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

Giáo án Reading

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to:
  • Read the two fictional job advertisements for main ideas and specific details, such as duties, conditions, availability and eligibility.
  • Distinguish a stated fact, a reasonable inference and an unsupported claim, and support each judgement with an exact sentence from the text.
  • Use the six key words: vacancy, applicant, qualification, reliable, shift, reference.
  • Identify simple, compound and complex sentences and explain how stress on an auxiliary or modal verb changes the focus of a sentence.

2. Competences

a) General competences

  • Self-control and independent learning: Ss read the texts once for the central question, then search for the exact evidence for each answer without relying on the teacher's help.
  • Communication and collaboration: Ss work in pairs and groups to compare their answers, give reasons with evidence, and explain their choices clearly in English.
  • Problem-solving and creativity: Ss decide what a careful applicant should check and create a short personal checklist for a real job advertisement.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss skim and scan two job advertisements, discuss them in groups, answer comprehension questions with evidence, and write a three-sentence summary.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss pronounce the key words correctly, use them in sentences, recognise sentence types, and read auxiliary and modal verbs with contrastive stress.

3. Personal qualities

  • Diligence: Ss complete every reading and writing task on time and check their answers against the text before reporting.
  • Responsibility: Ss carefully check the conditions, eligibility and safeguarding points before accepting any job offer, and they do not respond only to an attractive title.
  • Honesty: Ss report only what the text actually states and clearly label unsupported claims instead of guessing.

II. Teaching aids and materials

1. Teacher

  • Textbook Tiếng Anh 12 (Global Success), Unit 5: The world of work, Reading lesson
  • Projector or interactive whiteboard, laptop, slides with the two job advertisements (A and B) and the key vocabulary
  • Printed Worksheet 1 and Worksheet 2 for each pair, timer, sticky notes in two colours
  • NeoEdu digital lesson page (neoedu.vn/learn/12/english/unit-5-reading) with the lecture, examples and interactive exercises, projected for the whole class

2. Students

  • Textbook, notebook, pen, pencil, highlighter in two colours
  • Dictionary (optional) for checking unfamiliar words

III. Procedures

Activity 1: Warm-up · 8 minutes

Job hunting: what do you check first?

a) Aims

Ss activate prior knowledge about job advertisements and become curious about the reading topic 'The world of work'.

b) Content

T shows a photo of a noticeboard with several job posters. T asks: 'What makes a job advertisement attractive? What should you check before you apply?' Ss brainstorm in pairs and list their ideas, then share them with the class. T writes the ideas on the board and links them to the reading goal: informed checking.

c) Expected outcomes

A list of at least three criteria Ss think are important, such as working hours, duties, pay, location, the organisation's reputation and the age or qualification requirements. Example: 'We should check the working hours, the duties and whether the employer asks for any fee.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the poster photo and asks: 'Imagine you see this advertisement online. What do you want to know before you apply?' T gives 2 minutes for pair brainstorming and says: 'Write down three things you would check.'

    Students

    Ss look at the picture, discuss in pairs and note their ideas in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around, listens to pairs and helps with vocabulary such as 'duties' and 'conditions'.

    Students

    Ss discuss, e.g. 'We check the salary and the working hours.' 'We check whether the company is trustworthy.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their lists and writes the most common criteria on the board.

    Students

    Representative pairs report: 'The duties and the working hours are important.' 'We also check if we need a recruitment fee.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the ideas and says: 'Today we will read two job advertisements and learn how to check them carefully. The title is only the beginning.' T writes the lesson title on the board.

    Students

    Ss copy the lesson title and note the goal: 'Read for details and evidence.'

Activity 2.1: Knowledge formation · 12 minutes

Pre-teaching key vocabulary

a) Aims

Ss understand and pronounce the six key words and can use them in meaningful sentences related to job advertisements.

b) Content

Key words: vacancy (vị trí tuyển dụng) /ˈveɪkənsi/, applicant (người ứng tuyển) /ˈæplɪkənt/, qualification (trình độ, bằng cấp) /ˌkwɒlɪfɪˈkeɪʃn/, reliable (đáng tin cậy) /rɪˈlaɪəbl/, shift (ca làm việc) /ʃɪft/, reference (người hoặc thư giới thiệu) /ˈrefrəns/. T models pronunciation and stress, Ss repeat in chorus and individually. Then Ss match each word with its meaning in Worksheet 1, Part A, and make one sentence about a job advertisement with each word.

c) Expected outcomes

Ss complete Worksheet 1, Part A with correct matches: 1-c, 2-e, 3-a, 4-f, 5-b, 6-d (pairs are not fixed; the key is shown on the board). Ss write six sentences, for example: 'The library has one vacancy for a weekend assistant.' 'An applicant should be reliable.' 'The shift starts at 9 a.m. on Saturday.' 'Please give two references from your previous employer.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the six words and says: 'Listen and repeat. Mark the stressed syllable.' T then gives Worksheet 1, Part A, and asks Ss to match the words with the definitions in 3 minutes.

    Students

    Ss listen, repeat the words after T and mark the stress in their notebooks. They read the worksheet and start matching.

  2. Teacher

    Step 2: Task performance

    T asks Ss to check with a partner and models one sentence: 'The vacancy is for a weekend assistant.' T monitors pronunciation of 'vacancy' and 'qualification'.

    Students

    Ss compare matches with a partner, then write one sentence per word, e.g. 'We need a reliable assistant for the Saturday shift.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to read their sentences aloud and asks the class: 'Is the word used correctly?'

    Students

    Ss read sentences aloud, e.g. 'An applicant should bring two references.' Classmates respond: 'Correct.' or 'Yes, the stress is on the second syllable.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct meanings and emphasises that 'applicant' is a person and 'vacancy' is a job position. T writes the words on the board with their stress marked.

    Students

    Ss correct their worksheets and copy the key words and examples into their notebooks.

Activity 2.2: Knowledge formation · 18 minutes

Reading for main ideas and details

a) Aims

Ss read the two advertisements for the central question and locate specific details about duties, conditions and eligibility.

b) Content

Jigsaw reading. Group 1 reads Advertisement A (Riverside Library). Group 2 reads Advertisement B (Green Path Club). Each group answers on Worksheet 1, Part B: (1) What is the main purpose of the advertisement? (2) What are the duties? (3) When must applicants be available? (4) What conditions or safeguards are mentioned? Then the groups exchange information with their partners from the other group and complete the comparison in Part C. T also shows the lecture and examples on the NeoEdu page to guide the skimming and scanning steps.

c) Expected outcomes

Ss complete Worksheet 1, Part B and C. Key ideas: Advertisement A: main purpose is to recruit a weekend assistant for a supervised youth reading event; duties are arranging books, welcoming visitors and keeping the walkway clear; availability is Saturday mornings; training is provided and no unsupervised child supervision is required; applicants should ask the coordinator about eligibility and safeguarding. Advertisement B: main purpose is to recruit a temporary display assistant for two weekday afternoons; duties are checking labels and arranging reusable materials; no operation of electrical equipment; applicants need careful reading and teamwork. Comparison: both ask for a short application describing experience and availability; neither promises future employment or asks for a recruitment fee.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T divides the class into two expert groups and one mixed group of four for the comparison. T says: 'Read once for the central question. Then scan for the exact details. Underline the sentence that supports each answer.' T shows the first question as a model on the projector.

    Students

    Ss form groups, receive Worksheet 1, Part B, and read the assigned advertisement silently.

  2. Teacher

    Step 2: Task performance

    T monitors the expert groups and asks guiding questions: 'What is the job position? Which words tell you the time?' T reminds Ss to write the exact evidence sentence beside each answer. Then T pairs Ss from the two groups for the comparison in Part C.

    Students

    Ss answer the questions, e.g. 'The library needs a weekend assistant.' 'The duties are arranging books, welcoming visitors and keeping the walkway clear.' Mixed pairs share and compare, e.g. 'Both ask for a short application.' 'Neither asks for a fee.'

  3. Teacher

    Step 3: Report and discussion

    T calls one Ss from each expert group to report the answers to the whole class and asks: 'Which sentence in the text proves this?' T asks other Ss to add or correct information.

    Students

    Representatives report, e.g. 'Advertisement B does not involve electrical equipment.' Classmates ask: 'Where is that written?' and the reporter points to the sentence: 'not operating electrical equipment.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the central idea of both advertisements and stresses that the conclusion recommends informed checking. T shows the key difference between main idea and detail on the NeoEdu page.

    Students

    Ss correct their Worksheet 1 answers in a different colour pen and note the main ideas and the key details in their notebooks.

Activity 2.3: Knowledge formation · 12 minutes

Stated facts, inferences and unsupported claims

a) Aims

Ss distinguish a stated fact, a reasonable inference and an unsupported claim, and justify each judgement with evidence from the text.

b) Content

T introduces three categories: stated fact (the text says it), reasonable inference (a logical conclusion from the text), unsupported claim (the text does not say it or contradicts it). Ss work in pairs to classify five statements on Worksheet 2, Part A, and write the exact sentence that supports each judgement. T uses the lecture on the NeoEdu page to model the process: read once for the central question, then locate the exact sentence.

c) Expected outcomes

Ss complete Worksheet 2, Part A. Answers: a) Stated fact: 'Applicants should ... be available on Saturday mornings.' (Advertisement A). b) Stated fact: 'not operating electrical equipment' (Advertisement B). c) Unsupported claim: the text gives no information about pay. d) Reasonable inference: applicants who enjoy checking labels and arranging displays may suit the Green Path role, because the role involves checking labels and careful reading. e) Unsupported claim: the text says neither notice asks for a recruitment fee, so the statement is not supported and is contradicted.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three categories on the board and gives the example: 'The library needs a weekend assistant.' (stated fact). T asks Ss to classify the five statements on Worksheet 2, Part A, and find the evidence in 5 minutes.

    Students

    Ss read the categories, copy the example into their notebooks and read the five statements in pairs.

  2. Teacher

    Step 2: Task performance

    T listens to pairs and prompts when they choose 'inference' without evidence: 'Can you find a sentence in the text that supports this?' T reminds Ss that a claim is unsupported when the text is silent.

    Students

    Ss discuss, e.g. 'Statement c is about pay. The text does not mention pay, so it is unsupported.' 'Statement d is an inference because the role involves labels and careful reading.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to present statement d and another pair to present statement e. T asks the class: 'Do you agree? Why?'

    Students

    Pairs report their answers and the evidence. Other Ss agree or ask questions, e.g. 'Why is statement e unsupported and not a fact?' The reporting pair answers: 'The text says neither asks for a fee, so the claim is not true.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and emphasises the rule: 'A reasonable inference must be based on the text. An unsupported claim is not in the text or is contradicted by it. Do not turn an example into a claimed observation.' T writes the rule on the board.

    Students

    Ss correct their Worksheet 2 answers and write the rule in their notebooks.

Activity 3.1: Practice · 15 minutes

Answering comprehension questions with evidence

a) Aims

Ss apply their reading skills to answer multiple-choice questions and find the exact sentence that supports each answer.

b) Content

Exercises 2 to 5 from the textbook (based on the two advertisements). Ss first answer individually in 5 minutes, then compare and justify their answers with a partner in 5 minutes. T then checks the answers with the whole class and asks Ss to read the evidence sentence aloud.
Ex 2: Which role needs Saturday availability? A. The weekday display role; B. Neither; C. The library assistant; D. Both roles only at night.
Ex 3: What is excluded from the display role? A. Operating electrical equipment; B. Teamwork; C. Reusing materials; D. Checking labels.
Ex 4: What do both applications need? A. A private bank password; B. A guarantee of future work; C. Experience and availability; D. A recruitment payment.
Ex 5: What should an applicant check? A. No details; B. Only the poster colour; C. Organisation, conditions and legal eligibility; D. Only the title.

c) Expected outcomes

Answers: 2 - C (Advertisement A specifies Saturday mornings). 3 - A (The notice says the role is not operating electrical equipment). 4 - C (Both ask for a short application describing relevant experience and availability). 5 - C (The text recommends checking the organisation, conditions and lawful age requirements). Ss write each answer on Worksheet 2, Part B and underline the evidence sentence.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects Ex 2 to 5 on the screen and says: 'Choose one answer for each question. Underline the sentence that supports your answer. You have 5 minutes.' T reminds Ss to read the advertisements again if needed.

    Students

    Ss read the questions and options, then work individually and underline evidence sentences in their books or notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to compare answers with a partner and explain their reasons. T walks around and checks that Ss are looking at the evidence, not guessing.

    Students

    Ss discuss, e.g. 'I chose C for Ex 2 because the library notice says Saturday mornings.' 'For Ex 3, A is correct because the text says not operating electrical equipment.'

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers and read the evidence sentence aloud. T asks other Ss: 'Do you agree? Why?'

    Students

    Ss answer, e.g. 'Question 4 is C. The text says both ask for experience and availability.' Classmates respond: 'I agree.' or 'I chose the same answer.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the key answers (2-C, 3-A, 4-C, 5-C) and reminds Ss that every answer must be supported by the text, not by personal opinion.

    Students

    Ss check their answers, correct mistakes and write the final answers on Worksheet 2, Part B.

Activity 3.2: Practice · 10 minutes

Sentence stress and sentence types

a) Aims

Ss read sentences with contrastive stress on auxiliary and modal verbs, and classify sentence types in the context of the advertisements.

b) Content

T models three sentences with contrastive stress, first neutral and then with correction:

  1. 'I CAN help on Saturday.' (correcting 'I cannot')
  2. 'She HAS completed the training.' (contradicting a doubt)
  3. 'You MUST check the safety rules.' (strong necessity)
    Then Ss classify these sentences from the advertisements as simple, compound or complex:
    a) Applicants should communicate politely and be available on Saturday mornings.
    b) Training is provided; no unsupervised child supervision is required.
    c) Although she was inexperienced, she prepared carefully.

c) Expected outcomes

Ss explain that the stressed auxiliary or modal changes the focus, not the words. Classification: a) simple sentence (one independent clause with a compound predicate). b) compound sentence (two independent clauses joined by a semicolon). c) complex sentence (a subordinate clause 'Although she was inexperienced' with the main clause). Ss record answers on Worksheet 2, Part C.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T reads the three stressed sentences aloud, first neutrally and then with capitalised stress. T asks: 'What does the stress tell us?' Then T gives Worksheet 2, Part C, with sentences a to c.

    Students

    Ss listen, repeat the sentences with the stress and read Part C silently.

  2. Teacher

    Step 2: Task performance

    T asks pairs to read the sentences aloud with stress and to decide the sentence type. T reminds Ss: 'A sentence with and is not automatically compound if and joins only words.'

    Students

    Ss practise the stress, e.g. 'I CAN help' correcting a doubt. They then classify, e.g. 'Sentence b has two independent clauses, so it is compound.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to read one stressed sentence and explain the changed focus, then asks for the classification of sentence c.

    Students

    Pairs read and explain, e.g. 'The stress on MUST shows strong necessity.' Another pair says: 'Sentence c is complex because although introduces a subordinate clause.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: the stressed auxiliary or modal changes focus; sentence types depend on the number of independent and subordinate clauses. T writes the three types on the board with examples.

    Students

    Ss copy the summary into their notebooks and correct their answers.

Activity 4: Application · 15 minutes

Informed checking for a real job advertisement

a) Aims

Ss apply the reading skills to a real job advertisement, create a personal checklist and write a short summary using only information from the text.

b) Content

Ss work in groups of four. Each group receives a short real or fictional job advertisement from the teacher (T prepares two options: a local shop assistant or a tutoring assistant). Group tasks: (1) Create a checklist of four items an applicant should check before applying, based on 'the organisation, conditions and lawful age requirements' and the example of Riverside Library. (2) Write a three-sentence summary of the advertisement, keeping any essential condition. (3) Answer: 'What is the purpose and audience of this advertisement?' Support your answer with one detail.

c) Expected outcomes

Each group produces a poster with: a four-item checklist (e.g. 'Check the duties and working hours', 'Ask about eligibility and safeguarding', 'Check whether any recruitment fee is required', 'Confirm the age requirement and the organisation's reputation'); a three-sentence summary that keeps the condition (e.g. 'Applicants must be available on Saturday mornings.'); and a purpose and audience statement with one supporting detail. Checklists are shown on the wall for a gallery walk.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes the advertisement sheets and the poster paper and says: 'Use the reading strategies we practised today. Read once for the main idea, then find the exact details. Your summary must include only information from the advertisement.'

    Students

    Ss form groups, read the advertisement and assign roles: reader, checker, writer and presenter.

  2. Teacher

    Step 2: Task performance

    T monitors groups and checks that summaries do not add results or facts that are not in the text. T prompts: 'Does your summary keep the condition about Saturday mornings?'

    Students

    Ss discuss and write their checklist, e.g. 'We must check the working hours and whether the employer asks for a fee.' They write a summary, e.g. 'The club needs a temporary assistant for two weekday afternoons. The role involves checking labels and arranging materials. Applicants must show careful reading and teamwork.'

  3. Teacher

    Step 3: Report and discussion

    T organises a gallery walk. Each group presents its poster in one minute and other groups give one comment. T asks: 'Which checklist item is the most important? Why?'

    Students

    Presenters explain, e.g. 'Our most important item is checking the eligibility, because it protects us.' Other groups comment, e.g. 'Your summary is clear because it keeps the weekday condition.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the best checklist and reminds Ss that informed checking is essential for a responsible applicant. T collects the posters for feedback and marks the summaries for accuracy.

    Students

    Ss write down one checklist item they will use in their own job search.

Worksheets

Phiếu học tập số 1

Part A. Match each word with its meaning (vacancy, applicant, qualification, reliable, shift, reference).

    1. vacancy
    1. applicant
    1. qualification
    1. reliable
    1. shift
    1. reference
      a. a person who gives information about your character or work
      b. a period of time when you work
      c. a job position that is available
      d. a person or letter that recommends you
      e. a person who applies for a job
      f. able to be trusted

Part B. Read Advertisement A and Advertisement B. Answer and write the evidence sentence.

  • (1) What is the main purpose of Advertisement A?
  • (2) What are the duties in Advertisement B?
  • (3) When must applicants be available for Advertisement A?
  • (4) What conditions or safeguards are mentioned in Advertisement A?

Part C. Compare the two advertisements.

  • Similarity: both ask for ...
  • Similarity: neither ...
  • Difference: Advertisement A requires ...
  • Difference: Advertisement B involves ...

Phiếu học tập số 2

Part A. Classify each statement as a stated fact (F), reasonable inference (I) or unsupported claim (U). Write the evidence sentence for each.

  • a) Applicants for Riverside Library should be available on Saturday mornings.
  • b) The Green Path Club role does not involve operating electrical equipment.
  • c) Riverside Library's job pays more than the Green Path role.
  • d) A person who likes checking labels and arranging displays may suit the Green Path role.
  • e) Both employers will hire applicants who pay a recruitment fee.

Part B. Multiple-choice questions. Choose one answer and underline the evidence sentence.

  • 2. Which role needs Saturday availability? A. The weekday display role; B. Neither; C. The library assistant; D. Both roles only at night.
    1. What is excluded from the display role? A. Operating electrical equipment; B. Teamwork; C. Reusing materials; D. Checking labels.
    1. What do both applications need? A. A private bank password; B. A guarantee of future work; C. Experience and availability; D. A recruitment payment.
    1. What should an applicant check? A. No details; B. Only the poster colour; C. Organisation, conditions and legal eligibility; D. Only the title.

Part C. Read each sentence with the stress on the underlined word. Then classify the sentence as simple, compound or complex.

  • a) Applicants should communicate politely and be available on Saturday mornings.
  • b) Training is provided; no unsupervised child supervision is required.
  • c) Although she was inexperienced, she prepared carefully.
  • Stressed sentence: 'I CAN help on Saturday.' Explain the changed focus.
  • Stressed sentence: 'You MUST check the safety rules.' Explain the changed focus.

Homework

  • Find one real job advertisement online or in a newspaper. Read it once for the main purpose, then scan for the duties, conditions, availability and eligibility.
  • Write a short paragraph of 80 to 100 words about the advertisement. Include: the main purpose, two specific details with evidence, and one thing an applicant should check before applying.
  • Use only information from the advertisement. Do not add facts, results or claims that the text does not support.
  • Prepare for the next lesson: read the Reading lesson page again on NeoEdu (neoedu.vn/learn/12/english/unit-5-reading) and do the interactive exercises on vocabulary and sentence types.

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