Tiếng AnhLớp 12Phần 6. Unit 5: The world of work

Giáo án Looking back

Kế hoạch bài dạy theo mẫu Công văn 5512/BGDĐT-GDTrH, viết bằng tiếng Anh như giáo án Tiếng Anh thông dụng · 1 tiết (45 phút)

Tải Word (.docx) Bài học trên Học liệu

I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
- identify simple, compound and complex sentences and the connectors that show their relationships
- explain how contrastive stress on auxiliary and modal verbs changes the focus of a sentence
- use the unit vocabulary (vacancy, applicant, qualification, reliable, shift, reference) in a connected written text

2. Competences

a) General competences

Self-control and independent learning: Ss check their own sentence analysis against the answer key and correct their mistakes without waiting for the teacher.
Communication and collaboration: Ss discuss sentence types and stress patterns in pairs and explain their choices to the class in clear English.
Problem-solving and creativity: Ss decide which connector fits an intended meaning and write a short, original application paragraph for a fictional role.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read a sample application, reply to questions about it orally and write a short paragraph about their own school activity.
Language knowledge (pronunciation, vocabulary, grammar): Ss stress auxiliary and modal verbs to contrast meaning, use subordinate-clause connectors correctly and apply the six unit words in context.

3. Personal qualities

Responsibility: Ss describe real school experience honestly and say what conditions (timetable, supervision, safeguarding) they must check before applying for a role.
Honesty: Ss write only about experience they actually have and do not claim experience they never had.

II. Teaching aids and materials

1. Teacher

Lesson plan, projector and slides with the example sentences and the sample application
Printed worksheet (Worksheet No. 1) for each pair
NeoEdu learning page with the lesson, examples and interactive exercises: neoedu.vn/learn/12/english/unit-5-looking-back

2. Students

Student's book (Unit 5, Looking back), notebook, pen and pencil
Worksheet No. 1 (one per pair)

III. Procedures

Activity 1: Warm-up · 5 minutes

Quick sentence check

a) Aims

Ss recall the unit language and see the focus of the lesson: sentence structure and the use of stressed auxiliary and modal verbs.

b) Content

Ss look at four short sentences on the board and decide whether each is simple, compound or complex:

Mai applied and Nam prepared the display.
Mai and Nam applied.
Although she was nervous, she answered clearly.
She CAN help on Saturday.
T then asks: 'Which word in the fourth sentence is stressed, and why?'

c) Expected outcomes

Ss give quick answers: sentence 1 is compound (two independent clauses joined by 'and'); sentence 2 is simple (and joins only the subjects); sentence 3 is complex (subordinate clause 'Although she was nervous' + main clause); sentence 4 has the stressed auxiliary 'CAN', used to correct a doubt that she cannot help.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T writes the four sentences on the board and says: 'Look at these sentences. Decide the type of each one. Then look at the stress in the last sentence.'
Students
Ss read the sentences silently and get ready to answer.
Teacher
Step 2: Task performance
T gives Ss about one minute and walks around to check quickly.
Students
Ss decide individually, then whisper their answers to a partner.
Teacher
Step 3: Report and discussion
T calls on a few Ss to give answers and asks, 'How do you know?'
Students
Expected answer: 'The first sentence has two independent clauses, so it is compound.' 'The second has only one clause, and the word 'and' joins two subjects.' 'The third has 'Although', which is a subordinate connector.' 'CAN is stressed because the speaker is correcting the idea that she cannot help.'
Teacher
Step 4: Conclusion and assessment
T confirms the answers and writes on the board: 'Simple = one independent clause; Compound = two independent clauses joined by coordination; Complex = one subordinate clause + one main clause.' T says that stress on an auxiliary can change the focus without changing the words.
Students
Ss copy the key points into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Sentence structures and connectors

a) Aims

Ss systematise the sentence types and the connectors that show the intended relationship (addition, contrast, cause, purpose, concession).

b) Content

Pairs read the Grammar box and the examples, then complete Worksheet No. 1, Part A. They match each connector to its meaning: 'and' (addition), 'but' (contrast), 'because' (reason), 'so that' (purpose), 'although' (concession). They also explain why 'and' does not automatically make a sentence compound when it joins only words.

c) Expected outcomes

Ss complete the following key points:

A simple sentence has one independent clause, even with a compound subject or verb (e.g., 'Mai and Nam applied.').
A compound sentence joins two independent clauses with a coordinating connector (e.g., 'Mai applied, and Nam prepared the display.').
A complex sentence has a subordinate clause (e.g., 'Although she was inexperienced, she prepared carefully.').
Connectors: and = addition; but = contrast; because = reason; so that = purpose; although = concession.
'And' joins only words in 'He read and signed the form.' so the sentence is not compound.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T distributes Worksheet No. 1 and says: 'In pairs, read the grammar notes and complete Part A. You have five minutes.'
Students
Ss read the grammar notes and the example sentences in pairs.
Teacher
Step 2: Task performance
T monitors and helps pairs that struggle with the difference between a subordinate clause and a main clause.
Students
Pairs match each connector with its meaning and discuss the examples. Expected discussion: 'Although' gives a contrast with a fact, so it is a concession; 'so that' gives a purpose, not a result.
Teacher
Step 3: Report and discussion
T asks one pair to read their matching and asks another pair to explain why 'He read and signed the form.' is simple.
Students
Expected answer: 'He read and signed the form' has one subject 'He' and two verbs 'read' and 'signed', so it has only one independent clause.
Teacher
Step 4: Conclusion and assessment
T shows the key points on the slide and stresses: 'Choose a connector for the intended relationship. Check the number of independent clauses before you name the sentence type.'
Students
Ss check their work and correct any mistakes in their worksheets.

Activity 2.2: Knowledge formation · 8 minutes

Stressing auxiliary and modal verbs

a) Aims

Ss recognise that a normally weak auxiliary or modal verb can carry contrastive stress to correct or contradict an idea, and explain the change of focus.

b) Content

T reads three sentences twice: first neutrally, then with the stressed word in capital letters. Ss listen and repeat, then explain the change of meaning.

I can help on Saturday. / I CAN help on Saturday. (correcting 'I cannot')
She has completed the training. / She HAS completed the training. (contradicting a doubt)
You must check the safety rules. / You MUST check the safety rules. (strong necessity)

c) Expected outcomes

Ss explain in English:

'CAN' in the second version corrects the idea that the speaker cannot help.
'HAS' in the second version contradicts a doubt that she completed the training.
'MUST' in the second version emphasises strong necessity.
The words stay the same; only the stress and focus change.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Listen to the sentences. Then repeat them after me, first neutrally, then with the stress. Tell me what the stress changes.'
Students
Ss listen carefully and notice the capital letters on the board.
Teacher
Step 2: Task performance
T models the stress by raising pitch and volume on the auxiliary. Ss practise in pairs, one saying the neutral version and the other the stressed version.
Students
Ss practise the sentences in pairs and discuss what the stressed word is doing.
Teacher
Step 3: Report and discussion
T asks, 'What does the speaker want to correct or confirm in each sentence?'
Students
Expected answers: 'In the first, the speaker corrects the idea that they cannot help.' 'In the second, the speaker replies to a doubt that she completed the training.' 'In the third, the speaker stresses that the rule is strictly necessary.'
Teacher
Step 4: Conclusion and assessment
T summarises: 'An auxiliary that is normally weak can carry contrastive stress. Read neutrally first, then add the correction. The focus changes, but the words stay the same.'
Students
Ss write one example sentence of their own with a stressed auxiliary in their notebooks.

Activity 3: Practice · 10 minutes

Choose the correct answer

a) Aims

Ss apply sentence-type rules, connector meaning and the meaning-preserving structure to choose correct options.

b) Content

Ss do the exercises from the lesson (Worksheet No. 1, Part B, items 2–9), choosing the correct answer and giving a reason in one short sentence. Ss then match the six vocabulary items with their Vietnamese meanings (item 10).
Items:
2. 'Mai and Nam applied.' is ___. A. simple B. complex C. compound D. a fragment
3. 'Mai applied, and Nam prepared the display.' is ___. A. a fragment B. simple C. compound D. a phrase
4. 'Because the deadline was near, we checked the forms.' is ___. A. a noun phrase B. complex C. simple D. an imperative only
5. She was inexperienced, ___ she prepared carefully. A. unless of B. despite C. because of D. but
6. Choose a complete sentence. A. Despite he answered. B. Although he was nervous. C. Although he was nervous, he answered clearly. D. Because of he was nervous.
7. 'He read and signed the form.' has ___ independent clause(s). A. one B. three C. two D. zero
8. We arrived early ___ we could ask questions. A. however B. because of C. so that D. despite
9. The task was hard. She finished it. Choose the meaning-preserving combination. A. Because she finished it, the task was easy. B. Although the task was hard, she finished it. C. She did not finish the hard task. D. The task was hard because she refused.
10. Match: vacancy, applicant, qualification, reliable, shift, reference with their meanings.

c) Expected outcomes

Answer key:
2 – A (And joins subjects, not two independent clauses.)
3 – C (Two independent clauses are coordinated.)
4 – B (The 'because' subordinate clause makes it complex.)
5 – D (The two independent clauses contrast.)
6 – C (The subordinate clause needs a main clause.)
7 – A (And joins verbs sharing one subject.)
8 – C (So that introduces purpose.)
9 – B (Concession keeps both facts.)
10 – 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.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T says: 'Work in pairs. Choose the answer for items 2 to 9, then give a reason. For item 10, match the words. You have six minutes.'
Students
Ss read the items and work in pairs.
Teacher
Step 2: Task performance
T walks around and checks reasons, especially for items 6 and 9.
Students
Pairs discuss and write their answers in Worksheet No. 1, Part B.
Teacher
Step 3: Report and discussion
T calls on different pairs to give answers to items 4, 6 and 9 and asks the class to agree or disagree.
Students
Expected answers: item 4 is B because 'Because' makes a subordinate clause; item 6 is C because 'Although he was nervous' is a subordinate clause, so it needs the main clause 'he answered clearly'; item 9 is B because 'Although' keeps both facts.
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the slide, corrects any mistakes and checks the vocabulary meanings aloud. T also reminds Ss to check the NeoEdu interactive exercises at home.
Students
Ss correct their answers and copy the key vocabulary into their notebooks.

Activity 4: Application · 12 minutes

Writing a short application reply

a) Aims

Ss use the unit grammar, the stressed modal and auxiliary verbs and the vocabulary to write a short, honest application paragraph for the fictional weekend assistant role.

b) Content

Ss read the sample application (Writing model, Exercise 1) and identify the sentence types and connectors it uses. Then, in pairs, they write a short paragraph (80–100 words) applying for the role. The paragraph must include:

one simple, one compound and one complex sentence
one sentence with a stressed auxiliary or modal verb (in capital letters)
at least three words from the vocabulary list
one honest description of a real school activity
one question about the timetable, responsibilities or training
Follow-up question for the class: 'What if you lack previous employment?'

c) Expected outcomes

Each pair produces a paragraph with the required elements. Expected example: 'Dear Library Coordinator, I am writing to apply for the weekend assistant vacancy. I am available on Saturday mornings, and I can attend the training session. Last term, I helped organise our class book corner, so I understand how to record borrowed books. Although I have no paid job, I am a reliable pupil who learns quickly. I DO want to know more about the timetable and supervision before I accept a place. Thank you for your time.' Ss also answer the follow-up question: 'I would explain a relevant supervised school activity honestly and ask what training is provided.'

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T displays the writing requirements and says: 'In pairs, write a short application paragraph. Include the required sentence types, a stressed auxiliary or modal verb, and three vocabulary words. Be honest about your experience.'
Students
Ss read the requirements and the sample application.
Teacher
Step 2: Task performance
T monitors, reminds pairs to avoid claiming experience they do not have, and helps with connectors.
Students
Pairs draft and check their paragraphs, then write a final version on a sheet of paper.
Teacher
Step 3: Report and discussion
T invites two pairs to read their paragraphs aloud and asks the class to identify the sentence types and the stressed word. T then asks, 'What if you lack previous employment?'
Students
Pairs read their work. Expected answer to the follow-up: 'I would explain a relevant supervised school activity, such as helping in our class book corner, and ask what training is provided.'
Teacher
Step 4: Conclusion and assessment
T comments on the content, honesty and accuracy, and highlights the point that a responsible decision begins with the conditions of the job, not only the job title.
Students
Ss revise their paragraphs for homework and note the feedback.

Worksheets

Phiếu học tập số 1

Worksheet No. 1: Unit 5 – Looking back
Part A. Match each connector with its meaning.

and | (a) contrast
but | (b) addition
because | (c) purpose
so that | (d) reason
although | (e) concession
Part B. Choose the correct answer and give a reason.

'Mai and Nam applied.' is ___. A. simple B. complex C. compound D. a fragment
'Mai applied, and Nam prepared the display.' is ___. A. a fragment B. simple C. compound D. a phrase
'Because the deadline was near, we checked the forms.' is ___. A. a noun phrase B. complex C. simple D. an imperative only
She was inexperienced, ___ she prepared carefully. A. unless of B. despite C. because of D. but
Choose a complete sentence. A. Despite he answered. B. Although he was nervous. C. Although he was nervous, he answered clearly. D. Because of he was nervous.
'He read and signed the form.' has ___ independent clause(s). A. one B. three C. two D. zero
We arrived early ___ we could ask questions. A. however B. because of C. so that D. despite
The task was hard. She finished it. Choose the meaning-preserving combination. A. Because she finished it, the task was easy. B. Although the task was hard, she finished it. C. She did not finish the hard task. D. The task was hard because she refused.
Part C. Match the vocabulary with its meaning.

vacancy
applicant
qualification
reliable
shift
reference
Meanings (in random order): người hoặc thư giới thiệu; ca làm việc; người ứng tuyển; vị trí tuyển dụng; đáng tin cậy; trình độ, bằng cấp.

Homework

Revise the sentence types (simple, compound, complex) and the connectors from the lesson. Write three sentences of your own, one for each type.
Practise reading aloud three sentences with a stressed auxiliary or modal verb (CAN, HAS, MUST), and write one sentence explaining the change of focus.
Complete the interactive exercises on the NeoEdu page (neoedu.vn/learn/12/english/unit-5-looking-back).
Revise your application paragraph from class. Check that every experience you describe is real and that you have asked about the timetable, responsibilities and training. Bring it to the next lesson.

Giáo án do NeoEdu soạn với sự hỗ trợ của AI, dựa trên nội dung bài học trên Học liệu. Thầy cô nên đọc lại và điều chỉnh cho phù hợp với học sinh của mình; bản Word để sửa trực tiếp.