Giáo án Getting Started

Ss activate prior knowledge about job interviews and predict the topic of Unit 5 (The world of work).

T shows the question on the board: What do you feel before a job interview? Ss list words in pairs and share them in whole class. Then T asks: What is the first thing you should do before an interview? Ss suggest ideas such as prepare, research the company, practise answers, dress neatly.

A class word web on the board with at least six ideas (for example: nervous, prepare, example, honest, question, job). Ss state the unit topic: The world of work.

Ss identify the speaker intentions in the opening exchange and learn the six topic words with their meanings and use in context.

T plays the recording or reads the conversation twice. Ss listen and answer: What is A feeling? What does B suggest? What does A ask? Then T presents the six 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). Ss repeat in chorus and individually, paying attention to word stress. Key questions: What does A feel? What does B want A to do? What does A want to know?

Speaker intentions: A: expresses anxiety (I'm anxious about my first interview) and asks for help (What if I don't know an answer?). B: reassures (That is understandable) and gives advice (You can prepare one clear example of teamwork / Ask for clarification or explain honestly). Vocabulary: six words with Vietnamese meanings written in notebooks, each with one example sentence made by Ss.

Ss explain the difference between simple, compound and complex sentences and recognise the connectors that show each relationship.

T writes four sentences on the board: (1) Mai and Nam applied. (2) Mai applied, and Nam prepared the display. (3) Because the deadline was near, we checked the forms. (4) Although she was inexperienced, she prepared carefully. T asks: How many independent clauses does each sentence have? Which one has a subordinate clause? T explains: a simple sentence has one independent clause even if it has a compound subject or verb; a compound sentence joins two independent clauses with coordination (and, but, so); a complex sentence includes a subordinate clause (because, although). T also points out that and in sentence (1) joins only words, so the sentence is not compound. Ss complete Worksheet 1, Part B.

Sentence analysis: (1) simple (one independent clause, compound subject); (2) compound (two independent clauses joined by and); (3) complex (subordinate clause introduced by because); (4) complex (subordinate clause introduced by although). Ss' key rule: check the number of independent clauses and choose a connector that matches the meaning of the relationship (cause, contrast, addition).

Ss pronounce auxiliary and modal verbs with contrastive stress and explain how the change of stress changes the focus of the sentence.

T reads three sentences neutrally: I can help on Saturday. She has completed the training. You must check the safety rules. T then reads them 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). T plays the NeoEdu audio for the same sentences. Ss repeat in chorus, then individually. T asks: Which word is stressed in each sentence and why?

Ss identify the stressed words: CAN, HAS, MUST, and explain: CAN corrects a belief that the speaker cannot help; HAS contradicts a doubt; MUST shows strong necessity. Ss note that the words are unchanged, only the stress and focus differ.

Ss consolidate the vocabulary and the sentence types by completing exercises 1 to 5.

Ss complete Exercise 1: read the conversation and identify the speaker intentions. Exercise 2: match each topic expression with its meaning. Exercises 3 to 5: choose the correct sentence type. Ss check answers in pairs using the answer key, then complete the NeoEdu interactive exercises if time allows. T monitors and corrects pronunciation.

Exercise 1: speaker intentions (A anxious, asks for help; B reassures and advises). Exercise 2: 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. Exercise 3: C (simple). Exercise 4: A (compound). Exercise 5: D (complex).

Ss identify the audience, purpose, key details and summary of the model conversation and topic preview by completing exercises 6 to 9.

Ss complete Worksheet 2 (Exercises 6 to 9). Exercise 6: state the audience and purpose and support with one detail. Exercise 7: identify the opening sentence and explain how it introduces the topic. Exercise 8: select two useful details and explain why they are more useful than a general statement. Exercise 9: write a three-sentence summary keeping all essential conditions. T reminds Ss to use only information from the model.

Exercise 6: Audience: the two speakers (A and B). Purpose: to give advice on handling a first job interview and an unknown question, with the stated conditions. Evidence: A: I'm anxious about my first interview. Further detail: You can prepare one clear example of teamwork. Exercise 7: The opening sentence is A: I'm anxious about my first interview. It establishes the situation before the advice. Exercise 8: Two details: B: That is understandable. You can prepare one clear example of teamwork. and B: Ask for clarification or explain honestly what you would need to learn. These give specific actions the audience can use. Exercise 9: A is anxious about a first interview. B recommends preparing a clear teamwork example. If A cannot answer, B suggests asking for clarification or an honest explanation of what needs to be learned.

Ss use the speaker intentions, useful expressions and stress patterns in a personalised role-play about a real job interview or a school activity.

In pairs, Ss role-play a conversation: Student A is a first-time applicant for a school library assistant vacancy and feels anxious. Student B is an experienced friend who gives reassuring advice. Ss must: (1) express anxiety, (2) ask a question, (3) give advice with one honest example from their own school activity, (4) ask for clarification if they do not know an answer. Ss use at least one stressed auxiliary or modal verb. Useful phrases: I'm anxious about..., That is understandable, What if I don't know..., Could you explain...? Ss may change roles.

A short role-play of 6 to 8 exchanges with at least one honest example (a real school activity), one question and one response using Ask for clarification or explain honestly, and one stressed auxiliary or modal verb (e.g., I CAN help, You MUST check the rules).