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

Giáo án Writing

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to: identify the audience, purpose and structure of a job application letter; explain how specific details and a polite closing make the message clear and credible; distinguish simple, compound and complex sentences and choose connectors that show the intended relationship; write a coherent opening and body for a job application letter on 'The world of work'.

2. Competences

a) General competences

  • Self-control and independent learning: Ss plan and draft their own letter, check it against a checklist and revise sentences without teacher reminders.
  • Communication and collaboration: Ss discuss the model letter in pairs, give peer feedback politely and explain their answers to the class.
  • Problem-solving and creativity: Ss combine short sentences in several ways, choose suitable connectors and select a realistic job and relevant experience for their own letter.

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss read the model letter for meaning, answer questions orally and in writing, and produce a short job application draft in an appropriate register.
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use the vocabulary vacancy, applicant, qualification, reliable, shift and reference; use simple, compound and complex sentences; and use connectors such as although, because, and and so in context.

3. Personal qualities

  • Responsibility: Ss complete each task and the homework letter on time and check that every detail they write is true.
  • Diligence: Ss revise their draft at least once after peer feedback and correct sentence links.
  • Honesty: Ss use only real experience or clearly labelled imagined details and do not invent results or promises.
  • Kindness: Ss give constructive, polite comments to classmates and accept feedback respectfully.

II. Teaching aids and materials

1. Teacher

  • Projector and slides showing the vacancy notice, the model letter and the sentence-type examples
  • Student's Book Unit 5, Writing section
  • Worksheet 1 and Worksheet 2 (printed, one set per pair)
  • Board and markers
  • NeoEdu learning page with lesson notes and interactive exercises: neoedu.vn/learn/12/english/unit-5-writing

2. Students

  • Student's Book Unit 5
  • Notebook, pen and pencil
  • Draft checklist (copied from the board or slide)

III. Procedures

Activity 1: Warm-up · 4 minutes

Lead-in: What does an employer need to know?

a) Aims

Ss recall what a job application letter should contain and why it must be specific and polite.

b) Content

T writes a short advertisement on the board: 'Weekend assistant needed for youth reading event. Saturday mornings. Training on Friday.' T asks: 'What is the job? What does the employer want to know about you? Which information makes your application convincing?'
Ss discuss in pairs for one minute, then share ideas.

c) Expected outcomes

Ss list four features of a good application letter: a clear purpose linked to the advertised role; the employer's identity (the person named in the greeting); specific evidence such as experience and availability; and a polite closing that asks for a reply.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T: 'Look at the advertisement on the board. Work in pairs. What does the employer want to know? What would you write to convince them?'

    Students

    Ss read the advertisement and listen to the instructions.

  2. Teacher

    Step 2: Task performance

    T monitors pairs and prompts with questions: 'Which information from the advertisement should you mention?'

    Students

    Ss discuss in pairs. Expected ideas: 'They want to know if I am available on Saturdays.' 'They want someone reliable with some experience.' 'I should give an example, not just say I am hardworking.'

  3. Teacher

    Step 3: Report and discussion

    T invites two pairs to share. T writes key ideas on the board under the heading 'What a good letter needs'.

    Students

    Two pairs report. Expected answer: 'The letter should say which job we want, show our experience and availability, and end politely.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the ideas and says: 'A good application is coherent, gives specific support and uses an appropriate register. Today we will analyse a model letter and then write our own.'

    Students

    Ss copy the key points into their notebooks.

Activity 2.1: Knowledge formation · 10 minutes

Reading the model: audience, purpose and structure

a) Aims

Ss identify the audience, purpose and organisation of the model job application letter.

b) Content

Ss read the model letter 'Dear Library Coordinator ... Yours faithfully, Lan Nguyen' silently for one minute. In pairs, Ss complete Worksheet 1 by answering four questions:

  • Who is the audience?
  • What is the purpose of the letter?
  • Which two specific details support the application?
  • How is the letter organised from opening to closing?

c) Expected outcomes

Answers on Worksheet 1:

  • Audience: the Library Coordinator, named in the salutation 'Dear Library Coordinator'.
  • Purpose: to apply for the weekend assistant role advertised for the youth reading event, using relevant experience, availability and questions about conditions.
  • Specific details: availability on all four Saturday mornings and the Friday training session; experience of helping organise the class book corner, checking labels, recording borrowed books and explaining the system to younger pupils.
  • Organisation: opening (purpose: 'I am writing to apply for the weekend assistant role...'); body (availability, experience, lesson learned, understanding of supervision and privacy, questions about eligibility, duties and conditions); closing ('Thank you for considering my application. I look forward to your reply.').

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T projects the model letter and hands out Worksheet 1. T says: 'You have one minute to read silently. Then work in pairs to complete the worksheet.'

    Students

    Ss read the letter silently and receive Worksheet 1.

  2. Teacher

    Step 2: Task performance

    T walks around, checks understanding of 'apply for', 'supervise' and 'eligibility', and asks: 'Which sentence tells us the purpose?'

    Students

    Ss work in pairs and underline the opening sentence. Expected answer: 'I am writing to apply for the weekend assistant role advertised for the youth reading event.'

  3. Teacher

    Step 3: Report and discussion

    T calls on two pairs to report their answers to question 3 and question 4. T asks: 'Why is 'checked labels' more convincing than 'I am a hard worker'?'

    Students

    Expected answer: 'Checked labels' shows a concrete action, so the employer can believe it. The other pair suggests the closing 'I look forward to your reply' is polite and asks for action.

  4. Teacher

    Step 4: Conclusion and assessment

    T summarises: 'The audience is the Library Coordinator, the purpose is clear in the first sentence, and specific details prove the claims. The closing is polite and does not make unsupported promises.' T shows the structure on the board as a list.

    Students

    Ss check and correct their worksheets.

Activity 2.2: Knowledge formation · 8 minutes

Language focus: sentence types and connectors

a) Aims

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

b) Content

T presents the three sentence types with the example 'Although she was inexperienced, she prepared carefully.' T then asks Ss to find examples in the model:

  • 'Last term, I helped organise our class book corner.'
  • 'I am available on all four Saturday mornings and can attend the Friday training session.'
  • 'I understand that a librarian will supervise the event and that children's information must remain private.'
    T reminds Ss: a sentence with 'and' is not automatically compound if 'and' joins only words.

c) Expected outcomes

Ss record in their notebooks:

  • Simple: 'I checked labels, recorded borrowed books and explained the system to younger pupils.' (one independent clause; the verbs share one subject)
  • Simple with compound predicate: 'I am available on all four Saturday mornings and can attend the Friday training session.' (one subject, two verbs)
  • Complex: 'I understand that a librarian will supervise the event...' (the that-clauses are subordinate)
  • Compound (teacher example): 'I am available on Saturdays, and I can attend the training.'
    Connector list: although (contrast), because (reason), so (result), and (addition), but (contrast).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes 'Although she was inexperienced, she prepared carefully' on the board and asks: 'How many independent clauses does it have? Which clause is subordinate?'

    Students

    Ss answer: 'Two clauses. One is independent: she prepared carefully. The other is subordinate: although she was inexperienced.'

  2. Teacher

    Step 2: Task performance

    T asks Ss to find the three example sentences in the model and classify them with a partner. T monitors and checks the 'and' sentence.

    Students

    Ss work in pairs, classify each example and note the connector used.

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Is 'I am available... and can attend...' a compound sentence? Why?'

    Students

    Expected answer: 'No. It has one subject, I, and two verbs. The and joins only the verbs, so it is still a simple sentence.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the classification and says: 'Choose the connector that matches the relationship: although for contrast, because for reason, so for result, and for addition.' T writes the connector list on the board.

    Students

    Ss copy the connector list into their notebooks.

Activity 3.1: Practice · 8 minutes

Sentence combining for a coherent message

a) Aims

Ss combine short sentences into simple, compound and complex sentences with suitable connectors.

b) Content

Ss complete Worksheet 2 in pairs. Each pair combines four pairs of short sentences using the connector that fits the relationship. T models item 1 first.

c) Expected outcomes

Model answers on Worksheet 2:

  1. 'I checked the labels and recorded borrowed books.' (simple sentence with compound predicate; and joins verbs)
  2. 'Although I have no paid experience, I helped organise our class book corner.' (complex; although shows contrast)
  3. 'I am free on Saturdays, and I can attend the Friday training session.' (compound; and joins two independent clauses)
  4. 'Because the event needs reliable helpers, I would like to be considered.' (complex; because shows reason)
    Accept other correct combinations that keep the meaning and use a suitable connector.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T: 'Combine each pair of sentences in Worksheet 2. Choose a connector that fits the meaning. Then label your new sentence as simple, compound or complex.'

    Students

    Ss receive Worksheet 2 and read the instructions.

  2. Teacher

    Step 2: Task performance

    T models item 1 on the board, then monitors pairs and asks: 'Which connector shows contrast?'

    Students

    Ss work in pairs. Expected answers: item 2 'although' for contrast; item 4 'because' for reason.

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their sentences aloud. The class checks the label for each sentence.

    Students

    Pairs read their sentences. Expected: 'Although I have no paid experience, I helped organise our class book corner.' Class responds: 'Complex, because although introduces a subordinate clause.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Good connectors make your message clear. Use although for contrast, because for reason, and for addition only when you join ideas of equal importance.'

    Students

    Ss correct any mistakes in their worksheets.

Activity 3.2: Practice · 7 minutes

Reading check: details, closing and summary

a) Aims

Ss answer comprehension questions about the model letter and write a short summary that keeps the essential conditions.

b) Content

Ss work in pairs to answer three questions from the bank:

  • Q2: State the purpose and audience of the letter. Support your answer with one detail.
  • Q4: Select two useful details from the model and explain why they are better than general statements.
  • Q5: Write a three-sentence summary using only information in the model. Keep any essential condition or limit.

c) Expected outcomes

Model answers:

  • Q2: Audience: the Library Coordinator named in the salutation. Purpose: to apply for the weekend assistant role using experience, availability and questions about conditions. Detail: 'I am writing to apply for the weekend assistant role advertised for the youth reading event.' This detail states the exact role and event.
  • Q4: Detail 1: 'I am available on all four Saturday mornings and can attend the Friday training session.' Detail 2: 'I look forward to your reply.' These give information the employer can use. A general statement such as 'the topic is important' gives no concrete information.
  • Q5 (summary): 'I am writing to apply for the weekend assistant role advertised for the youth reading event. I am available on all four Saturday mornings and can attend the Friday training session. I look forward to your reply.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the three questions and says: 'Answer in pairs. Use evidence from the model to support each answer.'

    Students

    Ss read the questions and find the relevant sentences in the model.

  2. Teacher

    Step 2: Task performance

    T circulates and checks that Ss keep only essential conditions in their summary, such as 'Saturday mornings' and 'Friday training session'.

    Students

    Ss write and check their answers. Ss may ask: 'Can we say we are sure to get the job?' T answers: 'No, the model does not promise that.'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read the summary and another pair to explain their answer to Q4.

    Students

    Pairs report. Expected: 'Our summary keeps the availability conditions because they are essential to the message.'

  4. Teacher

    Step 4: Conclusion and assessment

    T says: 'Specific details and essential conditions make your message credible. Do not add results that are not in the text.' T writes one correct summary on the board.

    Students

    Ss compare their answers with the board and correct them.

Activity 4: Application · 8 minutes

Drafting my own job application

a) Aims

Ss draft the opening and body of a job application letter for a real or imagined weekend job, using specific details and an appropriate register.

b) Content

Ss choose a weekend job (for example, library helper, youth event volunteer or community book corner assistant). They write 5 to 6 sentences: an opening that states the purpose; one specific experience; availability; one question about conditions; and a polite closing. Ss use a checklist: Is the audience clear? Is each detail specific? Do my connectors show the right relationship? Is my tone polite?

c) Expected outcomes

A 5 to 6 sentence draft with the opening, one specific experience, availability, one question about conditions and a polite closing. Ss tick each item on the checklist. Example opening: 'Dear Library Coordinator, I am writing to apply for the weekend assistant role advertised for the youth reading event.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T displays the checklist and says: 'Write a short draft in your own words. Use only real experience or clearly imagined details, and label imagined details.'

    Students

    Ss read the checklist and choose their job.

  2. Teacher

    Step 2: Task performance

    T monitors and helps Ss with sentence links. T asks: 'Which connector shows your reason for applying?'

    Students

    Ss write their drafts individually for about five minutes. Expected problem: 'I do not have experience.' T suggests: 'Write about a related task you did at school, such as helping at the class library.'

  3. Teacher

    Step 3: Report and discussion

    T asks Ss to swap drafts with a partner and check against the checklist. T invites one volunteer to read one sentence aloud.

    Students

    Ss exchange drafts, check and give one polite comment. Expected comment: 'Your question about working conditions is clear. Could you add the name of the event?'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises good examples and assigns the full letter as homework. T says: 'A coherent letter needs a clear purpose, specific support and a polite close.'

    Students

    Ss revise their drafts quickly and record the homework task in their notebooks.

Worksheets

Worksheet 1: Analysing the model letter

Read the model letter 'Dear Library Coordinator ... Lan Nguyen' and answer the questions with your partner.

  • Who is the audience? Give the evidence.
  • What is the purpose of the letter? Quote the opening sentence.
  • Write two specific details that support the application.
  • Complete the structure:
    • Opening: ...
    • Body: ...
    • Closing: ...
  • Which sentence shows a polite request for more information? Quote it.

Worksheet 2: Sentence combining

Combine each pair of sentences into one sentence. Choose a suitable connector (although, because, and, so, but). Then label your sentence as simple, compound or complex.

    1. I checked the labels. I recorded borrowed books.
    1. I have no paid experience. I helped organise our class book corner.
    1. I am free on Saturdays. I can attend the Friday training session.
    1. The event needs reliable helpers. I would like to be considered.

Homework

  • Write a complete job application letter of about 150 to 180 words for a real or clearly imagined weekend job at a library or youth event. Use the model letter as a guide, but do not copy its sentences.
  • Include: a clear opening that states the purpose; at least two specific details (experience and availability); one question about eligibility, duties or working conditions; a polite closing; and your full name.
  • Use at least one compound sentence and one complex sentence, and choose connectors that show the correct relationship.
  • Check your letter with the checklist from class and mark any imagined detail as 'imagined'. Bring the letter to the next lesson, and be ready to read one sentence aloud.

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