Tiếng AnhLớp 12Phần 12. Unit 9: Career paths

Giáo án Communication and Culture / CLIL

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)

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I. Objectives

1. Knowledge

By the end of the lesson, Ss will be able to:
Use the everyday-English exchange to explain what counts as practical experience and the honesty condition attached to it.
Identify the stress pattern and rhythm of a sentence and explain how stress changes meaning.
Use three-word phrasal verbs (look forward to, keep up with, put up with, etc.) with the correct object position.
Explain how the CLIL text on in-demand careers introduces its topic, supports it with specific details and qualifies its forecasts without overgeneralising.

2. Competences

a) General competences

Self-control and independent learning: Ss work through the model text and questions on their own, check their answers against the key, and note the forecasts and conditions they need to re-check.
Communication and collaboration: Ss work in pairs to role-play the exchange, give peer feedback on stress and rhythm, and share ideas in a group discussion about career decisions.
Problem-solving and creativity: Ss decide what evidence they need before drawing a career conclusion and write an honest personal example of practical experience.

b) Specific competences

Communicative competence in English through listening, speaking, reading and writing: Ss read and interpret the CLIL text, role-play the everyday exchange, and write a short honest summary or example.
Language knowledge (pronunciation, vocabulary, grammar): Ss use the six target words (career path, strength, mentor, transferable skill, qualification, curriculum vitae), apply sentence stress on information-bearing words, and place objects correctly after three-word phrasal verbs.

3. Personal qualities

Honesty: Ss describe their own experience accurately and never present a class activity as a job they did not hold.
Responsibility: Ss check a career forecast's date, region and source before using it to make a decision about their own future.

II. Teaching aids and materials

1. Teacher

Projector and slides with the everyday exchange, the CLIL text (page 125) and the target vocabulary
Student's Book Tiếng Anh 12 (Global Success), Unit 9, page 125
Printed worksheet (Phiếu học tập số 1)
NeoEdu learning page: neoedu.vn/learn/12/english/unit-9-communication-and-culture-clil (lesson presentation, examples and interactive exercises)
Timer, sticky notes

2. Students

Student's Book and notebook
Pen, pencil, highlighter
A sheet of paper for writing the short summary

III. Procedures

Activity 1: Warm-up · 5 minutes

Career Talk Starter

a) Aims

Ss activate prior knowledge about career paths and recall why a career choice should be based on personal reasons.

b) Content

T asks Ss to think about one job they would like to do and why. Ss share with a partner. Target questions:

What job would you like to do after high school?
Why did you choose it: the salary, the title, or the work itself?
Who could help you on your career path?

c) Expected outcomes

Ss name one career and one personal reason for choosing it. Expected answers: 'I want to be a software developer because I enjoy solving problems.' / 'I want to be a teacher because I like working with children.' Ss show they understand that a career should be chosen for personal reasons, not just the title.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T shows the question 'Why do you choose a career?' on the projector and asks Ss to think silently for 30 seconds. T writes the key words career path, mentor and strength on the board.
Students
Ss read the question and think silently about a job they like.
Teacher
Step 2: Task performance
T asks Ss to turn to a partner and talk for 1 minute using the three questions on the slide. T walks around and listens.
Students
Ss work in pairs, take turns asking and answering, and note their partner's main reason.
Teacher
Step 3: Report and discussion
T invites 2–3 pairs to share. T asks: 'Is your reason about the job itself or about the title?'
Students
Ss report, for example: 'My partner wants to be a nurse because she wants to help people.' Other Ss respond with 'I agree' or 'I think a mentor can help with that.'
Teacher
Step 4: Conclusion and assessment
T confirms that choosing a career for personal reasons is the central idea of the lesson and writes the title of the lesson on the board: Communication and Culture / CLIL: Career paths.
Students
Ss copy the lesson title into their notebooks.

Activity 2.1: Knowledge formation · 12 minutes

Everyday Exchange and Sentence Stress

a) Aims

Ss understand the everyday-English exchange about practical experience, notice the honesty condition, and practise sentence stress and phrasal verbs.

b) Content

Ss read the exchange on page 125 and answer:
A: When you say practical experience, do you mean paid employment only?
B: No. I mean relevant supervised activities too, if they are described honestly.
A: So organising a class resource can count as an example?
B: Yes, but do not present it as a job you never held.

T then models the stress: 'I want to work WITH people, not merely near them.' Ss practise in pairs, stressing the capitalised words.

T also presents the phrasal verbs look forward to, keep up with and put up with. Example: 'keep up with it, not keep it up with.'

c) Expected outcomes

Key ideas Ss write in their notebooks:

Practical experience can include relevant supervised activities, not only paid employment.
The condition: the activity must be described honestly; a class task must not be presented as a job the person never held.
Stress falls on information-bearing words (WITH, TITLE, NOT). Stress can change meaning without changing grammar.
Phrasal verb word order: keep up with it (correct); keep it up with (incorrect).

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T asks Ss to read the exchange silently and underline the words that answer the question 'What counts as practical experience?'. T plays the recording or models the first line.
Students
Ss read the dialogue silently and underline the key words such as 'relevant supervised activities' and 'honestly'.
Teacher
Step 2: Task performance
T asks Ss to work in pairs: one reads A's lines, one reads B's lines. T then models the stress on 'I want to work WITH people, not merely near them' and asks Ss to repeat chorally, then in pairs.
Students
Ss role-play the exchange in pairs, then practise the sentence with the stressed words. Expected answer to the check question 'Which word is stressed for a contrast?' : WITH (not near) and NOT.
Teacher
Step 3: Report and discussion
T asks: 'Can organising a class resource be an example of practical experience? What must B add?' T then asks Ss to say the correct form: 'keep up with it' or 'keep it up with'?
Students
Ss answer: 'Yes, if it is described honestly.' 'B must say that it is not a job the speaker never held.' Ss answer: 'keep up with it.'
Teacher
Step 4: Conclusion and assessment
T sums up: the exchange sets a condition (honesty), sentence stress is placed on the information-bearing word, and the object follows the full phrasal verb. T shows the NeoEdu interactive exercise for review if time allows.
Students
Ss copy the key ideas into their notebooks.

Activity 2.2: Knowledge formation · 10 minutes

Reading the CLIL Text on In-demand Careers

a) Aims

Ss read the CLIL text on in-demand careers, identify its structure, and explain why its forecasts must be read with their date, region and source.

b) Content

Ss read the CLIL text on page 125 and complete Worksheet 1 (Phiếu học tập số 1). The text:

In-demand careers can change with technology, demographics and policy. A forecast is not a guarantee that a particular learner will find work.
The printed page 125 highlights software/coding work, digital content creation and data-protection roles.
Compare a dated, local vacancy and its required training before drawing a career conclusion.

c) Expected outcomes

Ss complete the table on Worksheet 1:

Software/coding work: writing and checking programs.
Digital content creation: communicating to a defined audience through digital material.
Data-protection roles: examining how personal information is collected, used and protected.
Ss also write: The opening sentence introduces the topic (in-demand careers can change). The closing sentence gives the next step (compare a dated, local vacancy and its training). Forecasts are not promises for every region in 2026 or for every individual.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T hands out Worksheet 1 and asks Ss to read the text silently in 3 minutes. T reminds Ss to check the date, region and definition of demand in the text.
Students
Ss read the text and receive Phiếu học tập số 1.
Teacher
Step 2: Task performance
T asks Ss to work in groups of four using a mini-jigsaw: each pair takes one role (software/coding, digital content, data protection) and fills in the skill profile. Then they compare the three roles in the group.
Students
Ss discuss in groups, complete the skill profile for their role, and prepare to explain it to the group.
Teacher
Step 3: Report and discussion
T asks: 'Why does the text say a forecast is not a guarantee?' and 'What should you check before you believe a job list?'
Students
Ss answer, for example: 'Because demand depends on technology, demographics and policy, and a forecast does not promise a job for one person.' 'Check the date, the region and the source of the list.'
Teacher
Step 4: Conclusion and assessment
T confirms that forecasts are conditional, and that a career conclusion should be drawn only after comparing a dated, local vacancy and its required training. T emphasises that an unsourced 'future-proof' list is not enough.
Students
Ss correct their worksheets and write the key message in one sentence.

Activity 3: Practice · 10 minutes

Model Text Analysis

a) Aims

Ss practise analysing the structure and details of the model text, and summarising it while keeping its conditions.

b) Content

Ss answer the following tasks from the Student's Book:
2. State the purpose and audience of this everyday exchange on 'Career paths'. Support your answer with one detail.
3. Identify the opening sentence and explain how it introduces the topic.
5. Write a three-sentence summary using only information in the model. Keep any condition that is essential to its meaning.

c) Expected outcomes

Answer key:
2. Audience: the two speakers in the exchange. Purpose: to explain the everyday response about practical experience and its conditions. Detail: 'I mean relevant supervised activities too, if they are described honestly.'
3. Opening sentence: 'A: When you say practical experience, do you mean paid employment only?' It establishes the subject before the supporting detail.
5. Sample summary: A asks whether practical experience means only paid work. B explains that relevant supervised activities can also count. Both speakers keep the condition that an activity must not be presented as a job the person never held.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T projects tasks 2, 3 and 5 and asks Ss to work individually for 3 minutes.
Students
Ss read the tasks and the model exchange and write short answers in their notebooks.
Teacher
Step 2: Task performance
T asks Ss to exchange notebooks with a partner for peer checking. T walks around and helps Ss who find it hard to identify the opening sentence.
Students
Ss check their partner's answers, marking whether the detail is correct and whether the condition is kept in the summary.
Teacher
Step 3: Report and discussion
T invites 2–3 Ss to read their summary aloud. T asks the class: 'Does the summary keep the honesty condition?'
Students
Ss read their summaries. Other Ss respond 'Yes, it keeps the condition' or 'No, it misses the condition.'
Teacher
Step 4: Conclusion and assessment
T shows the answer key on the projector and explains: a greeting or title is not the main message; the summary must keep essential conditions.
Students
Ss compare with the key and correct their work.

Activity 4: Application · 8 minutes

Honest Experience and Career Check

a) Aims

Ss apply the honesty condition and the evidence-checking habit to their own career planning.

b) Content

Ss write three to four sentences about a real or planned activity that could count as practical experience (for example: organising a class resource, volunteering at school). They must:

describe it honestly, without claiming a job they never held;
use at least two words from the vocabulary list (career path, strength, mentor, transferable skill, qualification, curriculum vitae);
use one phrasal verb with the correct object position.

c) Expected outcomes

Each S writes a short honest paragraph, for example: 'I organised a reading club for my class last year. It helped me develop communication and teamwork, two transferable skills. I want to keep up with my studies and find a mentor for my career path.' Ss self-check the paragraph with the honesty condition.

d) Organisation

Teacher's activities

Students' activities

Teacher
Step 1: Task delivering
T explains the task and models one honest example on the board. T reminds Ss not to present a class activity as a job.
Students
Ss listen and ask questions if needed.
Teacher
Step 2: Task performance
T asks Ss to write individually for 4 minutes, then read their paragraph to a partner. T circulates to check accuracy and the use of phrasal verbs.
Students
Ss write their paragraphs and share them with a partner, giving one piece of feedback.
Teacher
Step 3: Report and discussion
T invites 2 Ss to read their paragraphs and asks the class: 'Is this experience described honestly?'
Students
Ss read aloud. Classmates answer 'Yes, it is honest because it says organised a reading club, not a paid job.'
Teacher
Step 4: Conclusion and assessment
T summarises the lesson: choose a career for your own reasons, describe your experience honestly, and check dated, local evidence before drawing a conclusion. T assigns the homework.
Students
Ss write the key message in their notebooks and listen to the homework instructions.

Worksheets

Phiếu học tập số 1

Read the CLIL text on page 125 and complete the table.

Role: Software/coding work
Skill profile: ...
Role: Digital content creation
Skill profile: ...
Role: Data-protection roles
Skill profile: ...

Answer the questions:

Why is a forecast 'not a guarantee that a particular learner will find work'?
Which three things should you check about a forecast before you use it? (date, region, ...)
Which sentence in the text tells you the next step? Copy it.
Why is an unsourced list that calls a career 'future-proof' not enough?

Key (for teacher):

Software/coding work: writing and checking programs.
Digital content creation: communicating to a defined audience through digital material.
Data-protection roles: examining how personal information is collected, used and protected.
1: Demand depends on technology, demographics and policy, and a forecast does not promise work to one person.
2: The date, the region and the definition of demand.
3: 'Compare a dated, local vacancy and its required training before drawing a career conclusion.'
4: It gives no date, region or source, so the claim cannot be checked.

Homework

Write a short honest paragraph (4–5 sentences) about one activity that could count as practical experience for your career path. Do not present a class activity as a paid job.
Find one dated, local job vacancy in your area. Note its date, region and required skills and training, then write two sentences about what it means for your career path.
Practise the sentence 'I want to work WITH people, not merely near them' with correct stress, and record yourself.
Prepare the vocabulary: career path, strength, mentor, transferable skill, qualification, curriculum vitae. Write one example sentence for each.

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