobs
require good time-management
and the ability to plan your
workload effectively to meet
deadlines.
e. Assessment
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a. Wrap-up
- Summarise the main points of the lesson.
+ Some vocabulary related to job enquiry
+ Listening for specific information about job enquiry
b. Homework
- Prepare for the next lesson
Board Plan
Date of teaching
Lesson 5: Listening
*Warm-up
Watching a video and brainstorming
Vocabulary
1. interfere with
2. order (n)
3. bill (n)
4. wait on tables
Task 1: Choose the correct meanings.

Task 2: Listen and decide T or F.
Task 3: Listen and complete.
*Homework
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Lesson 6: Writing – A job application letter
I. OBJECTIVES
1. Knowledge
- Know how to write an application letter
- Write a job application letter
2. Competences
- Develop writing skills, in terms of vocabulary, grammar, coherence and cohesion;
- Awareness of how to write a job application letter for future professions.
II. MATERIALS
- Grade 12 textbook, Unit 5, Writing
- Projector / TV
- hoclieu.vn
Assumption
Students may have underdeveloped - Encourage students to work in pairs, in
listening, writing and co-operating skills. groups so that they can help each other.
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
- To create an active atmosphere in the class before the lesson;
- To lead into the new lesson.
b. Content:
- Chatting and reviewing
- Students can remember the knowledge of the old lesson.
d. Organisation

Chatting and reviewing - Students listen to the Questions:
- Have Ss answer some questions. questions and answer. - Do you remember them?
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- Call on Ss to give the answers. - Give the answers. - What is the name of the
- Correct. - Students check their answers restaurant?
- Lead into the new lesson. with the class. - What does Mark call Viet
Organic Garden for?
- What does he need to apply
for the job?
e. Assessment
2. ACTIVITY 1: PRE-WRITING (10 mins)

a. Objectives:
- To help student understand the format of an application letter and develop ideas for their writing
b. Content:
- Task 1: Read the job application letter for a part-time server below. Label the communicative
functions (1-4) with the phrases in the box.
- Students can understand the format of an application letter and develop ideas for their writing.
d. Organisation
Task 1: Read the job application letter for a part-time server below. Label the communicative
functions (1-4) with the phrases in the box. (10 mins)
- Ask Ss to look at the application - Look at the application letter Answer key:
letter for a part-time server for Viet for a part-time server for Viet 1. A
Organic Garden Restaurant. Organic Garden Restaurant. 2. D
- Explain the structure of an - Listen to the teacher’s 3. B
application letter and its elements. In explanation 4. C
stronger classes, ask Ss to do this by - Pay attention to how the letter
themselves because they already is organised.
learned this in grade 10. - Work in pairs and match
- Tell Ss to pay close attention to - Give the answers and correct
how the letter is organised (sender’s - Read the tips.
address, date, receiver's address,
opening, closing).
- Have Ss work in pairs, study the 4
elements of the letter and match each
one with one of the paragraphs of the
letter.
- Note that these four elements are
also major parts of an application
letter.
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- Checks answers as a class.

- Ask Ss to read the tips for writing
and prepare for the writing part.
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: WHILE-WRITING (15 mins)

a. Objectives:
- To help Ss practise writing an application letter for the position of a part-time receptionist.
b. Content:
- Task 2: Write a letter (150-180 words) applying for the position of a part-time receptionist. Use the
model and tips in 1, and the suggestions below to help you.
- Students can write an application letter for the position of a part-time receptionist
d. Organisation

Task 2: Write a letter (150-180 words) applying for the position of a part-time receptionist.
Use the model and tips in 1, and the suggestions below to help you. (15 mins)
- Explain all the tips in 1 and - Students brainstorm for the Suggested answer:
make Ss understand them all. ideas and the language 2222 Nguyen Trai Road, Thanh
- Give Ss time to write an necessary for writing Xuan District, Ha Noi
application letter in groups of 4. - Students write the first draft Viet Organic Garden Restaurant
- Remind Ss to use the model in groups on the posters using
and tips in 1, and the given the ideas in task 1. 1036 Hang Dau Street, Hoan
suggestions to help them with - Swap their writing with a Kiem District, Ha Noi
the writing practice. partner for peer feedback (if
- Walk around the class and time allows). Ha Noi, 16 July 20…
offer help. When walking round - Stick the posters on the Dear Sir or Madam,
the class to monitor, make a note board. Re: Application for the position
of common mistakes. After all of a part-time receptionist
Ss finish the writing task, write I am writing to apply for the
these on the board, making sure position of a part-time
they are anonymous. Ask Ss to receptionist that you advertised
correct them as a class. on your website.
- If time allows, encourage Ss to I am in my final year of
swap their writing with a partner secondary school and have
for peer feedback. Ask them to some experience in the
focus on both the content and hospitality industry. Last
language in their comments. summer, I worked as a part-
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Encourage Ss to make some time receptionist for a local

revisions based on their restaurant. My responsibilities
partners’ suggestions. included meeting and greeting
- Ask Ss to stick the posters on the customers and taking them
the board. to their tables. I also answered
the phone and took bookings.
I consider myself to be reliable,
hard-working and enthusiastic. I
can speak English fluently, so I
can communicate with foreign
guests quite comfortably.
I would be delighted to meet
you in person to discuss my
application. I am available for
an interview on any afternoon.
If my application is successful,
I will be able to start work after
the 15th of August when I
finish my exams.
I look forward to hearing from
you soon.
Yours faithfully,
Nguyen Van Nam
e. Assessment
- Teacher gives corrections and feedback.
4. ACTIVITY 3: POST-WRITING (12 mins)

a. Objectives:
- To do a cross-check and final check on students’ writing.
b. Content:
- Students exchange their work for cross-checking.
- Students can evaluate others’ work as well as improve their own pieces of writing.
d. Organisation
Cross-checking
- Teacher has the pairs swap and gives - Students swap their piece of Writing rubric
feedback on each other’s writing. writing with their partners and 1. Organisation: …/10
Teacher shows a writing rubric to give peer review. 2. Legibility: …/10
help Ss do the peer review. 3. Ideas: …/10
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- Ss do the task as required. 4. Word choice: …/10

- After peer review, Ss give the 5. Grammar usage and
writing back to the owner and discuss mechanics: …/10
how to improve it. TOTAL: …/50
- Teacher then chooses one piece of
writing and gives feedback on it as a
model.
- Teacher chooses some useful or
excellent words/ phrases/ expressions/
word choices Ss have used to give
suggestions to other Ss.
- Teacher chooses some typical errors
and corrects as a whole class without
nominating the Ss’ names.
e. Assessment
- Teacher’s observation on Ss’ performance, provides help if necessary.
a. Wrap-up
- Summarise the main points of the lesson.
+ How to write an application letter
+ Write an application letter
b. Homework
- Complete the writing in your notebook.
Board Plan
Date of teaching
Lesson 6: Writing
*Warm-up
Chatting and reviewing
- Task 1: Read and label.

- Task 2: Write a letter (150-180 words) applying for a job.
- Peer review
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*Homework
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Lesson 7: Communication and Culture / CLIL
I. OBJECTIVES
1. Knowledge
- Expand vocabulary with the topic of the unit;
- Gain knowledge about some unusual jobs
- Know how to express anxiety and respond to it
2. Competences
- Be collaborative and supportive in pair work and teamwork.
- Aware of how to express anxiety and respond to it
- Aware of some unusual jobs in the world
II. MATERIALS
- Grade 12 textbook, Unit 5, Communication and Culture / CLIL
- Projector / TV
- hoclieu.vn
Language analysis
Useful expressions
Expressing anxiety Responding
• I’m really worried/nervous about … • Stop worrying/thinking about it.

• I can’t concentrate on anything. • You’ll be fine.
• I couldn’t sleep last night. • You’ve got nothing to worry about.
• I can’t help/stop thinking about it.
• I’m afraid that I’ll make a mistake during …
Assumption
- Encourage students to work in pairs and in
Students are reluctant to work in groups. groups so that they can help each other.
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- Explain expectations for each task in detail.

- Continue to explain task expectations in small
Students may lack vocabulary to deliver a
- Provide vocabulary and useful language before
speech.
assigning tasks.
III. PROCEDURES
1. WARM-UP (7 mins)
a. Objectives:
b. Content:
- Game: Crosswords
- Students can review some words in the old lesson and guess the keyword.
d. Organisation

Game: CROSSWORDS - Students join the game and Answer key:
- Teacher divides class into two answer the questions. 1. teaching assistant
groups 2. accountant
- Asks Ss to choose the number and 3. exciting
answer the question to get the 4. boring
crossword. 5. product reviewer
- If the answer is correct, they get 6. volunteers
one point for their team. If the 7. babysitter
answer is incorrect, the chance is -> ANXIETY
transferred to the other team.
- If the students guess the keyword,
they get 3 points for their team.
- The team with the highest score is
the winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: EVERYDAY ENGLISH (13 mins)

a. Objectives:
- To provide model conversations in which speakers express and respond to anxiety;
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- To review expressions for expressing and responding to anxiety.

b. Content:
- Task 1: Listen and complete the conversations with the expressions in the box. Then practise them in
pairs.
- Task 2: Work in pairs. Use the models in 2 to make similar conversations for these situations. One of
you is A, the other is B. Use the expressions below to help you.
- Students can use appropriate language to express pleasure and happiness and respond in certain
situations.
d. Organisation
Task 1: Listen and complete the conversations with the expressions in the box. Then practise
them in pairs. (4 mins)
- Check if Ss know any phrases for - Answer some questions Answer key:
expressing and responding to anxiety - Read through the 1. B
by asking, e.g. What would you do if expressions in the box and the 2. C
you haven’t revised carefully for the incomplete conversations 3. D
exam tomorrow? (I’m so worried - Students listen to the 4. A
about the exam tomorrow.) What recording.
would you tell me if I am so worried - Students complete the
about it? (You’ll be fine.) conversation with words in the
- Ask Ss to read through the box.
expressions in the box and the - Students practise the
incomplete conversations, and check conversation in pairs.
comprehension.
- In stronger classes, have Ss
complete the gaps based on context
clues in the conversations.
- In stronger classes, play the
recording once for Ss to check their
answers. In weaker classes, play it
twice, the first time just to listen and
the second time to write the letters
for the expressions they hear in the
gaps.
- Check answers as a class by asking
the questions and having Ss read out
the complete answers.
- Ask Ss to practise the
conversations in pairs.
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Task 2: Work in pairs. Use the models in 2 to make similar conversations for these situations.
One of you is A, the other is B. Use the expressions below to help you. (9 mins)
- Have Ss read the useful expression - Ss read the useful expression Sample conversations:
- Have Ss read the situations and - Read the situations 1.
check to understand. - Practise the role-play A: It’s my first day at work
- Revise common expressions used conversation, based on the tomorrow. I’m so nervous
to express and respond to anxiety. In two situations. about starting a job as a
weaker classes, go through the - Swap the role and continue teaching assistant at Hanoi
expressions in the table and check to practising. School English. Will I be
understand. - Perform in front of class. able to make friends with
- Put Ss into pairs. Give them a few my colleagues?
minutes to come up with ideas to B: Stop thinking about it,
support their answers. Mai. You’ll be fine. Just go
- Allow Ss enough time to practise to bed early and arrive at
their conversations. Then invite work on time. And be nice
some pairs to role-play them in front to everybody.
of the class. 2.
- Praise for good effort, clear A: I’m afraid I’ve sent an
pronunciation, fluent delivery, and email to the wrong
interesting ideas customer. I’m worried that
he’ll complain about me to
my manager. I can’t stop
thinking about it.
B: Don’t worry. Just send a
follow-up email to explain
to the customer. Everybody
can make mistakes.
e. Assessment
- Teacher checks students’ answers as a whole class.
3. ACTIVITY 2: CULTURE (18 mins)

a. Objectives:
- To help Ss learn about unusual jobs around the world.
- To help Ss relate what they have learnt about unusual jobs to their own experiences.
b. Content:
- Task 1: Read the texts and answer the questions.
- Task 2: Work in pairs. Discuss the following questions.
- Students can recognise the qualities of the jobs and give opinions about some unusual jobs in the
world.
NỘI
d. Organisation
Task 1: Read the texts and answer the questions. (7 mins)
- Have Ss watch a video and - Watch and answer Suggested answers:
answer the question. - Give the ideas 1. Cleaners of the world’s
- Play the video. - Listen to the teacher highest building.
- Call on some students to give - Look at the pictures and 2. Train pushers
ideas. answers 3. Golf balls divers.
- Give feedback. - Read the text and do the task
- Show the pictures and ask Ss to individually.
give the name of the jobs. - Give the answer and correct.
- Tell Ss that they are going to
read about some unusual jobs. As
they read, they should answer the
question.
- Have Ss read the text and do the
task.
- Check answers as a class.
Task 2: Work in groups. Discuss the questions. (11 mins)
- Have Ss work in pairs to discuss - Students work in groups to Suggested answers:
the job they find most interesting. discuss the question. I think being a high-rise
- Ask Ss some specific questions, - Students share their ideas in window cleaner is the most
e.g. Why do you think being a front of the class. interesting job. It is exciting
window cleaner for a high to hang off a skyscraper and
building is interesting? Do you see the world below you.
think it is too dangerous? Because of its risky nature, it
- Call on some Ss to present their also offers high pay. It is
ideas in front of the class. easy to find a job as a high-
- In stronger classes, ask them to rise window cleaner
discuss other usual jobs that they nowadays because there are
know and support them with so many skyscrapers in every
necessary information about the big city.
jobs. I think working as a trainer
- Give feedback. pusher is the most interesting
job. It may sound crazy, but
pushing people into a train
can be lots of fun, especially
when they don’t complain
and want to be pushed, so
they can get to their office on
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time.
I have read about some other
unusual jobs, such as being a
pet food taster. In this role,
people will have to evaluate
products based on their
packaging, smell, nutritional
value, and yes, even the
texture and taste.
e. Assessment
- Teacher gives feedback on the student's opinions and pronunciation.
4. EXTRA ACTIVITY (5 mins)

a. Objectives:
- To help Ss discuss the topic further.
b. Content:
- Discuss the questions
- Students can use the knowledge to discuss the topic further
d. Organisation

Discuss the questions (5 mins)
- Have Ss work individually and - Think about the questions Questions:
discuss the questions and then answer. 1. What job would you like to
- Call on some Ss to give ideas - Some students give ideas and do in the future?
others give feedback or 2. Imagine tomorrow is the
comment. interview day for that job,
what would you do to avoid
feeling anxious?
e. Assessment
- Teacher gives feedback on the student's opinions and pronunciation.
a. Wrap-up
b. Homework
- Prepare for Lesson 8 – Looking back and project.
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Board Plan
Date of teaching
Lesson 7. Communication and Culture / CLIL
*Warm-up
Game: Crosswords
*Everyday English
Task 1: Listen and complete. Then practise.
Task 2: Make similar conversations.
*Culture
Task 1: Read and answer the questions.
* Discuss the questions

* Homework
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Lesson 8: Looking back and project
I. OBJECTIVES
1. Knowledge
- Review the vocabulary and grammar of Unit 5;
- Apply what they have learned (vocabulary and grammar) into practice through a project.
2. Core competence
- Develop critical thinking skills;
- Be respectful of different jobs;
- Establish a foundation for career choices in the future;
II. MATERIALS
- Grade 12 textbook, Unit 5, Looking back and project
- Projector / TV/ pictures and cards
- hoclieu.vn
Assumption
Students may have underdeveloped speaking, - Encourage students to work in pairs and in
writing and co-operating skills when doing the groups so that they can help each other.
project. - Provide feedback and help if necessary.
Some students will excessively talk in the - Explain expectations for each task in detail.
class. - Continue to explain task expectations in small
III. PROCEDURES
1. WARM-UP (5 mins)
a. Objectives:
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b. Content:
- Game: Brainstorming
- Students can bring together all the different knowledge they have learned from various subjects.
d. Organisation

Game: Brainstorming - Work in 4 teams to fill in the
- Ss work in 4 teams. blank.
- T prepare 4 posters for 4 - Stick the posters on the
teams. board and correct.
- The team has more correct
answers and the fastest will be
Answer key:
the winner.
e. Assessment
- Teacher observes the groups and gives feedback.
2. ACTIVITY 1: LOOKING BACK (12 mins)

a. Objectives:
- To help Ss revise stressed auxiliary and modal verbs.
- To help Ss revise words and phrases they have learned in the unit.
- To help Ss revise simple, compound, and complex sentences.
b. Content:
- Pronunciation: Read the conversations and underline the stressed auxiliary and modal verbs. Listen
and check. Then practice saying the sentences in pairs.
- Vocabulary: Choose the correct words to complete these sentences
- Grammar: Circle the mistake in each sentence. Then correct it.
- Students can use the knowledge they have learnt in this unit to complete the tasks successfully.
d. Organisation
Pronunciation: Read the conversations and underline the stressed auxiliary and modal verbs.
Listen and check. Then practice saying the sentences in pairs. (4 mins)
- Ask Ss to listen to the - Listen to the recording and Answer key:
recording and underline the underline the auxiliary and 1. A: Have you started working
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auxiliary and modal verbs that modal verbs that are stressed
for the new company?
are stressed. - Give the answers B: Yes, I have. I started last
- Check answers as a class by - Practise the questions inweek.
playing the recording several pairs. 2. A: Can people with no
times if needed. - Read the questions out loud
experience apply for this job?
- Ask Ss to practise the questions in front of the class B: Yes, they can. We provide
in pairs. Draw their attention to on-the-job training.
the verbs that are stressed. 3. A: Do you like your job?
- Call on some Ss to read the B: Yes, I do. I wasn’t interested
questions out loud in front of the in the job at first, but I am
class. interested in it now.
- Give feedback. 4. A: You haven’t sent the email
to the customer.
B: I have.
Vocabulary: Choose the correct words to complete these sentences. (4 mins)
- Ask Ss to choose the correct - Ss do the activity Answer key:
word in each of the sentences. individually. 1. relevant
- Have Ss do this activity - Compare the answers with 2. employed
individually, then compare their the partners. 3. bonus
answers with their partners. - Play the game to check the 4. challenging
- Check answers by asking Ss to answers.
play the game TUG OF WAR. - Correct the answers.
Grammar: Circle the mistake in each sentence. Then correct it. (4 mins)
- Explain to Ss that each - Ss do the activity Answer key:
sentence contains one mistake individually. 1. A (Despite => Although)
and ask them to find the - Compare the answers with 2. C (so => because)
mistakes and correct them. the partners. 3. B (such that => so that)
- Have Ss do this activity - Ss identify the incorrect 4. C (but => but also)
individually, then compare their part, give corrections and
answers with their partners. reasons for their corrections
- Check answers by asking
individual Ss to write the
sentences on the board. Have Ss
explain what grammatical form
they have used and why.
e. Assessment
- Teacher obverses Ss’s work and gives feedback.
3. ACTIVITY 2: PROJECT (28 mins)

a. Objectives:
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- To provide an opportunity for Ss to develop their research and collaboration skills, and to practise
giving a poster or powerpoint presentation.
b. Content:
- Student part-time jobs
- Students practice giving a presentation.
d. Organisation

- As Ss have prepared for the project - All groups exhibit their Students’ presentations
throughout the unit, the focus of this posters and make
lesson should be on the final product, presentations.
which is a poster/ PowerPoint - When one group makes a
presentation. presentation, others listen and
- Have Ss work in their groups. Give complete the evaluation sheet.
them a few minutes to get ready for
their presentations. Ask them to
decide who is going to present and
answer questions about it.
- Give Ss a checklist for peer and
self-assessment. Explain that they
will have to tick appropriate items
while listening to their classmates’
presentations and asking questions
about them. They should also write
comments if they have any. The
group representatives should also
complete their self-assessment
checklist.
- If necessary, go through the
assessment criteria to make sure Ss
are familiar with them.
- Give Ss enough time to study all
posters and complete the checklists.
Then have them sit down and vote
for the best poster.
- You can also give Ss marks for
their posters and poster presentations
as part of their continuous
assessment.
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e. Assessment
- Teacher gives comments and feedback to all presentations.
a. Wrap-up
b. Homework
Board Plan
Date of teaching
Lesson 8: Looking back and project
*Warm-up
* Looking back
- Pronunciation
- Vocabulary
- Language
* Project: Student part-time jobs
*Homework

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NHÀ XUẤT BẢN GIÁO DỤC VIỆT NAM

CÔNG TY CỔ PHẦN ĐẦU TƯ VÀ PHÁT TRIỂN GIÁO DỤC HÀ

UNIT 5: THE WORLD OF WORK

a person whose job is to keep or

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRESENTATION (5 mins)

3. ACTIVITY 2: PRACTICE (25 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

of work while they are listening

4. ACTIVITY 3: PRODUCTION (5 mins)

- Give instructions. - Listen to the teacher Answer key:

Task 1: Listen and read.

UNIT 5: THE WORLD OF WORK

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

- Teacher observes and gives feedback.

2. ACTIVITY 1: PRONUNCIATION (12 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

with their own sentences and ask the interview?

3. ACTIVITY 2: VOCABULARY (12 mins)

word/phrase, e.g. in the first game.

4. ACTIVITY 3: GRAMMAR (13 mins)

- Some jobs will be done by

UNIT 5: THE WORLD OF WORK

Form Pronunciation Meaning Vietnamese equivalent

5. responsibility /rɪˌspɒnsəˈbɪləti/ a moral duty to do something or nhiệm vụ

2. ACTIVITY 1: PRE-READING (9 mins)

- Teacher observes Ss’ writing of vocabulary in their notebooks.

3. ACTIVITY 2: WHILE-READING (20 mins)

the significant information which

4. ACTIVITY 3: POST-READING (8 mins)

answers. with the whole class. it will give me the opportunity

Task 1: Look and discuss.

UNIT 5: THE WORLD OF WORK

Anticipated difficulties Solutions

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: CONTROLLED PRACTICE (30 mins)

choice. tiring, repetitive, etc.

3. ACTIVITY 2: LESS-CONTROLLED PRACTICE (8 mins)

- Students can report their discussion results to the class.

Unit 5: The world of work

Task 1: Read and write the adjectives.

UNIT 5: THE WORLD OF WORK

they can help each other.

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRE-LISTENING (9 mins)

3. ACTIVITY 2: WHILE-LISTENING (20 mins)

4. ACTIVITY 3: POST-LISTENING (8 mins)

Task 1: Choose the correct meanings.

UNIT 5: THE WORLD OF WORK

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

2. ACTIVITY 1: PRE-WRITING (10 mins)

- Checks answers as a class.

3. ACTIVITY 2: WHILE-WRITING (15 mins)

TEACHER’S ACTIVITIES STUDENTS’ ACTIVITIES CONTENTS

Encourage Ss to make some time receptionist for a local

4. ACTIVITY 3: POST-WRITING (12 mins)

- Ss do the task as required. 4. Word choice: …/10

- Task 1: Read and label.