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

Giáo án Speaking

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to state and defend a viewpoint on a topic-related issue, support it with a concrete example, acknowledge a limitation and invite a partner's response.
  • By the end of the lesson, Ss will be able to use contrastive stress on auxiliary and modal verbs to correct or emphasise a message.
  • By the end of the lesson, Ss will be able to distinguish simple, compound and complex sentences and choose a suitable connector for the intended relationship.

2. Competences

a) General competences

  • Self-control and independent learning: Ss prepare their own viewpoint and example in advance, check their sentences against the model criteria and revise their speech without relying on a memorised script.
  • Communication and collaboration: Ss work in pairs to practise the A/B dialogue, give and receive feedback, and ask a real follow-up question to their partner.
  • Problem-solving and creativity: Ss weigh the conditions of a part-time job (schedule, duties, safety, payment) to reach a reasoned decision and present it in their own words.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read and analyse a complete speaking model, then produce and defend a 1–2 minute spoken contribution on 'The world of work' and respond to a follow-up question.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words (vacancy, applicant, qualification, reliable, shift, reference) correctly, apply contrastive stress to auxiliary and modal verbs, and classify sentences by structure.

3. Personal qualities

  • Responsibility: Ss describe their own experience honestly, without claiming activities they have never done, and consider the schedule and safety conditions before choosing a role.
  • Honesty: Ss acknowledge a limitation in their viewpoint and do not invent results or data in their spoken contribution.
  • Diligence: Ss rehearse their 1–2 minute speech at home and revise it after peer feedback.

II. Teaching aids and materials

1. Teacher

  • Projector or interactive board with the speaking model, target vocabulary and sentence examples on slides
  • Printed Worksheet 1 and Worksheet 2 (one set per pair)
  • Timer
  • NeoEdu learning page for the unit (neoedu.vn/learn/12/english/unit-5-speaking) with the lesson presentation, examples and interactive exercises

2. Students

  • Student's book (Unit 5: The world of work, Speaking)
  • Notebook, pen and pencil
  • Blank paper or index cards for notes during the speaking task

III. Procedures

Activity 1: Warm-up · 5 minutes

Job Vacancy Quick Match

a) Aims

Ss activate prior knowledge of the world of work and pre-teach the six target words (vacancy, applicant, qualification, reliable, shift, reference) in context.

b) Content

T shows six short job-advertisement phrases on the screen, each with a blank for one target word. Ss match each word to its Vietnamese meaning in brackets and then answer one question: 'Which condition is the most important for a part-time job: the shift time, the qualification or the reference? Why?'
Example phrase: 'We are hiring a ___ for weekend shifts.' (applicant / vacancy)

c) Expected outcomes

Ss match the words correctly: 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).
Sample answer: 'I think the shift time is most important, because a student must be able to attend school and work without conflict.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Imagine you are looking for a part-time job. Which condition matters most to you?' T displays the six phrases with blanks and asks Ss to complete them quickly.

    Students

    Ss look at the screen, read the phrases silently and prepare to match the target words.

  2. Teacher

    Step 2: Task performance

    T monitors and gives a 2-minute time limit. T checks understanding by asking: 'What does reliable mean?'

    Students

    Ss work individually to fill in the blanks, then compare answers with a partner. Possible answer: 'Reliable means that you can be trusted to do the job on time.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to read out their completed phrases and asks the question: 'Which condition is most important for you? Why?'

    Students

    Ss read the phrases aloud and give short answers. Possible answer: 'For me, the qualification is important because it shows what I can do.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the correct matches, models the pronunciation of each target word and writes the words on the board. T says: 'Today we will learn how to give and defend a viewpoint about a job.'

    Students

    Ss copy the target words into their notebooks and repeat them after T.

Activity 2.1: Knowledge formation · 10 minutes

Analysing the Speaking Model

a) Aims

Ss identify the structure of a complete spoken viewpoint: position, supporting example, limitation and invitation for response.

b) Content

Ss read the model paragraph in the book (A complete speaking model) and complete Worksheet 1. T asks the key questions:

  • What is the speaker's position?
  • Which concrete example supports it?
  • Which limitation or condition does the speaker acknowledge?
  • How does the speaker invite a response?
    Pairs then identify the substantive opening sentence and explain what it introduces.

c) Expected outcomes

Ss complete Worksheet 1 with these key points:

  • Position: A supervised library role could suit a careful student who enjoys explaining things.
  • Concrete example: In our fictional advertisement, the assistant organises books, welcomes visitors and works under a librarian's supervision.
  • Limitation or condition: availability and lawful eligibility must be checked.
  • Invitation for response: the follow-up question 'What if you lack previous employment?' with a response that explains a relevant supervised school activity honestly.
    Key knowledge: a good viewpoint states a position, supports it with a specific detail, acknowledges a limit and invites the partner to respond.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 1 and says: 'Read the model once quickly, then find the four parts: position, example, limitation and invitation.' T gives Ss 2 minutes to read.

    Students

    Ss read the model silently and underline keywords such as 'could suit', 'for example', 'must be checked' and 'What if'.

  2. Teacher

    Step 2: Task performance

    T circulates and helps pairs with unknown words such as 'safeguarding' and 'lawful eligibility'. T asks: 'Why does the speaker say I would prefer clearly stated duties rather than an exciting title?'

    Students

    Pairs complete Worksheet 1 together. Possible answer: 'The speaker values clear conditions more than attractive job titles, so the viewpoint is responsible and realistic.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to share their answers and asks the class: 'Does the speaker only state an opinion, or does the speaker also explain it?'

    Students

    Ss report their answers. Possible answer: 'The speaker explains the opinion with a concrete example and a condition, so the message is convincing.'

  4. Teacher

    Step 4: Conclusion and assessment

    T writes the four-part structure on the board: Position – Concrete example – Limitation – Invitation for response. T emphasises that a viewpoint is defended with evidence, not only stated.

    Students

    Ss copy the structure into their notebooks and label one sentence from the model for each part.

Activity 2.2: Knowledge formation · 8 minutes

Stress on Auxiliary and Modal Verbs

a) Aims

Ss recognise contrastive stress on auxiliary and modal verbs and explain how stress changes the focus of a sentence.

b) Content

T reads three pairs of sentences first neutrally, then with the correction. Ss repeat and identify the stressed word.

  1. I can help on Saturday. (neutral) / I CAN help on Saturday. (correcting 'I cannot')
  2. She has completed the training. (neutral) / She HAS completed the training. (contradicting a doubt)
  3. You must check the safety rules. (neutral) / You MUST check the safety rules. (strong necessity)
    T explains: an auxiliary that is normally weak can carry contrastive stress; the words stay the same, but the focus changes.

c) Expected outcomes

Ss identify the stressed word in each sentence:

  • CAN (correcting the idea that the speaker cannot help)
  • HAS (contradicting a doubt about training)
  • MUST (strong necessity)
    Key knowledge: contrastive stress is placed on the auxiliary or modal verb to correct, contradict or emphasise a meaning, without changing the words.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three pairs of sentences on the board and says: 'Listen to the same words with two different stress patterns. Where does the stress move?'

    Students

    Ss listen carefully to T's model and observe which word becomes louder and longer.

  2. Teacher

    Step 2: Task performance

    T asks Ss to repeat each sentence in chorus, then individually. T corrects intonation and checks the meaning by asking: 'Is the speaker correcting someone?'

    Students

    Ss practise in pairs: one partner reads neutrally and the other reads with the correction. Possible answer: 'When I stress CAN, I am saying that I am able to help, not that I cannot.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to perform the pairs of sentences in front of the class and asks the class to identify the meaning change.

    Students

    Pairs perform. Classmates answer: 'The stressed word shows the speaker is correcting or emphasising something.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: the words do not change, only the stress does. T adds that Ss should use this technique in their speech to correct a misunderstanding or stress necessity.

    Students

    Ss mark the stressed words in their books and note the three meanings in their notebooks.

Activity 2.3: Knowledge formation · 6 minutes

Sentence Structures and Connectors

a) Aims

Ss distinguish simple, compound and complex sentences and choose connectors that express the intended relationship.

b) Content

T shows examples on the board and asks Ss to classify each one using Worksheet 2:

  • She organises books and welcomes visitors. (simple: one independent clause with a compound verb)
  • The assistant organises books, and she welcomes visitors. (compound: two independent clauses)
  • Although she was inexperienced, she prepared carefully. (complex: one subordinate clause)
    T stresses: 'and' does not automatically make a sentence compound if it joins only words.

c) Expected outcomes

Ss classify the sentences correctly:

  • She organises books and welcomes visitors: simple (and joins two verbs with one subject).
  • The assistant organises books, and she welcomes visitors: compound (two independent clauses joined by coordination).
  • Although she was inexperienced, she prepared carefully: complex (subordinate clause introduced by although, showing concession).
    Key knowledge: choose 'although' for contrast, 'because' for reason and 'and' or 'but' for addition or contrast between independent clauses.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the three sentences on the board and asks: 'How many independent clauses does each sentence contain?'

    Students

    Ss look at the sentences and count the subjects and verbs in each one.

  2. Teacher

    Step 2: Task performance

    T asks Ss to complete Worksheet 2, Part B, individually for 2 minutes, then compare with a partner.

    Students

    Ss classify the sentences. Possible answer: 'The first sentence has one subject and two verbs, so it is simple.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to explain why 'and' in the first sentence does not make it compound.

    Students

    A pair answers: 'And joins two verbs, not two independent clauses, so the sentence is still simple.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and reminds Ss that connectors show the relationship between ideas: although (contrast), because (reason), and or but (addition or contrast in compound sentences).

    Students

    Ss write the three definitions and one example of each sentence type into their notebooks.

Activity 3: Practice · 8 minutes

Pair Interaction: Viewpoint and Response

a) Aims

Ss practise giving a position, acknowledging a limitation and responding to a partner's question in a short exchange.

b) Content

Pairs practise the interaction dialogue in the book:
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.
Then, Ss change roles and replace 'my first interview' with a new topic from the model (for example, a part-time library shift). Partner A must ask one real follow-up question.

c) Expected outcomes

Each pair completes one exchange of at least four turns, with:

  • one clear position (for example: 'A supervised library role suits a careful student.')
  • one concrete example (for example: 'I helped at a school book fair last year.' only if the example is true for the speaker; otherwise: 'For example, a library assistant organises books under supervision.')
  • one acknowledged limitation (for example: 'I have no previous work experience, but I can explain how I would learn.')
  • one real follow-up question from the partner (for example: 'What training would the library provide?')

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet 2, Part C, and says: 'Practise the dialogue, then change the topic and make your own exchange. Your partner must ask a real follow-up question.'

    Students

    Ss read the dialogue in pairs and identify the position, limitation and invitation in each turn.

  2. Teacher

    Step 2: Task performance

    T walks around, listens for stress on CAN, HAS and MUST, and notes examples of good follow-up questions.

    Students

    Pairs practise. Sample exchange: A: 'I think a part-time role should fit the school timetable.' B: 'Why do you say that?' A: 'Because safety and study must come first. I have not worked before, so I would ask about training.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to perform their exchanges and asks the class: 'Did the partner ask a real question or read a prepared speech?'

    Students

    Pairs perform. Classmates answer: 'The partner asked about the training, which is a real question that responds to what the speaker said.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises effective responses and corrects any reading-style speech. T emphasises: 'A good partner listens and responds to what was said.'

    Students

    Ss note one useful follow-up question in their notebooks.

Activity 4: Application · 8 minutes

Defending a Viewpoint on Part-time Work

a) Aims

Ss produce a 1–2 minute spoken contribution on 'The world of work', defend it with specific conditions and answer a partner's follow-up question.

b) Content

Task: Ss prepare a 1–2 minute spoken contribution with the title 'Should a student take a part-time job during the school year?' Ss must:

  • state a clear position
  • support it with one specific, honest example or a labelled proposal (for example: 'Suppose a student works two evening shifts a week...')
  • acknowledge one limitation
  • invite a response
    After the speech, the partner asks one real follow-up question, and the speaker answers. Ss use at least one contrastive stress (CAN, HAS or MUST) and one complex sentence with a connector.
    Homework: Ss record or write their revised version of the speech and submit it next lesson.

c) Expected outcomes

Each S delivers a 1–2 minute spoken contribution with:

  • a clear position (for example: 'A part-time job is suitable only if the schedule does not undermine school.')
  • a labelled example or honest personal experience
  • one acknowledged limitation
  • one invitation for a response
  • one answer to a follow-up question
    Assessment criteria (teacher use): content (4), audience and structure (2), vocabulary and grammar (2), clarity and interaction (2).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the task on the board, reads the criteria aloud and says: 'Speak for 1–2 minutes. Do not read a written script. Your partner will ask one follow-up question.'

    Students

    Ss copy the task and criteria. Ss prepare brief notes with their position, example, limitation and invitation.

  2. Teacher

    Step 2: Task performance

    T gives Ss 4 minutes to prepare, then asks pairs to deliver their talks while T listens to pronunciation and interaction.

    Students

    Ss rehearse, then deliver their speech to their partner. Partner asks a follow-up question, for example: 'What would you do if the shift time clashed with an exam?' Possible answer: 'I would ask the employer to change the shift, because my study must come first.'

  3. Teacher

    Step 3: Report and discussion

    T invites two or three Ss to present to the whole class and asks the audience to give one positive comment and one suggestion.

    Students

    Volunteers present. Classmates answer: 'Your example was clear, and your condition about the schedule was convincing. Next time you could use a complex sentence to show contrast.'

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises the key points: a viewpoint needs a clear position, a concrete example, an acknowledged limitation and an invitation to respond. T assigns homework and reminds Ss to avoid claiming experience they do not have.

    Students

    Ss write down the homework task and the key structure in their notebooks.

Worksheets

Worksheet 1: Analysing the Model

Read the speaking model in your book and answer the questions.

Part A. Find and write the following:

  • Position (the speaker's main viewpoint): ...
  • Concrete example: ...
  • Limitation or condition the speaker acknowledges: ...
  • Invitation for response (a follow-up question or prompt): ...

Part B. Answer the questions.

  1. Which sentence is the substantive opening? Explain what it introduces.
  2. Why does the speaker prefer clearly stated duties and training to an exciting title?
  3. Find one detail the speaker says must be checked before accepting the role.
  4. How does the speaker respond to the follow-up question 'What if you lack previous employment?'

Part C. Discuss with your partner: Does the speaker only state an opinion, or does the speaker also explain and defend it? Give one reason.

Worksheet 2: Stress, Sentence Structures and Dialogue

Part A. Mark the stressed word in each sentence, then say the meaning.

  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)

Part B. Classify each sentence as simple, compound or complex. Then explain your answer.

  1. She organises books and welcomes visitors.
  2. The assistant organises books, and she welcomes visitors.
  3. Although she was inexperienced, she prepared carefully.

Part C. Practise the dialogue with your partner, then make a new exchange with a different topic.
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.

Your new exchange must include: one clear position, one concrete example, one acknowledged limitation and one real follow-up question from your partner.

Homework

  • Write a 80–100 word draft of your spoken contribution on 'The world of work', with a clear position, a labelled or honest example, one acknowledged limitation and an invitation for response.
  • Underline at least one auxiliary or modal verb with contrastive stress and one complex sentence with a connector in your draft.
  • Practise your 1–2 minute speech aloud at home, then record it on your phone or prepare to deliver it to your partner next lesson.
  • Review the six target words (vacancy, applicant, qualification, reliable, shift, reference) and write one sentence for each word.
  • Revisit the NeoEdu learning page (neoedu.vn/learn/12/english/unit-5-speaking) to check the lesson presentation and complete the interactive exercises.

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