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Giáo án Tiếng Anh 12
Tiếng AnhLớp 12Phần 12. Unit 9: Career paths

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I. Objectives

1. Knowledge

  • By the end of the lesson, Ss will be able to identify the speaker intentions in the opening exchange about practical experience
  • By the end of the lesson, Ss will be able to explain the meaning and use of seven three-word phrasal verbs (look forward to, get on with, keep up with, come up with, put up with, look up to, run out of)
  • By the end of the lesson, Ss will be able to apply sentence stress to show contrast and key information in sentences about career choices
  • By the end of the lesson, Ss will be able to use the topic vocabulary (career path, strength, mentor, transferable skill, qualification, curriculum vitae) in context

2. Competences

a) General competences

  • Self-control and independent learning: Ss work on the matching, gap-fill and reading tasks alone first, then check their answers against the key and correct their own mistakes
  • Communication and collaboration: Ss work in pairs to discuss career ideas, share intention answers and write a joint career plan, listening politely and giving feedback to classmates
  • Problem-solving and creativity: Ss decide which career details need checking before a choice, and suggest realistic routes for a personal plan with a review date

b) Specific competences

  • Communicative competence in English through listening, speaking, reading and writing: Ss listen to and read a short exchange, answer comprehension questions, summarise it in three sentences, and write a short career plan using the target language
  • Language knowledge (pronunciation, vocabulary, grammar): Ss use sentence stress to show contrast, match topic vocabulary with meanings, recognise the -ing form after the preposition to in look forward to, and place the object correctly in keep up with it

3. Personal qualities

  • Honesty: Ss describe their own experience accurately in the career plan and do not claim a job they have never held
  • Responsibility: Ss check current course requirements and entry conditions before relying on an old advertisement, and take responsibility for their own career decisions

II. Teaching aids and materials

1. Teacher

  • Projector, slides with the opening exchange, the phrasal verb list and the stress examples
  • Audio recording or teacher reading of the opening exchange (A and B roles)
  • Answer key for exercises 2 to 9
  • NeoEdu lesson page with interactive examples and exercises: neoedu.vn/learn/12/english/unit-9-getting-started (use in explore 1 and practice 1 for quick self-checking)
  • Worksheet No. 1 and Worksheet No. 2 (prepared copies)

2. Students

  • Student's book (Unit 9: Career paths, Getting Started)
  • Notebook, pen, pencil and eraser
  • Worksheet No. 1 and Worksheet No. 2 (handed out in class)
  • Access to the NeoEdu page on a phone or tablet, if the class has devices

III. Procedures

Activity 1: Warm-up · 5 minutes

Career talk

a) Aims

Ss activate their ideas about future careers and become interested in the unit topic 'Career paths'.

b) Content

Ss answer the question: 'What job would you like to do in the future, and why?' They discuss in pairs. They use the structure 'I want to work WITH people, not merely near them' if it fits their ideas.

c) Expected outcomes

Each pair gives at least two reasons for a career choice, for example: 'I want to help people, so I am thinking about teaching.' The pair writes one sentence on the board for the class.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows the question on the slide and asks: 'What job would you like to do in the future, and why?' T models one short answer about himself or herself.

    Students

    Ss listen to the model and note the question in their notebooks.

  2. Teacher

    Step 2: Task performance

    T asks Ss to turn to a partner and discuss for 2 minutes. T walks around and helps with vocabulary.

    Students

    Ss discuss in pairs. Expected answer: 'I want to be a nurse because I like helping people.' or 'I would like to work in IT because I enjoy solving problems.'

  3. Teacher

    Step 3: Report and discussion

    T invites 3 pairs to share their answers and asks: 'Why did you choose this job?'

    Students

    Representative pairs share their answers. Expected answer: 'We want to be teachers because we like working with children.'

  4. Teacher

    Step 4: Conclusion and assessment

    T praises the reasons given and says that the unit will help Ss think about careers more carefully, using the words career path and transferable skill.

    Students

    Ss write the new unit title and today's focus in their notebooks.

Activity 2.1: Knowledge formation · 8 minutes

Speaker intentions in the opening exchange

a) Aims

Ss identify what each speaker wants to know or clarify in the opening exchange, and understand the conditions the speakers set.

b) Content

Ss listen to the exchange twice and complete Worksheet No. 1. Key questions: (1) What does A want to know? (2) What does B mean by 'relevant supervised activities'? (3) Why does B say 'do not present it as a job you never held'? (4) What is A's purpose in the last question?
The exchange:
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.

c) Expected outcomes

Worksheet No. 1 completed correctly:

  • Line 1 (A): intention = to check the meaning of practical experience; A asks whether only paid work counts.
  • Line 2 (B): intention = to widen the meaning; relevant supervised activities also count, but they must be described honestly.
  • Line 3 (A): intention = to test an example; A asks whether organising a class resource is acceptable.
  • Line 4 (B): intention = to set a limit; the activity must not be presented as a job the person never held.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 1 and says: 'Listen to the exchange and decide what each speaker wants to do: ask, clarify, give an example or set a limit.'

    Students

    Ss read the four questions on Worksheet No. 1 and predict the answers.

  2. Teacher

    Step 2: Task performance

    T plays the recording twice (or reads it with two volunteers). T asks Ss to work in pairs and compare their answers after the first listening.

    Students

    Ss listen and write their ideas. Pairs discuss. Expected answer: 'A wants to know if only paid work counts as practical experience.'

  3. Teacher

    Step 3: Report and discussion

    T calls on different pairs to answer question 2 and question 3 and asks: 'Why is the phrase if they are described honestly important?'

    Students

    Pairs report. Expected answer: 'B means that supervised activities count only when they are described honestly, so the condition is necessary.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the intentions in the answer key and stresses that the speakers ask, clarify, give an example and set a limit. T reminds Ss that an opening exchange can introduce a topic through a specific question.

    Students

    Ss correct Worksheet No. 1 and write the key intention words in their notebooks.

Activity 2.2: Knowledge formation · 8 minutes

Three-word phrasal verbs

a) Aims

Ss learn the meaning of seven three-word phrasal verbs and use the correct object position and the correct form after to in look forward to.

b) Content

T presents the list. Ss match each expression with its meaning and answer two questions: (1) Which expression needs an -ing form after it? (2) Where does the object go in keep up with?
List: look forward to (anticipate); get on with (have a good relationship or continue); keep up with (stay at the same level); come up with (produce an idea); put up with (tolerate); look up to (admire); run out of (exhaust a supply).
Students complete Worksheet No. 2, Part A.

c) Expected outcomes

Ss note in their notebooks:

  • look forward to + V-ing (to is a preposition): 'I look forward to meeting the adviser.'
  • keep up with + object: 'keep up with it', not 'keep it up with'.
  • Meanings: look forward to (anticipate); get on with (have a good relationship or continue); keep up with (stay at the same level); come up with (produce an idea); put up with (tolerate); look up to (admire); run out of (exhaust a supply).

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T writes the seven phrasal verbs on the board and says: 'Match each phrasal verb with its meaning. Then find the two grammar points in the list.' T distributes Worksheet No. 2, Part A.

    Students

    Ss read the list and look at the meanings in the box on Worksheet No. 2.

  2. Teacher

    Step 2: Task performance

    T asks Ss to work in pairs. T models the first match, look up to (admire), and asks Ss to find the other matches.

    Students

    Pairs match the expressions. Expected answer: 'look up to = admire; put up with = tolerate.'

  3. Teacher

    Step 3: Report and discussion

    T asks: 'Which phrasal verb needs an -ing form? Where do we put the object in keep up with?' T writes two example sentences on the board.

    Students

    Ss answer: 'look forward to needs an -ing form because to is a preposition.' 'We say keep up with it, not keep it up with.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the meanings and the two grammar points, and reminds Ss that an object normally follows the full expression.

    Students

    Ss copy the key points into their notebooks and make a note of any meaning they missed.

Activity 2.3: Knowledge formation · 4 minutes

Sentence stress and rhythm

a) Aims

Ss recognise the main stressed words in sentences and understand how stress shows contrast and key information.

b) Content

T models two sentences: 'Choose a CAREER for YOUR reasons, not just for its TITLE.' and 'I want to work WITH people, not merely near them.' Capital letters show stressed words. Ss repeat the sentences and mark the stressed words.

c) Expected outcomes

Ss mark the stressed words and explain in one sentence: 'Stress falls on information-bearing or contrastive words, such as CAREER, YOUR, TITLE, WITH and NEAR, so the contrast is clear.'

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T says: 'Listen and repeat. Notice the words in capital letters. Which words carry the main information?'

    Students

    Ss listen to the model and repeat in chorus, then individually.

  2. Teacher

    Step 2: Task performance

    T asks Ss to mark the stressed words in their notebooks and read the sentences in pairs, changing the stress to test the meaning.

    Students

    Ss mark the words. Expected answer: 'If I stress WITH, the sentence says the contrast is between working with people and working near them.'

  3. Teacher

    Step 3: Report and discussion

    T asks two pairs to read their sentences aloud and asks the class whether the meaning changes with a different stress.

    Students

    Pairs read. Other Ss comment: 'When the stress changes, the meaning of the contrast changes.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms that stress shows contrast and key information, and that clear consonants and a slower, clear delivery are better than rushing.

    Students

    Ss write one rule about sentence stress in their notebooks.

Activity 3.1: Practice · 5 minutes

Vocabulary and grammar drills

a) Aims

Ss use the topic vocabulary and the phrasal verbs correctly in exercises 2 to 5.

b) Content

Exercise 2: Match each topic expression with its meaning.
Exercise 3: I look forward to ___ the adviser. A. to meet B. met C. meet D. meeting
Exercise 4: She came up ___ a useful question. A. of B. at C. with D. to
Exercise 5: We need to keep up ___ changes in training. A. with B. of C. for D. to
Students complete the exercises individually, then check with a partner.

c) Expected outcomes

Answer key:

  • Exercise 2: career path = lộ trình nghề nghiệp; strength = điểm mạnh; mentor = người hướng dẫn; transferable skill = kĩ năng chuyển đổi; qualification = trình độ, bằng cấp; curriculum vitae = bản lí lịch nghề nghiệp.
  • Exercise 3: D (meeting). To is a preposition in look forward to.
  • Exercise 4: C (with). Come up with means produce an idea.
  • Exercise 5: A (with). Keep up with means stay at the same level.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T shows Exercises 2 to 5 on the slide and says: 'Work alone for 2 minutes, then check with your partner.' T may open the NeoEdu page for interactive checking.

    Students

    Ss read the exercises and work individually in their notebooks.

  2. Teacher

    Step 2: Task performance

    T walks around, checks progress and supports Ss who are slow.

    Students

    Ss complete the exercises. Expected answers: 'career path = lộ trình nghề nghiệp', 'D', 'C', 'A'.

  3. Teacher

    Step 3: Report and discussion

    T calls on individual Ss to give answers for each exercise and asks: 'Why is D correct in Exercise 3?'

    Students

    Ss give answers and explain: 'To is a preposition, so we need the -ing form meeting.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the answers and writes the key phrases on the board. T asks Ss to correct any wrong answers in red.

    Students

    Ss correct their answers and record the new phrases.

Activity 3.2: Practice · 5 minutes

Reading the opening exchange

a) Aims

Ss identify the audience, purpose, opening sentence and key details of the exchange, and summarise it accurately.

b) Content

Exercise 6: State the purpose and audience of this short everyday conversation on 'Career paths'. Support your answer with one detail.
Exercise 7: Explain how the opening introduces the topic. Identify the actual opening sentence.
Exercise 8: Select two useful details from the model and explain why including them is better than saying only that the topic is important.
Exercise 9: Write a three-sentence summary using only information in the model. Keep any condition or limit that is essential to its meaning.
Students work in pairs. Worksheet No. 2, Part B, gives space for answers.

c) Expected outcomes

Sample answers (teacher marks with the guidance, not automatically):

  • Exercise 6: Audience = the two speakers, A and B. Purpose = to clarify what counts as practical experience and the conditions for it. Detail: 'I mean relevant supervised activities too, if they are described honestly.'
  • Exercise 7: The actual opening sentence is 'When you say practical experience, do you mean paid employment only?' It introduces the specific subject before the supporting detail.
  • Exercise 8: Detail 1: 'if they are described honestly'. Detail 2: 'do not present it as a job you never held'. These give specific conditions that the listener can use, while saying only that the topic is important gives no usable information.
  • Exercise 9: A asks whether practical experience means paid work only. B says that relevant supervised activities can also count. Both keep the condition that an activity must not be presented as a job the person never held.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T distributes Worksheet No. 2, Part B, and says: 'Read the exchange again. Work in pairs to answer Exercises 6 to 9. Keep the answers short and accurate.'

    Students

    Ss read the exercises and reread the exchange.

  2. Teacher

    Step 2: Task performance

    T circulates and checks that Ss do not add information that is not in the exchange.

    Students

    Pairs answer the four exercises. Expected answer for Exercise 7: 'The opening sentence is the question: When you say practical experience, do you mean paid employment only?'

  3. Teacher

    Step 3: Report and discussion

    T asks one pair to read their summary in Exercise 9 and asks the class to check whether the condition is kept.

    Students

    A pair reads the summary. Other Ss check: 'Yes, the condition about not presenting it as a job you never held is included.'

  4. Teacher

    Step 4: Conclusion and assessment

    T confirms the sample answers and stresses that a good summary keeps the essential conditions and does not add new results.

    Students

    Ss correct their Worksheet No. 2, Part B, and write one sentence about what makes a summary accurate.

Activity 4: Application · 10 minutes

Planning my career path

a) Aims

Ss apply the target language and the topic preview to write a short career plan that compares options, checks information and sets a review date.

b) Content

Ss use Worksheet No. 2, Part C, to write a short plan of 5 to 6 sentences. The plan must include: (1) two career options and the reasons; (2) one duty, one training requirement and one working condition for each option; (3) a note to check current entry requirements; (4) two transferable skills; (5) a review date. Ss must use at least two of these: look forward to + V-ing, keep up with, come up with, put up with, look up to.

c) Expected outcomes

A short career plan (5 to 6 sentences) in English, for example: 'I am considering teaching or technical maintenance. I would ask a teacher about an ordinary week and check the current entry requirements before I decide. I want to develop communication and problem-solving skills. I look forward to meeting a mentor next month. I will review my plan on 15 December.' The plan follows the checklist on Worksheet No. 2, Part C.

d) Organisation

  1. Teacher

    Step 1: Task delivering

    T explains the task and shows the checklist on the slide. T says: 'Describe your own interests honestly. Do not copy a mentor's route.'

    Students

    Ss read the checklist in Worksheet No. 2, Part C, and choose two career options.

  2. Teacher

    Step 2: Task performance

    Ss write the plan individually for 4 minutes, then exchange with a partner and check the checklist. T monitors and helps with sentence structure.

    Students

    Ss write and check. Expected answer for the review date: 'I will review this plan on 15 December.'

  3. Teacher

    Step 3: Report and discussion

    T invites 2 Ss to read their plans aloud and asks the class: 'Which detail in this plan is specific and honest?'

    Students

    Ss read their plans. Classmates give feedback, for example: 'The review date is clear and useful.'

  4. Teacher

    Step 4: Conclusion and assessment

    T gives feedback on the use of the phrasal verbs and the stress, and reminds Ss that a career choice can change as evidence and interest change.

    Students

    Ss revise their plans and keep them for the next lesson.

Worksheets

Worksheet No. 1: Speaker intentions

Listen to the exchange and complete the table. Write the intention in one short phrase.

  • Line 1 (A): 'When you say practical experience, do you mean paid employment only?' Intention: ______
  • Line 2 (B): 'No. I mean relevant supervised activities too, if they are described honestly.' Intention: ______
  • Line 3 (A): 'So organising a class resource can count as an example?' Intention: ______
  • Line 4 (B): 'Yes, but do not present it as a job you never held.' Intention: ______
    Questions:
  • What does B mean by relevant supervised activities?
  • Why does B say do not present it as a job you never held?
    Key words to use: ask, clarify, give an example, set a limit.

Worksheet No. 2: Phrasal verbs, reading and career plan

Part A. Match each phrasal verb with its meaning.

  • look forward to / get on with / keep up with / come up with / put up with / look up to / run out of
    Meanings: anticipate; have a good relationship or continue; stay at the same level; produce an idea; tolerate; admire; exhaust a supply.
    Grammar notes: After look forward to, use the -ing form. In keep up with, the object comes after the full expression (keep up with it).

Part B. Answer Exercises 6 to 9 in 2 to 3 sentences each.

  • Exercise 6: State the purpose and audience of the conversation. Support your answer with one detail.
  • Exercise 7: Identify the actual opening sentence and explain how it introduces the topic.
  • Exercise 8: Select two useful details and explain why they are better than saying only that the topic is important.
  • Exercise 9: Write a three-sentence summary. Keep the essential condition.

Part C. Career plan checklist (5 to 6 sentences)

  • Two career options and reasons
  • One duty, one training requirement and one working condition for each option
  • A note to check current entry requirements
  • Two transferable skills
  • A review date
  • At least two of: look forward to + V-ing, keep up with, come up with, put up with, look up to

Homework

  • Learn the seven three-word phrasal verbs and make one sentence for each. Use look forward to with an -ing form.
  • Interview an adult you know about an ordinary week in a career that interests you. Ask about daily duties, training requirements and working conditions.
  • Write a paragraph of 80 to 100 words about the interview. Include one detail you must check with current sources, such as entry requirements, and say why you need to check it.
  • Prepare one honest example of practical experience for a curriculum vitae. Describe it accurately; do not present it as a job you never held.
  • Review the sentence stress examples and practise reading two sentences aloud, changing the stressed words to show contrast.

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