Giáo án Communication and Culture / CLIL

Ss activate prior knowledge about job interviews and share feelings about them, leading into the everyday exchange.

T asks Ss: 'How do you feel before an important test or a new experience?' and 'Have you ever attended a job interview or a school interview? What worried you?' Ss brainstorm words that describe feelings, such as nervous, anxious, worried, calm.

A list of 4 to 6 feeling words on the board, for example: nervous, anxious, worried, excited, calm, confident. A short answer such as: 'I was nervous because I did not know what questions they would ask.'

Ss understand, pronounce and use the everyday exchange and recognise contrastive stress on auxiliary and modal verbs.

Ss listen to the model exchange: A: I'm anxious about my first interview. B: That is understandable. You can prepare one clear example of teamwork. A: What if I don't know an answer? B: Ask for clarification or explain honestly what you would need to learn. Ss complete Worksheet No.1 with the key phrases and then read three sentences neutrally and with contrastive stress: I CAN help on Saturday (correcting I cannot); She HAS completed the training (contradicting a doubt); You MUST check the safety rules (strong necessity).

Key phrases: 'That is understandable'; 'You can prepare one clear example of teamwork'; 'Ask for clarification'; 'explain honestly what you would need to learn'. Stress: the stressed auxiliary or modal verb carries the contrast; the words stay the same, only the focus changes. For example, 'I CAN help on Saturday' answers 'I cannot help on Saturday'.

Ss read the CLIL text, learn six target words and explain the main message without overgeneralising from the three examples.

Ss read the Culture/CLIL text on page 70 silently. They find the three examples: railway attendants managing crowded boarding in Japan, high-rise window cleaners in Dubai, and divers retrieving lost golf balls from water in the UK. Ss complete Worksheet No.2 by comparing duty, training and risk for each job. Ss learn the target words: vacancy (vị trí tuyển dụng), applicant (người ứng tuyển), qualification (trình độ, bằng cấp), reliable (đáng tin cậy), shift (ca làm việc), reference (người hoặc thư giới thiệu).

Main message: unusual jobs still need training, safety and fair conditions; a job title tells little about daily work; compare duties, skills and risks; verify a real vacancy through the employer; never pay a recruiter merely because a role is rare or prestigious. Comparison: railway attendants – organised passenger assistance; high-rise window cleaners – specialist work-at-height protection; divers – professional diving skills. These are reading examples, not current vacancy notices, and they should not be taken as a view of a whole country.

Ss identify simple, compound and complex sentences and choose a suitable connector for the intended relationship.

T explains: a simple sentence has one independent clause, even with a compound subject or verb (for example, 'Tom and Mary attended the interview'). A compound sentence joins independent clauses with coordination (for example, 'She prepared carefully, and she answered every question'). A complex sentence includes a subordinate clause (for example, 'Although she was inexperienced, she prepared carefully'). A sentence with and is not automatically compound if and joins only words.

Ss classify: 'Tom and Mary attended the interview' – simple (compound subject, one independent clause); 'She prepared carefully, and she answered every question' – compound; 'Although she was inexperienced, she prepared carefully' – complex; 'Ask for clarification and explain honestly' – simple (and joins only verbs).

Ss practise summarising the model exchange and explain why a specific detail is more useful than a general statement.

Exercise 4: Select two useful details from the model and explain why including them is better than saying only that the topic is important. Exercise 5: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.

Answer to Exercise 4: (1) 'You can prepare one clear example of teamwork.' (2) 'Ask for clarification or explain honestly what you would need to learn.' These give distinct information or conditions the audience can use; a general statement that the topic is important gives neither. Answer to Exercise 5 (model): 'A is anxious about a first interview. B recommends preparing a clear teamwork example. If A cannot answer, B suggests asking for clarification or explaining honestly what needs to be learned.'

Ss apply the everyday exchange in a new situation and explain how to check a real job vacancy safely.

Ss work in pairs to role-play a new worry, for example: 'I am worried about the shift times in the job.' or 'I am afraid the applicant needs a reference.' One partner is anxious; the other gives advice using 'That is understandable', 'You can prepare...', and 'Ask for clarification' or 'explain honestly'. Ss stress at least one auxiliary or modal verb to correct or contrast. Then pairs discuss: 'How can you check a real vacancy?'

A short role-play of 6 to 8 lines. Sample: A: I'm worried about the shift times. B: That is understandable. You can ask the employer for the exact schedule. A: What if I cannot work on Saturday? B: Explain honestly what you can do and ask whether another shift is possible. Ss' answer on checking a vacancy: verify the vacancy through the employer; never pay a recruiter merely because a role is described as rare or prestigious.